Maintenance and Light Repair 2 - Scope and Sequence - Unit 1-12

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Unit/Lesson

Title

Duration

(Weeks)

Direct Explanation

GPS

Standard(s)

CCGPS Standard(s)

Unit: 1

Lesson Title/

Focus:

Orientation Employability Skills

1

Students will

Identify soft skills; communicate effectively for industry and personal use;

Examine employability skills required by business and industry. The teacher will

Provide review materials on writing and speaking grammatically correct to improve interpersonal abilities and attain employability skills required by business and industry

TDL-MLR2-1 Demonstrate employability skills required by business and industry.

Writing:

L9-10WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

L9-10WHST8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Literacy:

L9-10RST3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text.

L9-10RST7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

https://www.georgiastandards.org/Common-Core/Documents/ CCGPS_9-10_SS-Science-Tech-Literacy_Standards.pdf Text Complexity:

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EOPA Standards:

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/ CTAE/Pages/cluster-TDL.aspx

http://www.asestudentcertification.com/pdfs/ MLRTaskListTestSpec.pdf

SLO

Standards: TBD Learning

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Unit: 2

Lesson

Title/Focus:

Safety Procedures

2

Students will

Identify and utilize safety procedures, proper tools, proper ventilation, general shop safety rules and procedures.

Identify the location and the types of fire extinguishers and other fire safety equipment.

Safety aspects of supplemental restraint systems, electronic brake control systems, hybrid vehicle high voltage circuits, and high intensity discharge lamps.

Knowledge of material safety data sheets. The teacher will

Provide review materials on safety procedures, proper tools, proper ventilation, general shop safety rules and procedures.

The location and the types of fire

extinguishers and other

TDL-MLR2-2 Identify and accurately utilize safety procedures and proper tools.

Writing:

ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Literacy:

ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

https://www.georgiastandards.org/Common-Core/Common %20Core%20Frameworks/CCGPS_ELA_9-10_Standards.pdf

Text Complexity:

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fire safety equipment.

Safety aspects of supplemental restraint systems, electronic brake control systems, hybrid vehicle high voltage circuits, and high intensity discharge lamps. Importance of material safety data sheets required by industry.

EOPA Standards:

SLO

Standards: TBD Learning

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Unit: 3

Lesson

Title/Focus:

SkillsUSA 1 Students will:

Explain the purpose, mission, objectives, motto, and other characteristics of SkillsUSA.

Explain how participation in SkillsUSA can promote lifelong responsibility for community service, professional growth and development.

Explore the impact and opportunities

SkillsUSA can develop to bring business and industry together with education.

Explore the local, state, and national opportunities available to students to

participate in SkillsUSA. The teacher will:

Explain the purpose, mission, objectives, and other distinguishing characteristics of TDL-MLR2-12 Examine how SkillsUSA is a co-curricular part of career and technical education through leadership development, school and community service projects, and competitive events. Writing:

Literacy:

Text Complexity:

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SkillsUSA.

Explain how participation in SkillsUSA can promote lifelong responsibility for community service, professional growth and development.

Explore the impact and opportunities

SkillsUSA can develop to bring business and industry together with education.

Explore the local, state, and national opportunities available to students in

SkillsUSA.

EOPA Standards:

SLO Standards:

TBD

Learning

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Unit: 4

Lesson

Title/Focus:

Tools and Equipment

2

Students will:

Identify tools and their usage in automotive applications.

Distinguish between standard and metric designations.

Understand safe handling and use of appropriate tools.

Demonstrate proper cleaning, storage, and maintenance of tools and equipment. The teacher will:

 Explain tools and their usage in automotive applications, standard and metric designations.

 Explain safe

handling and use of appropriate tools.

 Demonstrate proper cleaning, storage, and maintenance of tools and equipment.

TDL-MLR2-3 Identify and utilize proper tools and equipment.

Writing:

Literacy:

Text Complexity:

Text Type: article, novel, blog, textbook, other Lexile Range: 905L to 1195L

EOPA

(8)

MLRTaskListTestSpec.pdf SLO

Standards:

TBD

Learning

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Unit: 5

Lesson

Title/Focus:

Vehicle Service Information

1

Students will:

Identify information needed on a repair order.

