Day 1: Transportation Cluster and Survey Design

Daily Learning Contract

• Topic: Career Clusters
• Objective: Students will explore and describe the CTE career clusters and identify career opportunities within one or more career clusters using evidence from Career Clusters.
• TEKS: d(1)(B), d(1)(C)
• Demonstration of Learning: Team Transportation Survey Project with 10 questions, a hypothetical incentive, a campaign choice, and an individual survey-quality check.

Lesson Overview

Before Class

1. Make teams of four. Print the three-page Survey Project packet once per team, or assign one shared editable digital copy per team. Do not give every student a duplicate packet.
2. Open FYF p. 149 and pp. 166-167.
3. Keep the survey fictional. Students do not collect names, addresses, contact information, schedules, or real responses.
4. Teach four accountable jobs: facilitator/timekeeper, question writer, choice checker, and campaign designer. Put one labeled collection tray or digital folder in place for the single team copy.
5. Plan for one device per student during the five-minute private Quiz. Keep one half-sheet per student only for a Canvas outage.

Supplied Model

• Useful item: “How many days each week would you use a bus after 6 p.m.? 0; 1-2; 3-4; 5 or more; Not sure.”
• Non-example: “Don't you agree the terrible evening bus schedule must change?”
• Complete explanation: “The first question is useful because it asks one measurable thing. We revised the ranges so every realistic answer had one place.”

Students identify the neutral wording, complete choices, and the private detail the useful item does not request.

Warm-Up: Visible and Hidden Transportation Work (5 min)

Students list three people whose work supports a commercial flight or city transportation trip. Invite roles passengers may not see: dispatcher, aircraft mechanic, route planner, baggage handler, air traffic controller, transportation analyst, or maintenance worker.

Do not use an unsupported total such as “100+ people.” The instructional point is that the cluster includes planning, operations, maintenance, and safety careers, not one exact staffing count.

Activity 1: Read the Cluster and the Problem (7 min)

Source: FYF p. 149 and p. 166

Read the cluster definition and the fictional Transportation Needs Analyst scenario. Students record:

• one movement problem;
• one career that could study or solve it; and
• one kind of evidence that career would need.

Name the workbook sequence before students begin: discuss the transportation problem, then draft the survey. H&L cluster exploration may be offered after the core work, but it is not required to complete today's evidence.

Activity 2: Build the Team Survey (23 min)

Source: FYF pp. 166-167

A. Define the fictional audience (3 min)

Students choose one audience from the packet, such as students traveling to school, adults working evening shifts, older adults reaching appointments, or residents without a car. They write one transportation need the survey should investigate.

B. Draft 10 questions (14 min)

Each team writes:

• 7 multiple-choice questions with answer choices that cover realistic responses; and
• 3 short-answer questions that ask for explanation or an idea.

The packet includes one model of each type. Students adapt the structure but do not copy all ten questions from a model.

Monitor for three common defects:

1. a question pushes the respondent toward one answer;
2. answer choices leave out a likely response or overlap; or
3. a question asks for private information the analyst does not need.

C. Add a hypothetical incentive (3 min)

Teams name one realistic incentive and explain why it might increase response. It is a design decision, not a real offer. Do not promise gift cards, tickets, food, or transit passes.

D. Run the quality check (3 min)

The choice checker leads one team review. Students check:

• 7 multiple-choice and 3 short-answer questions;
• neutral wording;
• complete answer choices;
• no unnecessary private information; and
• a clear connection to the fictional audience.

The team revises one question and marks the change.

Activity 3: Add the Campaign Choice (7 min)

Source: FYF p. 167, Step 4

Teams choose a flyer, morning announcement, social-post mockup, or another teacher-approved format. They explain why it fits the fictional audience. This is a campaign plan, not a public post.

Activity 4: Quality Revision (3 min)

Each team marks one question that failed a quality check, revises it, and records why the change improves the evidence.

Exit Ticket: Canvas Practice Check (5 min)

EXIT TICKET (Mini-Case) · Printable PDF:

Each student completes the unpublished four-question practice Quiz. The items check neutral wording, useful answer choices, privacy, and the analyst-to-career connection. Unlimited attempts and immediate feedback make this formative and keeps individual evidence inside the team task.

1. Which question is more neutral: “Wouldn't a faster bus help everyone?” or “How often would you use a bus that arrived every 20 minutes?” Explain.
2. Name one answer-choice defect that can make survey results misleading.
3. Name one piece of private information this fictional survey should not collect.
4. Explain one action a Transportation Needs Analyst could take after finding a repeated access problem.

If Canvas is unavailable, read the four questions aloud and collect a half-sheet or private typed response.

(d(1)(B), d(1)(C))

Teacher Key and Monitoring

• A strong multiple-choice item asks one clear question and includes mutually distinct choices plus “other/not sure” when needed.
• A strong short-answer item asks for an explanation, barrier, or proposed change.
• Reject prompts that request a home address, work schedule, phone number, immigration status, or another unnecessary identifier.
• A city may use patterns to adjust routes, hours, stops, access, or communication. Student recommendations must remain tied to the fictional evidence.
• Lap 1, team minute 6: check an exact fictional audience, one need, and at least three neutral questions.
• Lap 2, team minute 15: check both question types, distinct choices, and no identifiers.
• If a third of teams have fewer than six usable questions, pause for a two-minute question-stem sort. Those teams may finish five polished questions, but they still need both question types, privacy, campaign choice, a visible revision, and the individual Quiz.
• Trim public sharing first. Protect the Quiz, visible revision, and collection of the single team copy.

Supports and Equal Routes

• Provide sentence frames and the model/non-example pair.
• Students may type, use speech-to-text, or write by hand.
• A student without a team completes a shortened five-question survey and the same individual quality check.
• An absent student uses the embedded FYF images, the fixed audience choices, and the paper or Canvas packet.
• Optional extension: build the survey in an approved form tool using fictional questions only. Do not distribute it or collect real responses.
• The recorder places the named packet in the period tray. The materials lead returns pencils and closes the shared file.