PRODUCTION MANAGER:
LINE PRODUCTION
LESSON PLAN OVERVIEW
Career: Industrial production managers oversee the daily operations of manufacturing and other production facilities They coordinate, plan, and direct the activities used to produce a wide range of goods, such as cars, appliances, or computer equipment.
Lesson: This lesson introduces basic skills and procedures used by industrial production managers.
Grade Level: Elementary Grades
Learning Objectives:
〉 Students will be introduced to the career of industrial production management and learn how they manage and plan the operations of a manufacturing plant.
〉 Students will assemble pictures in the correct order to create a finished product.
〉 Students will be introduced to the concept of assembly line production. They will create materials to use in production and will pretend to work on an assembly line and produce a product.
〉 Students will also gain a basic insight into what industrial production managers do
Materials Needed:
Activity #1: Assembling a PB&J Sandwich
〉 Student Activity #1 Worksheet
〉 Scissors
〉 Glue or tape
〉 Construction paper
Activity #2: Building a Bear
〉 Student Activity #2 Worksheet
〉 Crayons, colored pencils, or markers
〉 Scissors
TABLE OF CONTENTS
TEACHER GUIDE
Lesson Instructions: The following activities will help you introduce students basic concepts and procedures used industrial production. Begin the lesson by reading the Class Message below to your students, then have them watch the recommended career video. Afterwards, facilitate a discussion using the Class Questions listed below
After the discussion, students will work on two activities. Each activity has a printable worksheet with student instructions and areas to record their work. Go over the worksheets with students before beginning each activity.
Familiarize yourself with the worksheets to provide guidance to students in the activities and help in facilitating the discussion that ends each activity.
Class Message: Today, we are going to learn about work that is done in manufacturing plants. Manufacturing plants are big buildings where things like cars, refrigerators, furniture, and the clothing we all wear is made. One of the people in charge of making these things is the industrial production manager. Their job is to oversee everything that goes on in the plant.
In this lesson, we will learn how to put together a product and have the right amount of things we need to make a product.
This short video will tells us more about what industrial production managers do and how they affect our everyday lives.
Industrial Production Managers Video (http://tn-caps.com/r/K2VPM)
Class Discussion Questions:
〉 Think about the things you use every day, like your clothes, toys, games, toothbrush and toothpaste. Who do you think makes all these things and where are they made?
〉 What are some things you think the people who make things do on their job?
Activities Overview: This lesson plan includes two student activities. Activity #1 involves assembling parts to create a finished product. Activity #2 challenges students to create parts, assemble them on an assembly line, and figure out what to do when they run out of a part.
Read and familiarize yourself with the student worksheet for each activity.
Activity #1: Assembling a PB&J Sandwich
Students will individually cut out the pictures for ‘How to Make a Peanut Butter & Jelly Sandwich’ and then assemble them in the correct order to make the finished product, a PB&J sandwich.
Activity Instructions:
〉 Handout the student worksheet.
〉 Read the activity introduction to your students.
〉 After completion, facilitate a discussion of the questions for the activity.
Activity Results: This lesson mimics the assembly of a product, a PB&J sandwich, by following instructions
Materials: plate, knife, bread, peanut butter, jelly
Instructions: Spread peanut butter on a slice of bread, spread jelly on another slice of bread, put both pieces of bread together, and eat!
Note: Teachers could also have students make real PB&J sandwiches as an extension of this activity. To do this, set up a series of stations, like in an assembly line, where the step pictured would actually be performed by one of the students.
Discussion Questions:
〉 Did you have a problem getting the pictures in the right order to make the sandwich?
〉 Does it really matter if you put the jelly on before the peanut butter?
〉 Discuss and share final process for making a PB&J Sandwich and how some students might have created a different flow for the process.
〉 Do you think it is important that products are made the exact same way every time?
〉 If you enjoyed this exercise and like assembling things in the correct order, you might be interested in working in a factory.
Activity #2: Building a Bear
Activity Instructions:
〉 Hand out the Activity #2 worksheet.
〉 Facilitate an introduction to the activity.
After completion, facilitate a discussion of the questions for this activity.
Activity Procedure:
〉 Read the activity introduction to your students.