Identify purpose of fender covers and mats.

Explain the use of the three C’s.

Ensure vehicle is prepared to return to customer per policy. The teacher will:

Explain information needed on a repair order.

Explain purpose and demonstrate proper use of fender covers and mats.

Explain the use of the three C’s.

Ensure vehicle is prepared to return to customer per policy.

TDL-MLR2-4 Identify and utilize vehicle service

information.

Writing:

Literacy:

Text Complexity:

EOPA

Standards: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/cluster-TDL.aspx http://www.asestudentcertification.com/pdfs/

Standards:

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Learning Targets:

(11)

Unit: 6

Lesson

Title/Focus:

Engine Service 3 Students will:

 Install engine covers using gaskets, seals, and sealers, as required.

 Repair common fastener and thread repair, including removing a broken bolt, restoring internal and external threads, and repairing internal threads with thread insert.

 Perform cooling system pressure and dye tests to identify leaks, check coolant condition and level; and test the radiator, pressure cap, coolant recovery tank, and heater core.

 Replacement of a thermostat and gasket/ seal.

The teacher will explain information needed to:

 Install engine covers using gaskets, seals, and sealers, as required. TDL-MLR2-5 Demonstrate general engine service techniques (Engine Repair General). Writing:

Literacy:

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 Repair common fastener and thread repair, including removing a broken bolt, restoring internal and external threads, and repairing internal threads with thread insert.

 Perform cooling system pressure and dye tests to identify leaks, check coolant condition and level; and test the radiator, pressure cap, coolant recovery tank, and heater core.

 Replacement of a thermostat and gasket/ seal.

EOPA Standards:

SLO Standards:

TBD

Learning Targets:

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Unit: 7

Lesson

Title/Focus:

Automatic/Manual Transmission/ Transaxle & Differential Service 1 Students will:

 Inspect, replace, and align power train mounts for an in-vehicle automatic transmission/transaxle.

 Drain and replace in-vehicle automatic transmission/transaxle fluid and filter(s). The teacher will explain information needed to:

 Inspect, replace, and align power train mounts for an in-vehicle automatic transmission/transaxle.

 Drain and replace in-vehicle automatic transmission/transaxle fluid and filter(s).

TDL-MLR2-6 Apply concepts to perform general automatic transmission & manual transaxle & differential service. Writing:

Literacy:

EOPA

Standards: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/cluster-TDL.aspx http://www.asestudentcertification.com/pdfs/ MLRTaskListTestSpec.pdf SLO Standards: TBD Learning Targets:

(14)

Unit/Lesson

Title

Duration

(Weeks)

Direct Explanation

GPS

Standard(s)

CCGPS Standard(s)

Unit: 8

Lesson

Title/Focus:

Air Conditioning Systems 1 Students will:

 Identify A/C

components and the functions.

 Inspect the air conditioning

condenser for airflow restrictions.

 Identify A/C

components and the functions.

 Inspect the air conditioning

condenser for airflow restrictions. TDL-MLR2-10 Demonstrate knowledge of air conditioning systems. Writing:

Literacy:

EOPA Standards: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/ CTAE/Pages/cluster-TDL.aspx http://www.asestudentcertification.com/pdfs/ MLRTaskListTestSpec.pdf SLO Standards: TBD Learning Targets:

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Unit: 9

Lesson

Title/Focus:

Electrical Systems Service

5

Students will:

 Demonstrate electrical series, parallel, and series-parallel circuits using principles of electricity

 Inspect and test fusible links, circuit breakers, and fuses.

 Perform the proper procedure to solder repair of electric wiring.

 Identify electronic modules, security systems, radios, and other accessories that require reinitialization or code entry after reconnecting the vehicle battery.

 Perform starter current draw test, starter circuit voltage drop test, charging system output test and charging circuit voltage drop test.

 Check pulley and belt alignment and

tensioners for wear after inspecting,

TDL-MLR2-9 Perform general electrical systems service.

Writing:

Literacy:

Text Complexity:

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adjusting, or replacing the alternator drive belts.

 Disable and enable airbag system for vehicle service and verify the indicator lamp operation.

