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Week 1: Built by Bots — Robotics & Manufacturing Careers

1st Six Weeks | Manufacturing Cluster | 5 class periods (50 min each)

Lesson Objective

Students explore the Manufacturing career cluster through the Hats & Ladders app and workbook (Ch 14), complete the "Machine Breakdown Mystery" troubleshooting activity, design a metal bike rack in "Designing Metalworks," and apply Sphero RVR+ programming to simulate a factory floor task. Students compare education and certification pathways for manufacturing careers and connect them to Irving ISD's Robotics Manufacturing pathway at Singley Academy.

Demonstration of Learning

"I can describe at least three careers in the Manufacturing cluster, identify the training required for each, complete a technician's troubleshooting checklist, and program a Sphero robot to navigate a simulated factory floor."

TEKS Alignment

  • d(1)(B): Explore and describe the CTE career clusters (Days 1, 5).
  • d(1)(C): Identify various career opportunities within one or more career clusters (Days 1-5).
  • d(2)(A): Research and describe applicable academic, technical, certification, and training requirements (Day 2 Hat Research).
  • d(7)(D): Protocol for selecting and using references (Day 3 H&L Job References activity).

Materials Needed

  • Chromebooks (1 per student)
  • Hats & Ladders accounts + H&L Workbook Ch 14: Manufacturing (pp. 229-246)
  • Sphero RVR+ robots (1 per team of 3-4 students)

  • SpheroEDU app (pre-installed on Chromebooks or tablets)

  • Painter's tape for factory floor course layout

  • Cardboard boxes or blocks (obstacles for the factory floor course)
  • Printed Manufacturing Hat Research worksheet (from H&L Ch 14, p. 239 template)
  • BLS Production Occupations: bls.gov/ooh/production/home.htm
  • BLS Welders: bls.gov/ooh/production/welders-cutters-solderers-and-brazers.htm
  • eDynamic Learning Unit 2.1: Knowledge and Innovation
  • Xello (What is CTE? + Add Interests activities)
  • Projector for SpheroEDU and H&L demonstrations

Career Connection

Manufacturing is one of the fastest-evolving career fields in the U.S. Modern factories look nothing like the assembly lines of 50 years ago. Today's manufacturing professionals work alongside robots, use computer-aided design, and operate multi-million dollar CNC machines. The DFW area is a major manufacturing hub, with employers ranging from Lockheed Martin to Toyota to thousands of mid-sized contract manufacturers.

What is Happening at Irving ISD? Robotic Manufacturing at Singley Academy (part of Singley's School of Innovative Technology) prepares students for industry-recognized manufacturing credentials. Students who follow this pathway can graduate with a credential that gets them hired at real factories without a 4-year degree. Welding is offered separately at MacArthur High School under the Architecture, Construction and Engineering school.

Vocabulary

  • Manufacturing: The process of converting raw materials into finished products, often using machinery and technology.
  • Robotics & Automation: The use of robots and automated systems to perform manufacturing tasks (assembly, welding, packaging, sorting).
  • CNC (Computer Numerical Control): A manufacturing process where pre-programmed computer software controls factory tools and machinery.
  • Welding: Joining pieces of metal using heat, used in manufacturing bridges, cars, bikes, medical tools, and more.
  • Quality Control / Quality Assurance: Ensuring products meet standards through testing and inspection. Quality Assurance Specialists are a key role in the H&L "Task Bot in Action" activity.
  • Troubleshooting: The systematic process of diagnosing and repairing a malfunctioning machine. This is the focus of the "Machine Breakdown Mystery" activity.
  • FANUC: A leading manufacturer of industrial robots. Singley Academy offers FANUC Robot Operator certification.
  • Engineering Design Process: Define → Research → Ideate → Prototype → Test → Iterate. Used by manufacturing engineers and by students this week with Sphero.

Bridge to Theory (Hats & Ladders)

The H&L workbook (Ch 14: Manufacturing, pp. 229-246) covers six pathways: Robotics and Automation Technology, Industrial Maintenance, Manufacturing Technology, Electronics Technology, Welding, and Advanced Manufacturing & Industrial Technology (Ch 14, p. 230). The chapter includes four named activities used across this week:

  • Machine Breakdown Mystery (Day 2): Career Climb activity. Students play a technician at a pre-packaged fruit factory who must use a 5-step Technician Checklist to diagnose why a label-application machine has stopped working (Ch 14, pp. 232-233).
  • Job References (Day 3): Students learn what makes a good job reference and create their own list of 3 references (Ch 14, pp. 234-235).
  • Designing Metalworks (Day 3): Career Climb activity. Students play a welder at SuperSports Manufacturing tasked with designing 100 custom bike racks for a school district. They sketch a design, choose between aluminum/stainless/carbon steel, and select welding methods (Ch 14, pp. 236-238).
  • Task Bot in Action (Days 4-5): Career Lab activity. Students are a Production Team at Kaleido-Crayons Factory diagnosing a malfunctioning robotic crayon-sorting machine. Each team member plays a role (Shift Supervisor, Quality Control Specialist, Maintenance Tech, Packaging Supervisor) and develops an action plan with a presentation (Ch 14, pp. 240-245).

