CFC Day 16

LEARN – DAY 16
Construction Foundation Course

Week Four: Day 16 (Monday)
Content for the day
• Hour 1: Construction overview
• Hour 2: Construction overview
• Hour 3: Safety/PPE
• Hour 4: Safety/PPE

Materials for the day - 1
• Resource 4.1: Trades in Construction Chart AO (Duplicate one
for each student)
• Resource 4.1: Trades in Construction Chart AO (Enlarge one
copy to chart paper size, laminate and put on wall where all
can see. Have 2 erasable markers available.)
• Resource 4.2: Trades Fact Sheets (Duplicate a copy of each
Fact Sheet. Laminate.)
• Carpentry and Building Construction (Text Book)
• Resource 4.3: Construction Working Conditions: Attitudes and
Behaviors AO
• Resource 4.4 - Jobs and Agencies Handout
• Resource 4.5 – Hazards
• Vocabulary Chart

Materials for the day - 2
Read the section. For roles in construction, come to consensus
and make out a vocabulary card that has the role on the front
and the following on the back:
Reports to Supervises
Role (no more
than 3 bullets)
How to
remember
For the agencies, come to consensus and make out a
vocabulary card that has the agency name on the front and
the following on the back:
Purpose What they do
Force of law—
yes or no
How to
remember

First and Second Hours (7:30 – 9:30) - 1
• Check-in: Shake hands. Remind students: binders, seating.
Start class.
• Review the day: Review the day’s activities from the list on the
board or chart paper.
• Binder check: This can be done at any time during the day.

5 minutes
Tell students you’re going to provide a brief overview of the
Construction Foundation Course from this point and that they
should capture information on the graphic organizer in their
notes.
Begin by drawing a circle in the center of the board/chart paper
and writing ―Construction Basics‖ in the middle. Explain that in
the 40-day Construction Foundations Course, students will be
learning about many aspects of the construction industry.
They’ve already earned their first credential in CPR/First Aid. Up-
coming sessions in construction culture, building codes, safety,
PPE, green construction and materials handling contribute to the
course foundation.
Big Picture

Write the words, ―safety, basic skills, blueprints, hands-on skills‖ around
the outside of the Construction Basics circle. Explain that these four
aspects of the industry are woven throughout their work. And each of these
4 areas of concentration has 2 focus points which you write in bubbles at
the end of lines radiating out from the 4 concentration areas: safety—PPE
and Equipment/Tools; Basic Skills—Math and Communication;
Blueprints—Reading/Creating and Aspects of Building; Hands-on Skills—
Tool/Equipment Recognition and Tool/Equipment Use. [See drawing below.]
Tell students that this is the Big Picture for what they’ll be learning through
the rest of the course.

BLANK – FOR PIC

20 min.Trades in Construction. Explain that there are many
different construction trades. That is, very different jobs within
the construction industry. Ask students to name some of the
trades they have seen on tours or heard about so far.
Pass out Resource 4.1 - Trades in Construction Chart Advance
Organizer, one per student. Explain the categories. Note that
students should have only the most important 2-3 ―jobs‖ under
―What they do‖ and that these must be very brief, for example
―hang sheetrock.‖ (You may have to define ―sporadic.‖)
Explain also that this AO is a bit different from those they’ve
used before. Put a Top Hat diagram on the board/chart paper,
with Typical AO on one side and Trades Chart AO. Tell the
students that what they’ll have to remember is the name of the
trade and the trade worker and what the job entails.

Take 3 minutes to generate the following in discussion, using
the Top Hat:
Chart AO unique qualities: Information organized in advance,
student assumes questions, folded along different vertical lines
for learning, no summary
Typical AO unique qualities: Student organizes information,
student writes questions, fold always in middle, summary at the
end
Similarities: Contain information not in questions, folded to use
for study
Explain that sometimes a chart is actually better than a typical
AO for studying because it is very efficient, but it works best
when you have quite a few very similar items to learn, as is the
case in the trades.

