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1. Topic-
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| Becoming Familiar with your Automobile |
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2. Content-
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| This lesson plan is directed to inform students of the different
parts of the automobile and how to use them effectively. |
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3. Goals: Aims/Outcomes-
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1. Student will be introduced to parts of the automobile.
2. Students will learn where these parts are located in the automobile.
3. Students will learn the purpose of these parts in the automobile. |
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4. Objectives-
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1. Students will be able to list parts of the automobile.
2. Students will be able to label the parts of the automobile.
3. Students will be able to demonstrate understanding of the purpose
of the parts of the automobile. |
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5. Materials and Aids-
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| Textbook, notes, pencil, smart board, quiz handout. |
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6. Procedures/Methods-
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A. Introduction-
1. Begin with an introduction with the fact that the students may
be driving soon and will need to understand the whereabouts of the
parts of the automobile as well as their purpose to ensure they are
using them correctly.
2. Ask how many students have ever sat in the drivers seat of a car
as a child and played with different knobs and levers?
3. Pull focus back to the fact that they were curious about their
purpose but now it is vital to understand meaning. |
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B. Development-
1. Students are instructed to read Chapter 3 in their textbook.
2. Students are instructed to pay special attention to the location
and purpose of the parts of the automobile.
3. Focus points: steering wheel, ignition, accelerator, brakes, gearshift,
clutch, horn, mirrors, lights, turn signals, hazard lights, seat belts,
air bags, and windshield wipers. |
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C. Practice-
1. After students have completed their reading, use smart board
to pull up a picture of an automobile that shows these focus points.
2. Walk through label and purpose of focus points with the class.
3. Erase notes on the smart board picture and number each focus point. |
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D. Independent Practice-
1. Prompt students to number their paper with all of the focus point
options and write the corresponding name to number.
2. After all focus points are labeled, write a brief purpose statement
next to each term. |
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E. Accommodations (Differentiated Instruction)-
1. Smart board is used instead of physical individual handouts to
accommodate students with ID for better visualization and who would
have trouble working completely independently.
2. Students are required to fix their incorrect answers in order to
ensure understanding through repetition.
3. Teacher reviews points of confusion upon completion of the lesson
in order to ensure understanding through repetition. |
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F. Checking for understanding-
1. Instruct students to switch their papers with a classmate and
check the answers one by one as a class on the smart board.
2. If a student mislabeled a point, they must correct it as well as
its purpose if needed. |
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G. Closure-
| Review focus points that students demonstrated confusion with and
ensure students end on a note of understanding. |
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7. Evaluation-
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1. Did students transfer knowledge from their reading and lecture
notes into the short quiz?
2. Did students benefit from accommodations made by using the smart
board to better visualize the lesson? |
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