〉 Divide students into groups of no more than 9.
〉 Have students color the picture of the bear and then cut out the squares where indicated.
〉 There is an optional sheet of ID badges for the students to color and wear (they could be taped to their shirts) identifying them as Bear Assembly Technicians.
〉 Gather up the picture pieces from all the students and group the pieces by the numbers in the left corner of each pieces. There should be 9 stacks of puzzles pieces and every piece in a stack will have the same number.
〉 Assign each student a Station (1-9) on the assembly line, and give them the stack of pieces for the number of their Station.
〉 Have the student at Station #1 attach, with glue or tape, one #1 piece of the puzzle into the upper left corner of a sheet of construction paper.
〉 After the #1 piece of the puzzle is attached, the sheet of construction paper is passed down to Station #2.
〉 Have the student at Station #2 attach one #2 piece of the puzzle into the correct position on the construction paper.
〉 After the #2 piece of the puzzle is attached, the sheet of construction paper is passed down to Station #3.
〉 Repeat the process above until all of the bear puzzle pieces have been attached to sheets of construction paper.
〉 Next, set up another assembly line with 9 stations using the 9 stacks of pictures but remove a couple of pictures from one stack further down the assembly line so that station runs out of pictures.
〉 If there are any problems, like a puzzle piece is attached in the wrong place, or a piece is missing, stop the assembly line and work with the students to see what they think needs to be done to get the assembly line working again (i.e. move puzzle pieces on the construction paper, locate the missing puzzle pieces, etc.) Then, continue the assembly line until all Bear Puzzles have been assembled.
Activity Results: Students will produce the puzzle pieces needed to make a picture of a bear. Students will then assemble the picture of a bear on the assembly line and work to solve problems when they are short of puzzle pieces
Discussion Questions:
〉 What was hard about working on the assembly line?
〉 What was easy about working on the assembly line?
〉 What things might cause you to fall behind when assembling the bear puzzles?
〉 Did you solve any problems that happened? How?
CAREER INSIGHT
Career Highlight: This lesson plan introduces basic concepts and skills used in industrial production. See the Employers in My Area section to contact businesses and organizations in your area about classroom demonstrations, on-site visits, or other additional career exposure opportunities.
Featured Career:
Industrial Production Manager
Career Descriptions: Industrial production managers oversee the daily operations of manufacturing plants and related facilities. They coordinate, plan, and direct the activities used to create a wide range of goods, such as cars, computer equipment, or paper products.
Other Names for this Career: General Production Manager, Product Line Manager, Manufacturing Coordinator, Production Control Manager, Area Plant Manager, Plant Senior Manager, Plant Manager, Sub Plant Manager, Manufacturing Manager, Production Manager
STANDARDS ALIGNMENT
Activities #1 and #2
English Language Arts
〉 With guidance and support, express thoughts, feelings, and ideas through speaking.
〉 Demonstrate command of the conventions of standard English grammar and usage when speaking
〉 With prompting and support, speak in complete sentences when appropriate to task and situation
〉 Demonstrate command of the conventions of standard English grammar and usage when speaking
〉 Demonstrate command of the conventions of standard English grammar and usage when speaking
〉 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Science
〉 Engineering Design 1) Solve scientific problems by asking testable questions, making short-term and long-term observations, and gathering information.
〉 Links Among Engineering, Technology, Science, and Society 1) Use appropriate tools to make observations, record data, and refine design ideas.
Science and Engineering Practices
Developing and using models to develop explanations for phenomena, to go beyond the observable and make predictions or to test designs.
Planning and carrying out controlled investigations to collect data that is used to test existing theories and explanations, revise and develop new theories and explanations, or assess the effectiveness, efficiency, and durability of designs under various conditions.
Analyzing and interpreting data with appropriate data presentation (graph, table, statistics, etc.), identifying sources of error and the degree of certainty. Data analysis is used to derive meaning or evaluate solutions.
EDUCATOR RUBRIC
ITEM
Peanut Butter and Jelly Sandwich
Does Not Meet Expectations
Student was unable to cut out the pictures and/or place them in the correct order.
Assembly Line –Build a Bear
Student was unable to properly cut out the bear and/or work in their designated role on the assembly line to help mass-produce the bear.