 Demonstrate electrical series, parallel, and series-parallel circuits using principles of electricity.

 Inspect and test fusible links, circuit breakers, and fuses.

 Perform the proper procedure to solder repair of electric wiring.

 Identify electronic modules, security systems, radios, and other accessories that require reinitialization or code entry after reconnecting the vehicle battery.

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 Check pulley and belt alignment and

tensioners for wear after inspecting, adjusting, or replacing the alternator drive belts.

 Disable and enable airbag system for vehicle service and verify the indicator lamp operation.

EOPA

Standards: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/cluster-TDL.aspx http://www.asestudentcertification.com/pdfs/

Standards:

TBD

Students should be able to: Demonstrate electrical/electronic series, parallel, and series-parallel circuits using principles of electricity (Ohm’s Law). Inspect and test fusible links, circuit breakers, and fuses. Perform the proper procedure to solder repair of electric wiring.

Identify electronic modules, security systems, radios, and other accessories that require reinitialization or code entry after reconnecting the vehicle battery.

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Unit/Lesson

Title

Duration

(Weeks)

Direct Explanation

GPS

Standard(s)

CCGPS Standard(s)

Unit: 10

Lesson

Title/Focus:

Exhaust Systems Service 1 Students will:

 Identify exhaust system components and function.

 Determine the need to repair or replace after inspecting the

condition of the exhaust system hangers, brackets, clamps, and heat shields.

 Check and refill the diesel exhaust fluid. The teacher will explain information needed to:

 Identify exhaust system components and function.

 Determine the need to repair or replace after inspecting the

condition of the exhaust system hangers, brackets, clamps, and heat shields.

 Check and refill the diesel exhaust fluid.

TDL-MLR2-11 Perform fuel, air induction, and exhaust systems service and repair. Writing:

Literacy:

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Standards: Learning

Targets:

Students should be able to: Identify exhaust system components and function. Determine the need to repair or replace after inspecting the condition of the exhaust system hangers, brackets, clamps, and heat shields. Check and refill the diesel exhaust fluid.

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Title

(Weeks)

Explanation

Standard(s)

Unit: 11

Lesson Title/

Focus:

Steering Systems Service 4 Students will:  Remove, inspection, replacement, and adjustment of a power steering pump drive belt.

 Identify and describe the proper function of the power steering pressure switch.

 Inspect rack and pinion steering gear inner/outer tie rod ends and bellows boots mounting bolts/bushings.

 Inspect pitman arm, relay rod, idler arm, steering linkage damper, tie rod ends, tie rod sleeves, and clamps, upper/ lower control arms, rebound and jounce bumpers.

 Identify and inspect track bar, strut rods/radius arms, and related mounts/

TDL-MLR2-7 Apply concepts to prepare a vehicle for general suspension and steering systems service. Writing:

Literacy:

ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. https://www.georgiastandards.org/Common-Core/Common%20Core %20Frameworks/CCGPS_ELA_9-10_Standards.pdf

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front stabilizer bar bushings, brackets, and links.

 Identify and inspect rear suspension system lateral links/ arms, control arms, front/rear shock absorbers, mounts and bushings. The teacher will explain information needed to:

 Remove, inspection, replacement, and adjustment of a power steering pump drive belt.

 Identify and describe the proper function of the power steering pressure switch.

 Inspect rack and pinion steering gear inner/outer tie rod ends and bellows boots mounting bolts/bushings.

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relay rod, idler arm, steering linkage damper, tie rod ends, tie rod sleeves, and clamps, upper/ lower control arms, rebound and jounce bumpers.

 Identify and inspect track bar, strut rods/radius arms, and related mounts/ bushings,

upper/lower ball joints, coil springs, spring insulators, front stabilizer bar bushings, brackets, and links.

 Identify and inspect rear suspension system lateral links/ arms, control arms, front/rear shock absorbers, mounts and bushings.

EOPA Standards:

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/ Pages/cluster-TDL.aspx

http://www.asestudentcertification.com/pdfs/MLRTaskListTestSpec.pdf SLO

Standards:

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rebound and jounce bumpers. Identify and inspect track bar, strut rods/radius arms, and related mounts/bushings, upper/lower ball joints, coil springs, spring insulators, front stabilizer bar bushings, brackets, and links.

