Week 5: Automotive Evidence and Training Routes

4th Six Weeks | Transportation, Distribution & Logistics | 5 class periods (50 minutes each)

Learning target

I can use visible evidence to describe a fictional collision problem, compare three automotive occupations on one data basis, and evaluate training routes without confusing an entry-level certificate, professional ASE certification, college, and registered apprenticeship.

Success criteria

Students can:

record visible collision evidence without claiming a complete safety diagnosis;
connect three automotive occupations to daily work and common preparation;
compare salaries for three careers using May 2024 U.S. national medians;
explain the difference between ASE Entry-Level credentials and professional ASE certification;
compare a public technical-college example, employer training, and registered apprenticeship using current source labels; and
write a private evidence brief with one limitation and one verification question.

Standards

d(1)(B), d(1)(C): Transportation cluster and automotive occupations, Day 1.
d(2)(A): Academic, technical, certification, and training requirements, Days 2-3.
d(2)(B): Evaluation of training options, Days 2 and 4.
d(3)(G): Registered apprenticeship and community/technical college preparation, Days 2 and 4.
d(5)(E): Salary comparison of at least three careers, Days 3 and 5.

Week at a glance

Day	Focus	Durable evidence	Canvas interaction
1	Crash Crew visible-evidence inspection	Evidence log, preliminary repair questions, changed-vehicle decision	Workbook visuals + annotation/upload Assignment
2	ASE and training-route facts	Entry-Level/professional ASE distinction and three-route comparison	Retryable practice Quiz
3	Three-career comparison	Same-source salary, preparation, outlook, and limitation table	Structured comparison packet
4	Local and postsecondary route decision	Source audit and recommendation for a fictional student	Scenario-based practice Quiz
5	Automotive evidence brief	Private synthesis, self-score, revision	Private upload/text/media Assignment

Governing evidence and claim boundaries

Automotive Service Technicians and Mechanics: May 2024 U.S. national median $49,670; 4% projected growth, 2024-34; about 70,000 annual openings. Typical preparation varies: many complete a postsecondary nondegree program, while some enter with a high school diploma and learn on the job. BLS
Diesel Service Technicians and Mechanics: May 2024 U.S. national median $60,640; 2% projected growth; about 26,500 annual openings. High school plus on-the-job learning is common; employers may prefer postsecondary diesel training. BLS
Automotive Body and Related Repairers: May 2024 U.S. national median $51,680; 2% projected growth for automotive body and glass repairers; about 16,000 annual openings for the combined group. BLS
ASE: Entry-Level certification has no work-experience requirement. Professional ASE certification requires the relevant test and approved hands-on work experience or a qualifying training substitution. Do not tell students that passing one school test makes them a professional ASE-certified technician. ASE Entry-Level · ASE work experience
Registered Apprenticeship: A registered program is a paid job with structured on-the-job learning, related instruction, mentorship, and progressive wages. Availability and entry requirements depend on the sponsoring employer or program. Do not present every dealership job as a registered apprenticeship. Texas Workforce Commission
Tarrant County College example: The published 2026-27 in-county tuition and fee estimates range from $888 for the 12-credit General Service Technician award to $4,440 for the 60-credit Automotive Service Technology AAS, excluding books and materials. Students must retain the year, residency assumption, and exclusions. TCC Automotive Service Technology
Irving program context: FYF pp. 168-169 are the district-customized HQIM source for Automotive Technology, Collision Repair, and Diesel & Heavy Equipment Technology. The current Irving High School CTE page confirms the broader Automotive, Collision Repair and Diesel offering at Cardwell, Irving, MacArthur, and Nimitz. Use the workbook names with students; use the current coursebook, counselor, or CTE program to verify enrollment logistics the workbook does not state.

Licensed and supplemental resources

Find Your Future pp. 149-152 supplies the Transportation opener and Crash Crew scenario.
FYF pp. 168-169 supplies historical/current-year workbook district context; it is not the sole current authority for placement or credential claims.
FYF p. 170 and Hats & Ladders are optional exploration. No named Hat, rating count, or H&L salary is required evidence.
Xello Save careers was protected earlier in the Grade 8 completion sequence. It is not repeated this week.
Safety Squad and its licensed Climber Notes images remain an optional two-period extension, not a hidden requirement.

Grading

Days 1-4 are formative.
Day 5 is a recommended 16-point minor only after the Canvas Minor assignment group and six-weeks 40/60 weighting are verified.
Score evidence and reasoning, not career preference, drawing, public speaking, platform access, English mechanics unless meaning is unclear, or whether a student has access to a vehicle.

Teacher-ready materials

three-page Crash Crew no-workbook/annotation companion;
three-page ASE and Automotive Training Routes fallback for the Canvas Quiz;
three-page Three Automotive Occupations comparison;
two-page Automotive Route Decision fallback for the Canvas Quiz;
four-page Automotive Evidence Brief; and
two-page 16-point student-visible rubric.
five one-page exit checks

The custom set is a companion, not a second workbook. Day 1 uses FYF pp. 150-151 first. Days 2 and 4 use Canvas practice Quizzes first. The longer writing space is reserved for the Day 3 comparison and Day 5 Minor. Short labels receive one line; comparisons and justifications receive separate multi-line blocks.