Discussion Student did not participate in the discussion.
Teamwork Student did not work well in their team.
Meets Expectations Exceeds Expectations
Student was able to cut out the pictures and place them in the correct order.
Student was able to neatly cut out the pictures and place them in the correct order on the first try.
Student was able to properly cut out the bear and work in their designated role on the assembly line to help massproduce the bear.
Student participated in the discussion.
Student was able to properly cut out the bear and demonstrated leadership during the work on the assembly line to their team successfully mass-produce the bear.
Student participated well in the discussion, demonstrating a clear understanding of the connection between the assembly line and the career of production manager.
Student worked well in their team and contributed equally.
Student worked well in their team, contributed equally, and exhibited leadership.
ACTIVITY #1: ASSEMBLING A PB&J SANDWICH
Introduction: Many of the things we use every day are made by people who work in factories. In this exercise, you will learn the basics of assembly line production. People who work on assembly lines must follow instructions so the things they make work correctly and don’t have any mistakes.
Activity Description: Imagine you work in a factory that makes peanut butter and jelly sandwiches. Before you start making sandwiches, you must be shown how to make them.
Activity Procedure:
Step 1: Cut out the pictures on the following sheet and arrange them in the correct order to make a peanut butter and jelly sandwich. Then paste the pictures in the correct order on the construction paper
Activity Results: Students will glue the sandwich pictures on the construction paper in the correct order to make a sandwich.
Activity Discussion:
〉 Did you have a problem getting the pictures in the right order to make the sandwich?
〉 Does it really matter if you put the jelly on before the peanut butter?
〉 Discuss and share final process for making a PB&J Sandwich and how some students might have created a different flow for the process.
〉 Do you think it is important that products are made the exact same way every time?
〉 If you enjoyed this exercise and like assembling things in the correct order, you might be interested in working in a factory
ACTIVITY #2: BUILDING A BEAR
Introduction: Most products are made using assembly line production. Each product must be assembled part by part until it is completed. For example, a car must go through many assembly line stations to put on the wheels, doors, seats, steering wheel, and other parts.
Today, you will participate in an assembly line and experience what happens when you run out of materials. You must figure out what you need to do to solve the problem so you can finish the customer’s order.
Activity Description: You work at an assembly plant that makes Bear Puzzles. First you have to make the parts of the puzzle, and then you will need to assemble the parts to produce the bear puzzles.
Activity Procedure:
〉 First, color the picture of the bear.
〉 Then cut the picture into 9 pieces, cutting along the lines
〉 Divide students into groups of no more than 9.
〉 Gather up the picture pieces from all the students and group the pieces by the numbers in the left corner of each pieces.
〉 Assign each student a Station (1-9) on the assembly line and give them the stack of pieces for the number of their station.
〉 Have the student at Station #1 attach, with glue or tape, one #1 piece of the puzzle into the upper left corner of a sheet of construction paper.
〉 After the #1 piece of the puzzle is attached, the sheet of construction paper is passed down to Station #2.
〉 Have the student at Station #2 attach with glue or tape, one #2 piece of the puzzle into the correct position on the construction paper.
〉 After the #2 piece of the puzzle is attached, the sheet of construction paper is passed down to Station #3.
〉 Repeat the process above until all of the bear puzzle pieces have been attached to sheets of construction paper.
〉 Next, set up another assembly line with 9 stations using the 9 stacks of pictures but remove a couple of pictures from one stack further down the assembly line so that station runs out of pictures.
〉 If there are any problems, like a puzzle piece is attached in the wrong place, or a piece is missing, stop the assembly line and work with the students to see what they think needs to be done to get the assembly line working again (i.e. move puzzle pieces on the construction paper, locate the missing puzzle pieces, etc.). Then, continue the assembly line until all Bear Puzzles have been assembled.
Activity Discussion:
〉 What was hard about working on the assembly line?
〉 What was easy about working on the assembly line?
〉 What things might cause you to fall behind when assembling the bears puzzles?
〉 Did you solve any problems that happened? How?
〉 How did this activity help you understand how products are made?
BUILDING A BEAR PIECES
BUILDING A BEAR ID BADGES
