Part of Unit: Green Technology
Lesson Plan Overview / Details
The student will assess local applications of green technology in related shops or businesses, including cabinet making shops, lumber yards, suppliers, etc. The instructor will model employer contact and provide students with an opportunity to practice prior to the actual contact. Survey results will be compiled to assess local industries approach to green technology. Modeled practice, small groups, and discussion/lecture will be used to teach the lesson plan.
No standards are associated, yet.
Objectives and Goals
Upon completion, students should know how to locate local, related industries, how to conduct “cold calls’ and interviews, and understand green technology applications in related industries.
Activities in this Lesson
- Overview - Hooks / Set
Teacher explains that the new lesson may prove to be one of the most difficult lessons for many of the students but ultimately, and especially as some students plan to open their own shop, one of the most beneficial. Each student, using a given cold call and interview format, will be contacting local business owners and managers to review green technology applications within their shop. This can be one of those assignments that may open doors, using such questions as a hook: “What if, on the day you’re doing your interview, the owner just decides that a part-time employee is needed? What if he or she realizes, at that time, that you have the entry-level skills needed? What if you present yourself as someone who is sincerely interested in a career in this industry? That you present communication skills? That you appear to know things, like green technology, that he or she may not? These things happen…you could find yourself in the right place at the right time”.
- Cold Calling Demonstration - Demo / Modeling
Teacher models types of phone calls that might be experienced, i.e., the, low-speaking, muttering, difficult to understand to the 'professional', obviously informed and practiced phone call. Teacher asks students, “if you are a busy shop owner where time is indeed money, who would the shop owner be willing to meet?”
- Cold Calling Instructions - Lecture
Students will assess local applications of green technology in related shops or businesses, including cabinet making shops, lumber yards, suppliers, etc. However, the teacher also explains that there are other important elements to the assignment, including:
- Getting innovative, creative ideas to green applications…as indicated, this may be important with respect to your career plans, whether as a shop-owner or employee.
- Job search help…students will be required to research local businesses to contact and the scope of related job opportunities will be discovered
- Students will get practice at things that are frequently difficult for high school students…to make cold calls and to be able to conduct a formal conversation with an unknown person; teacher will stress that such practice, if remembered and approached seriously, will prove beneficial in later events. Teacher will stress such things as first impressions (again emphasizing time as money concept), of having to work through staff members to make an appointment, and being possibly rejected by a business.
- Students may realize that the interview may have a community impact, in that the interview may spur further thought and awareness to green building applications that the owner or manager had not considered.
- Teacher also explains that the student must remember that they, in this assignment, are a reflection of the program and school…emphasis is given to approaching this assignment in a mature, serious manner.
- Teacher stresses importance of communication skills, appropriate dress and hygiene skills, interviewing techniques, and preparation.
- Teacher reviews the Interview Rubric, used by the interview contact person to assess the student performance. The procedure used for this is fully explained.
- Using a computer and projector, teacher demonstrates internet research of local business and examples of telephone pages, industry/business publications, etc.
- Teacher further describes cold call process, including initial contact with office staff, rejection, businesses closed, lack of returned messages, etc.
- Teacher, with student volunteers, models again good and bad telephone conduct. Students also demonstrate the activity.
At interview, teacher describes appropriate behavior and again with student volunteers, models good and bad behavior; students also model such behaviors. Teacher then reviews modeling examples, soliciting input and questions from students. Teacher and students explore other possible situations that might occur. Teacher asks students to share possible worries or concerns that the students might have.
- Practice Cold Calls - Group Work
Teacher breaks class into tables of four students, with each group instructed to practice with each other cold calls and initial meetings. Teacher will move from group to group, observing students participation and skills, providing appropriate feedback; students are required to give feedback to other students role-playing. Students are to demonstrate both cold calls and initial interview contact. Students will use the Interview Rubric to assess each other’s performance.
- Refine Cold Call Technique - Lab / Shop
Teacher will share observations from the guided practice, eliciting general observations from students regarding previous role-playing exercise. Teacher will give further definition to successful examples. Students will then break into groups of two, further practicing their techniques. Teacher will observe all students, providing appropriate feedback.
- Final Review - Closure
Further review and discussion is given, with emphasis again given to potential problems and concerns realized, with appropriate answers or approaches to given concerns.
Further review is given to the cold call instructions and interview format.
Review is given to appointment details, including punctuality, dress and hygiene skills, communication skills, and other concerns.
- Assessment Types:
- Rubrics, Interviews, Class Presentations
Students complete the given assignment, using the attached cold call and interview formats. Students present their findings to the class in a short (no more than five minutes) oral report. Findings are summarized and grouped into appropriate categories (as seen on the interview sheet). Students then verbally respond to the summary. Students return Interview Rubric to the teacher, with this and the oral report serving as assessment measures.