Small Engine Repair


COURSE DESCRIPTION

This integrated, collaboratively taught Small Engine Repair class will provide all students an opportunity to develop basic practical knowledge and skills related to small engine theory, maintenance, trouble-shooting, and repair. Through a variety of hands-on activities, students will learn how to read and use a technical manual, comprehend various engine systems, disassemble, repair, and reassemble a small engine. Appropriate safety attitudes, rules and procedures, and the proper use of specific tools for small engine repair will be stressed. By satisfying requirements of this study, all students will become more informed, skilled, productive, employable, and socially responsible citizens.

SWRSD OUTCOMES
Outcome 5: Students exhibit a positive attitude and self initiative Outcome 6: Students use a variety of ways to think and to reason when solving problems and making thoughtful decisions. Outcome 8: Students demonstrate their awareness of their own strengths and skills and have self confidence to take risks that will realize their potential as life long learners. Outcome 11: Students demonstrate skills and attitudes that will enable them to achieve post high school education.
COURSE OUTLINE

CONTENT (Essential course facts, concepts, and basic skills; assessed with teacher -made tests and rubrics )

Major Units of Study
A. Safety / Equipment
Alaska Content Standard(s): Alaska Employability Standard C: A student should be able to develop skills that promote personal knowledge, growth, and responsibility.
Key Elements: Student will know about, understand, and demonstrate the ability to

1. Use hand tools, power equipment, and materials in a safe, and considerate manner.
a. Wear the appropriate dress for working in the shop
b. Wear safety glasses, goggles or face shields when hazards are present
c. Use ear protection when noise levels are excessive
d. Keep work area clean and organized
e. Demonstrate proper use and storage of fuels, oil and solvent
B. Tool Use Alaska Content Standard(s): Alaska Employability Standard E: A student should be able to demonstrate skills specific to seeking and maintaining employment . Key Elements: Student will know about, understand, and demonstrate the ability to

b. Choose and use the proper tool for a particular task
c. Use precision instruments (Calipers, micrometer, torque wrench)

C. Engine Theory

Alaska Content Standards: Alaska Employability Standard A: A student should be able to apply critical and creative thinking skills to make decisions and solve problems.
Key Elements: Student will know about, understand, and demonstrate the ability to
D. Electrical System

Alaska Content Standard(s): Alaska Employability Standard E: A student should be able to demonstrate skills specific to seeking and maintaining employment .
Key Elements: Student will know about, understand, and demonstrate the ability to

E. Fuel Systems Alaska Content Standard(s): Alaska Employability Standard E: A student should be able to demonstrate skills specific to seeking and maintaining employment .
Key Elements: Student will know about, understand, and demonstrate the ability to

Alaska Content Standard(s): Alaska Employability Standard E: A student should be able to demonstrate skills specific to seeking and maintaining employment .
Key Elements: Student will know about, understand, and demonstrate the ability to

Alaska Content Standard(s): Alaska Employability Standard E: A student should be able to demonstrate skills specific to seeking and maintaining employment .
Key Elements: Student will know about, understand, and demonstrate the ability to

2. Demonstrate knowledge of care and maintenance
Major Categories of Skills

A. Cross-curricular and/or Integrative Skills

Key Elements: Student will know about, understand, and demonstrate the ability to
1. effectively communicate (listen, observe, read, write, discuss, present, explain, persuade, defend)
3. use a variety of higher order thinking skills (hypothesizing, estimating, analyzing, classifying, synthesizing, evaluating,inferring, generalizing) to solve common day-to-day problems
Key Elements: Student will know about, understand, and demonstrate the ability to
Key Elements: Student will know about, understand, and demonstrate the ability to
respect and treat others equally, from the perspective of the needs and rights of all people
D. Cultural Relevance:



Alaska Content Standards for Culturally Responsive Schools: Student Standards A-E
Key Elements: Student will know about, understand, and demonstrate the ability to

INSTRUCTIONAL RESOURCES AND MATERIALS


A. Community Resources Related to Course
Each individual and/or team of instructors, with the help of long time staff, students, parents and other concerned community members should cooperatively compile and periodically update a list of village elders, parents, local government leaders, business persons, and other concerned, active members of the community willing to share their wealth of experiences, knowledge and skills. If available, specific examples should be included now.
B. Major Internet Web Site Addresses Related to Course (a tiny sample)
Contact Roz Goodman, the Southwest Region Media Specialist, for help. She has lists of materials related to specific subject areas and will help you find Internet resources or other materials
D. Itinerant Travel Kits and/or Permanent Core Skills Instructors' Materials

Is Democracy Fair? The Math of Voting & Apportionment; Delinquency: A Mock Trial; Vandalism: A Mock Trial; A Mock Election.
U.S. Civics; Development of American Foreign Policy 1; Development of American Foreign Policy 2; U.S. Government: First 200 Years 1, The U.S. Government: First 200 Years 2; The Oval Office (interactive, multi-media); Capital Hill (interactive, multi-media);.

We the People; The Bill of Rights; Fact, Fantasy & Folklore Fairy Tales for Civic Teachers; Loony Laws & Silly Statutes; The WorldÕs Wackiest Law Suits; Guilty or Not Guilty: AmericaÕs Legal System; Word Games on Law and Justice; American Government Puzzles, Games and Activities; Civics and Government: Focus on Economics; Cross Examination: An Introductory Booklet; Law in the Classroom; Preparing Citizens: Linking Authentic Experiences and the Classroom; Tolerance for Diversity of Beliefs; Are You Liberal, Conservative or Confused? Opposing Viewpoints: The American Government; Opposing Viewpoints: The Political Spectrum.

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(Assessment Guidelines and Grading still "under construction" and awaiting additional in-put)

Teacher-made tests of content units will be required: pre-tests, quizzes, Unit Tests, Final Exams

Processes/Skills will be assessed Rubrics, checklists, et.al.

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(The Following Still Needs Input, Thought, and Work)

ASSESSMENT GUIDELINES AND GRADING
The primary goal of this class is to give all students an opportunity to gain essential new knowledge, comprehension, and skills. To determine if all students are actually attaining this goal, regular, in-progress assessment of student progress will be part of daily in-progress activities and final student projects.

CONTENT KNOWLEDGE TESTS
Minimum Requirements : At the very least, course Content will be regularly assessed with traditional
Teacher-made Tests (multiple choice, completion, true/false, matching, short essay).
Suggestions:
CRITERION-REFERENCED TESTS (CRT's)
 STUDENT PERFORMANCE RUBRICS
EXTRA CREDIT WORK
In order to encourage students to pursue high level performances and quality products, all students who have completed required work, including any expected revisions, should be given an opportunity and encouraged to do Extra Credit work that might increase the depth and/or breadth of their understanding.
GRADING
All students will be held accountable for meeting the minimum requirements of all courses and will earn grades based on their ability to demonstrate the acquisition of basic content knowledge and comprehension, and their ability to apply specific essential skills to produce quality finished products. Final Grades in all courses will follow on a traditional "A", "B", "C", "D", "F", "I", system.
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