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Unit/Lesson

Title

Duration

(Weeks)

Direct

Explanation

GPS

Standard(s)

CCGPS Standard(s)

Unit: 12

Lesson Title/

Focus:

Brake System Service and Repairs 12 Students will:

Describe a road test to check brake system operation.

Identify, explain, and describe components of the brake warning light system.

Check the master cylinder for external leaks and proper operation.

Inspect brake lines, flexible hoses, and fittings for leaks, dents, kinks, rust, cracks, bulging, wear, loose fittings and supports.

Perform Bleed and/ or flush the brake systems, test brake fluid for

contamination.

Refinish brake drum and measure final drum diameter and compare with specifications. TDL-MLR2-8 Perform hydraulic brake system service and repairs. Writing:

Literacy:

ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. https://www.georgiastandards.org/Common-Core/Common%20Core %20Frameworks/CCGPS_ELA_9-10_Standards.pdf

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adjusters/self-adjusters, and other related brake hardware, backing support plates.

Remove and reassemble rotor, caliper, pads, and related hardware; seat pads and inspect for leaks.

Measuring rotor thickness, variation, and lateral run out.

Check vacuum supply to vacuum-type power booster.

Remove, clean, inspect, repack, install wheel bearings, as well as wheel bearing race, replace seals, install hub and adjust bearings. The teacher will explain information needed to:

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test to check brake system operation.

Identify, explain, and describe components of the brake warning light system.

Check the master cylinder for external leaks and proper operation.

Inspect brake lines, flexible hoses, and fittings for leaks, dents, kinks, rust, cracks, bulging, wear, loose fittings and supports.

Perform Bleed and/ or flush the brake systems, test brake fluid for

contamination.

Refinish brake drum and measure final drum

diameter and compare with specifications.

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support plates.

Remove and reassemble rotor, caliper, pads, and related hardware; seat pads and inspect for leaks.

Measuring rotor thickness, variation, and lateral run out.

Check vacuum supply to vacuum-type power booster.

Remove, clean, inspect, repack, install wheel bearings, as well as wheel bearing race, replace seals, install hub and adjust bearings.

EOPA Standards:

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/ Pages/cluster-TDL.aspx

http://www.asestudentcertification.com/pdfs/MLRTaskListTestSpec.pdf SLO

Standards:

TBD

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Inspect brake lines, flexible hoses, and fittings for leaks, dents, kinks, rust, cracks, bulging, wear, loose fittings and supports. Perform Bleed and/or flush the brake systems, test brake fluid for contamination. Refinish brake drum and measure final drum diameter and compare with specifications. Remove and reassemble brake shoes, springs, pins, clips, levers, adjusters/self-adjusters, and other related brake hardware, backing support plates. Remove and reassemble rotor, caliper, pads, and related hardware; seat pads and inspect for leaks. Measuring rotor thickness, variation, and lateral run out. Check vacuum supply to vacuum-type power booster. Remove, clean, inspect, repack, install wheel bearings, as well as wheel bearing race, replace seals, install hub and adjust bearings.Students should be able to: Describe a road test to check brake system operation. Identify, explain, and describe components of the brake warning light system. Checking the master cylinder for external leaks and proper operation. Inspect brake lines, flexible hoses, and fittings for leaks, dents, kinks, rust, cracks, bulging, wear, loose fittings and supports. Perform Bleed and/or flush the brake systems, test brake fluid for contamination. Refinish brake drum and measure final drum diameter and compare with specifications. Remove and reassemble brake shoes, springs, pins, clips, levers, adjusters/self-adjusters, and other related brake hardware, backing support plates. Remove and reassemble rotor, caliper, pads, and related hardware; seat pads and inspect for leaks.

https://www.georgiastandards.org/Common-Core/Documents/CCGPS_9-10_SS-Science-Tech-Literacy_Standards.pdf

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/cluster-TDL.aspx

http://www.asestudentcertification.com/pdfs/MLRTaskListTestSpec.pdf

https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_ELA_9-10_Standards.pdf