AS31 • AGRICULTURAL MECHANICS I
Proving you can design a progression from technical literacy to physical application.
Students will interpret electrical symbols to draft an individual branch circuit schematic.
Guided Notes: Provide skeletal diagrams. Student identifies "Hot" vs "Neutral" without drawing the entire base structure to prevent cognitive fatigue.
Discourse: Students translate symbols into a narrative "path of power."
Students will prepare conductors (stripping) and create 180° clockwise terminal loops with zero copper damage.
Task Chunking: Use a "Stop-and-Sign" checklist. 1. Strip jacket. 2. Teacher initials. 3. Strip insulation. 4. Teacher initials. Prevents rushing and errors.
Proper wire hook direction (Clockwise) ensures the screw tightens the connection rather than pushing it out.
Synthesis: Physical assembly of the circuit + calculating energy cost (kWh) using the Power Triangle.
Preferred Seating: Seat at the main demo bench for frequent verbal redirection and proximity support. Provide a Formula Triangle (W=VxA) for the 4.06 math.
Functionality check + individual cost audit worksheet.
Evidence of you engaging students in higher-order thinking and following IEPs on camera.
Film yourself using the word **"Continuity"** or **"Polarity."** You must model how to test a circuit or interpret a schematic symbol into a physical connection.
Shows you are teaching students to talk like professionals (Academic Language) rather than just "workers."
Film a **teacher check-in** with the OHI student. You must be seen pointing to their chunked checklist or providing a prompt for redirection.
Catch a student (maybe an AIG student) explaining to another student *why* a connection must be tight. This shows student-led learning.
Analyze how well they learned and prove your feedback helps them improve.
Create a table comparing scores from Lesson 1 (Theory) vs Lesson 3 (Build). You need to discuss trends (e.g., "70% of the class mastered the math but struggled with wire neatness").
Submit work for: 1. OHI (IEP), 2. AIG (Gifted), and 3. Normal Learner.
Feedback must be **Specific and Corrective**.
Bad: "Good job."
Good: "Your loops are perfectly clockwise, which ensures a safe connection. Next time, ensure no insulation is pinched under the screw head."
Challenge: Ask them to act as the shop safety lead. They use a multimeter to check for continuity on other students' boards before you do your final check.
Use an Electrical Symbol Word Wall. Provide diagrams that use physical pictures alongside technical symbols to bridge the language gap.