Pass out Resource 4.2 - Trade Fact Sheets. Each Team will get 3
different trades (5 teams) or 2-3 trades (6 teams), e.g., Team 1
gets carpentry, brick masonry, and electrical.
Have Teams divide into 3 sub-groups of 1-2 people each. Each
sub-group gets one trade. Allow 3-4 minutes for sub-groups to
find and fill in the information from the Fact Sheet. Then have
sub-groups Trade Fact Sheets and fill in the information. Use 2
minutes to compare answers among sub-groups and come to
consensus as a Team on the best answers for their 3 trades.
25 min. Each Team names a reporter and recorder. The Team
will have 4 minutes to present their findings to the class, with
the reporter reading the findings and answering any questions
while the recorder writes the findings on the laminated chart. All
other class members fill in their charts as each Team presents.
10 min. Pair-share groups fold AO for study and practice
quizzing each other.
Stretch Break

15 min. Jigsaw the readings on the Resource 4.4 - Jobs and
Agencies Handout. Each team gets 2 assignments from the
following list of job titles and oversight agencies:
• Apprentice
• Journeyman
• Foreman
• Direct Supervisor
• General Supervisor
• Subcontractor
• General Contractor
• US DOL
• Office of Apprenticeship
• OSHA
Put up the chart for Vocabulary Terms.

First and Second Hours (7:30 – 9:30) -9
Read the section. For roles in construction, come to consensus
and make out a vocabulary card that has the role on the front
and the following on the back:
Reports to Supervises
Role (no more
than 3 bullets)
How to
remember
For the agencies, come to consensus and make out a
vocabulary card that has the agency name on the front and
the following on the back:
Purpose What they do
Force of law—
yes or no
How to
remember

First and Second Hours (7:30 – 9:30) -10
15 min. Each Team takes 3-4 minutes to present their findings to
the rest of the class. Each listener makes out his/her own
vocabulary cards during the presentation, so, at the end, each
student has 10 new cards—2 generated by their Team and 8 from
listening to other Team presentations.
30 min. Guided reading and note-taking using the note-taking
format. Tell students that you’re going to help them hone their
skills in reading and note-taking for the next half hour as you
explore the careers and related issues in the construction industry.
Have them create the note-taking format by putting their name and
date at the top right and Topic:_____ in the top middle. Then fold
the paper to create ~2.5‖ and 6‖ columns vertically and draw a line
across the bottom that leaves 3 lines below.
Ask students to turn to p. 6 in the text. Discuss bolded titles,
bolded sub-titles, and highlighted vocabulary as reading aids. Look
at sub-titles: what questions do they answer?

Read the paragraphs under Construction Specialties aloud. Help
students frame a very brief summary statement about each of
the 3 specialties to write in their notes. Do the same for Related
Careers and Remodeling. Then help students frame the
questions for the left column: What are the 3 types of
construction specialties? What are the 2 types of remodeling?
Follow the same procedure for Education and Training, pp. 9-
10: Certification (What is certification and what are the
advantages?), Apprenticeships (What is apprenticeship and what
are the advantages?), Associate’s and Bachelor’s Degrees (What
are these degrees and what are the advantages?), Military
Training (What are the advantages?), and On the Job training
(What are the advantages?)

Have students turn to p. 15, Work Ethic. Read the 4 paragraphs
aloud. Ask pair-shares to take 2 minutes to figure out the best
question to ask to include the information. Call on one pair-
share. Get several other opinions. Work to come to the
conclusion: What are the 5 major elements of a work ethic?
Then ask students what these elements are. Wait time. Call on
one student. Get a second opinion. Have them enter questions
and answers in their notes.
Finally, give pair-shares 1 minute to scan the section on pp. 16-
17 on Managing Resources and come up with a question. Call
on one pair-share. Get a second opinion. Have students put the
question in their notes. On the ―notes‖ side, give pair-shares 3
minutes determine the best very short response for each area.
Compare responses as a group. Determine the best qualities.