The Hat Research template (Ch 14, p. 239) provides the structured research sheet students use on Day 2 for one Manufacturing Hat.

IISD Instructional Strategies

  • Stop and Jot: During the Day 1 H&L Manufacturing cluster tour video, students pause twice to jot one new career and one question.
  • Active Monitoring: During Sphero programming on Days 4-5, teacher circulates with a 3-checkpoint clipboard tracking (1) all team members participating, (2) students naming a manufacturing career connection, (3) teams using the Engineering Design Process steps.
  • Modeling: SpheroEDU block-based programming demoed on the projector before students touch the robots.
  • Sentence Stems: "A FANUC Robot Operator earns $_ after certification. A Welder earns $ after _. The pathway I am most interested in is because ."

Week at a Glance

Day Focus Key Activities Deliverable
1 Manufacturing Cluster Tour H&L Ch 14 read-along + Making Connections pair activity + cluster app exploration "Stop and Jot" notes (2 careers, 2 questions)
2 Machine Breakdown Mystery + Hat Research H&L "Machine Breakdown Mystery" technician activity + Hat Research worksheet Completed Technician Checklist + Hat Research sheet
3 Designing Metalworks + Job References H&L "Designing Metalworks" welder activity + "Job References" list Bike rack sketch with metal/weld choices + 3 references list
4 Sphero Factory Floor Setup + Task Bot in Action (Part 1) Sphero introduction + factory floor course + begin H&L "Task Bot in Action" team roles Sphero basic driving + Task Bot role assignments
5 Sphero Run-Through + Task Bot Presentations Run Sphero through the factory course + present Task Bot solutions + favorite 2 Manufacturing Hats Sphero demo + Task Bot presentation + 2 favorited Hats

Formative Assessment

  • Day 1: Stop and Jot notes + Comparison Matrix exit ticket (2 careers x 3 dims + RIASEC fit). d(1)(B), d(1)(C)
  • Day 2: Machine Breakdown Mystery checklist + Hat Research worksheet + Jamie scenario Mini-Case exit ticket. d(1)(C), d(2)(A)
  • Day 3: Designing Metalworks sketch + 3-reference list + Ranked Justification exit ticket on reference strength. d(1)(C), d(7)(D)
  • Day 4: Active monitoring during Sphero programming + Task Bot role assignments + Decision Tree exit ticket. d(1)(C)
  • Day 5: Task Bot presentation + 2 Manufacturing Hats favorited + Concept Map exit ticket (career + pathway + RIASEC + training fact). d(1)(B), d(1)(C)

Summative Assessment

Task Bot in Action Team Presentation (Day 5): Teams present their solution to the Kaleido-Crayons crayon-sorting malfunction. Presentations must include: (1) the two problems (Color Confusion and Slowpoke Robot), (2) the team's solution and why they chose it, (3) the action plan steps, (4) the four key personnel they would consult, and (5) one Manufacturing career from H&L they would want to pursue. Scored using the H&L Task Bot rubric (Ch 14, p. 245) on Teamwork & Role Fulfillment, Problem Investigation, Solution Development, Identifying Key Personnel, and Presentation. Aligned to d(1)(B), d(1)(C), d(2)(A).

Differentiation

Scaffolded Learning

  • Pre-printed H&L Hat Research worksheet with one row filled in as an example (Welder: salary, education, tools).
  • For Designing Metalworks, provide a partially-completed bike rack sketch students can build on rather than starting from scratch.
  • During Sphero programming, offer a step-by-step visual guide showing the block commands with screenshots.
  • For Task Bot in Action, assign students to roles based on personality (extroverts get Shift Supervisor; detail-oriented students get Quality Control).

Extensions

  • Advanced teams add sensor logic to their Sphero program (if obstacle detected, turn right).
  • Research the Singley Academy FANUC Robot Operator certification pathway and create a 4-year course plan to earn it.
  • Compare DFW manufacturing salaries to two other metro areas using BLS data. Does DFW pay more or less than Detroit and Houston?
  • H&L "Job References" extension: Students draft an email to a teacher asking permission to use them as a future reference.

ELL Language Support

  • Pre-teach: Manufacturing = Manufactura, Robotics = Robótica, Welding = Soldadura, Quality Control = Control de Calidad, Troubleshooting = Solución de problemas.
  • Bilingual sentence stems for the Hat Research worksheet: "This career requires _ (Esta carrera requiere ___)."
  • Pair ELL students with bilingual peers during Sphero teamwork.
  • H&L's cluster tour videos include visual context that supports comprehension. Encourage browser translation for workbook reading.