Give Work Teams 3 minutes to come up with 2-3 summary
sentences at the bottom for all of the reading. Call on one Work
Team for their wording. Discuss. Call on the others. Determine
with the whole group what are the best summaries and why.
Snack Break (9:30-9:40)

Third and Fourth Hours (9:40 – 11:30) - 1
5 minutes
Note-taking: Explain to students that from now on in the safety
section, they will create their own notes without an AO from the
instructor. To do so, they will use 3-hole punched lined paper
(regular notebook paper) on which they will draw the vertical line to
separate the question and notes sections and the horizontal line
toward the bottom for the summary. They label those sections and
put the topic name at the top. Have students create the note sheet.
5 minutes
Introduce the topic of safety on the construction site. Have students
brainstorm about what they know already about safety issues.
Point out the relationship between work quality and safety. (See
right hand paragraph in text, p. 78.)
Safety/PPE

5 minutes
Read Housekeeping and Sanitation, pp. 79-80 while students
take notes. Give pair-shares 1 minute to come up with the best
question for Housekeeping/Sanitation. Call on one, get second
opinion, and come to consensus.
Stretch Break
10 minutes
Give a mini-lecture on the 6 kinds of complaints OSHA responds
to and the potential penalties for violations. Continue the
lecture with the 4 highest hazard components of construction
(See Resource 4.5 - Hazards). Have students do a pair-share
note check. Call on one or more groups to Review student notes
to ensure.

15 minutes - Have students work in Work Teams to fill out
vocabulary cards for the following and practice:
• Workers’ compensation
• Danger
• Be on guard
• Caution
• Storage or boundaries
• PASS
• Class A fire extinguisher
• Class B fire extinguisher
• Class C fire extinguisher
• Class D fire extinguisher
• Barricade
• Caught in/between hazard
• Imminent danger inspection
• Programmed inspection
• Monitoring inspection
• Catastrophe inspection

While students are working, circulate to offer help, but use
some time to develop prompts for each vocabulary card;
prompts need to be answerable in 1-2 words, for example:
• Red (Danger)
• Extinguisher for grease, oil, chemicals
(Class B)
• Has safety rules employers have to follow
(OSHA)
• A cave-in
• Etc.

10 minutes
Play one round of First Down. To play this game, each Work Team lines
up vertically facing you, so you can see the first 5 players (if you have 5
teams) with their team-mates lined up behind them. The winner is the
first person who writes the answer on a scratch paper and tapes it on
the Board or chart paper which is positioned about 10 yards away (or
as close as you can get); the winner earns 1 point for his/her Team.
Each Team gets enough scratch paper for each member, a marker, and
a roll of scotch tape. Give an example. Tell students that the student in
the front of the line can get NO HELP from his/her Team!
Explain that the prompts are something like Jeopardy in that you’ll give
a definition, description, or key characteristic, and the answer will be
no more than 1-2 words.
Play until you run out of words or time.

5 minutes Give a mini-lecture on ―struck-by‖ hazards, including vehicles,
falling objects, and flying objects. (See Resource 4.5 –Hazards). Have pair-
shares check notes.
10 minutes Introduce ―caught in/caught between‖ hazards explaining that
you and the book will be resources on this topic. You’re going to start
while students take notes. Using Resource 4.5, explain
• the causes of cave-ins;
• what the ―competent person‖ looks for as potential dangers;
• the difference between a trench and other types of excavation.
Also explain that the book discusses how to prevent cave-ins by not
making the sides of the cut too steep for the soil. You want students to
know the types of soil and the maximum allowable slope for each type.
Provide the information on types of soil and MAS, drawing the angles for
each type as shown in the diagrams in Resource B.

Finally, discuss the spoil pile placement and access and egress
issues.
Have students do a pair-share note check.
5 min. Have pair-shares read Excavation Safety on p. 82, take
notes, and compare their notes with other pairs in their Team to
come to consensus on what’s most important.
Reflection.
Out the door:Model Notes,Reflection, binders on the shelf,
shake hands.

AFTER HOURS
• Academic extended day individual work (approximately 1 hour)
• Open Computer Lab

END
If you continue to click forward, you will see links to
presentations of similar content available through
slideshare.com
Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695
Job Corps Professional Development Support - KUCRL

CFC Day 16

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