Lesson Plan Industry Sector

Lesson Plan Originally Created By: Robert Thayer

Tire Mounting Part 2 (updated) by Robert Thayer

Part of Unit: Fundamentals of Steering, Suspension, Tires, Wheels

Lesson Plan Overview / Details

Students will practice tire dismounting and mounting using a tire changing machine in the lab. The instructor will perform guided practice during the lab. At the end of the lesson,  students will demonstrate knowledge and proficiency regarding the theory, key terms and techniques of using a tire changing machine.

Lesson Time

One class period of
57 Minutes

Objectives and Goals

  • Use personal protective equipment, such as OSHA approved eye protection, when operating a tire changing machine.
  • Understand tire and rim sizing to select appropriate wheels and tires for vehicles.
  • Understand the role and function of tire changing machines in the latest technology.
  • Apply troubleshooting strategies, including failure analysis procedures, to issues as they arise, when dismounting and mount a tire.
  • Use a tire changing machine safely and appropriately.

Activities in this Lesson

  • 5-10 minutes


    Each day, when students enter the classroom, I usually have a warm-up question projected on a video screen, but you could write it on the board. At the beginning of the week students grab a new blank warm-up work sheet, which I have created for them, which students keep in a folder in their back packs. Students complete all the warm-ups for the week on that sheet and turn in their sheet to me at the end of the week for grade points.

    Also, under the daily warm-up question, I have an outline of our activities for that day.


    As students enter and begin taking their seats, I show a video in which someone is demonstrating how to use a tire changing machine that is similar to the one we have in our shop. I don't say much, but let the students watch the video and listen to their comments until the bell rings indicating that class has begun. At that point, I stop the video, and ask everyone to take out their warm-up worksheets. I tell the students that their assignment is to watch the video and write down 3 similarities and 3 differences between the demonstration in the video and my demonstration in the previous lesson. I then start the video from the beginning. It is about 3 minutes long. When the video ends, I give students a couple minutes to finish the assignment.

    When enough students are done with the assignment, I call on some of them to share their answers with the class. As students give their answers, I repeat their answers out loud. I also call on non-volunteers. Then, I take about five minutes to comment on the video content. I will explain what I like and dislike about the techniques used, and why. Be sure to point out the following:

    • That the worker in the video was not wearing safety glasses.
    • That the tire/wheel combo in the video is from an ATV.
    • That there were no wheel weights to remove because ATVs do not reach speeds which would require a balanced wheel.

    At the conclusion of this activity, I tell students to put their warm-up worksheets away.


    Resources and Materials

    • Tire Changing Machine Demonstration Comparison [ Go to Site ] You Tube Tire Changing Machine Video for Comparison and Analysis
  • 35 Minutes

    Background -- Safe Shop Attire

    Before I allow students to perform lab work, I ask them to form a line standing shoulder to shoulder in the shop. This is called "lining-up". During the line-up, I visually inspect all students to make sure they are following all required safety rules, in terms of appropriate dress and personal protective equipment. Each student must display the following:

    • OSHA approved safety glasses covering their eyes
    • Loose clothing or jewelry removed or tucked in
    • Long hair tied back and out of the way
    • No open-toed footwear

    Once students pass inspection in the line-up, they are free to begin working. 

    Background -- Activity Stations

    In my shop, I have created one or two activity stations for each skill in which I expect my students to become proficient. During lab time, students work individually or in groups at a particular station until the student or students and I feel that proficiency has been achieved. This strategy accomplishes two important goals. First, students can work at their own pace. Second, by having one to two stations for each required skill, limited shop space and funds are maximized. 

    Background -- Shop Card

    At the beginning of the course, I give each student an 8 1/2" by 11" piece of card stock on which I print all the of the skills in which I require them to become proficient. I place the cards in alphabetical order by student name in a document organizer in the shop. Each time students achieve proficiency in a given shop task, they retrieve their shop card from the organizer, and ask me to punch a hole with a scissor-style hole punch next to the name of that skill. Each student's goal is to have me punch a hole next to each skill on the shop card by the end of the course.

    Background -- Laminated Instructions

    Next to each activity station, I attach a set of laminated instructions for the activity the students are about to practice. I also include any additional guidelines, hints and cautions of which I want students to be aware, while performing the task.

    Tools and Equipment

    • A basic, up-right tire changing machine similar to a Hunter TCX 505.
    • A an automotive tire mounted on a rim.
    • A wheel weight remover/installer
    • A valve core remover/installer
    • A valve stem remover/installer
    • Plenty of tire lubricant

    I instruct students to begin practicing individually or in pairs on the tire changing machine. The students follow the laminated instructions hanging on the tire machine to properly dismount and mount a tire.

    Instructions for Teacher

    As students are working, I carefully observe them. (Remember, using the shop model I have described, I observe only one or two students at a time practicing on the tire machine; the remaining students are working at stations performing tasks other than tire changing.) If need be, and based on my observations, I modify instruction for students who are struggling with any step in the procedure. I model best practices, and let students work until the tire has been properly dismounted and mounted.

    Resources and Materials

    • Tire Changing Machine Laminated Instructions [ Download ] Laminated Instructions for Changing a Tire Using a Tire Machine
  • As the student or students are working on their project on the tire machine, I ask them to complete a worksheet in which they will need to:

    • Show me the tire once it is removed from the rim, and get my initials on their worksheets after that step.
    • Show me the rim and tire once they have been remounted, and get my initials on their worksheet after that step.
    • Write down all of the tire information from the tire they worked on.

    When they have completed the worksheet, they will bring it to me, and I will correct it in front of them. If something on it is incorrent, they will have to correct that information before I accept the worksheet.

    Resources and Materials

    • Tire Changing Assessment Worksheet [ Download ] Assessment worksheet to be completed during tire machine practice
  • Once a student has successfully dismounted and mounted a tire, I ask the student what steps or techniques upon which he/she feels could be improved. If you and the student feel that he/she is proficient, punch the student's shop card next to where it says "Tire Changing".  

    If the student fails to successfully dismount and mount the tires, takes an unacceptable amount of time to complete the task, violates any safety rules, or if the student's efforts result in any of the following: 

    • A damaged bead
    • A damaged rim
    • A leaking tire
    • Damage to the tire machine

    the student should repeat the entire procedure, until proficiency is achieved. This could be done on another day that the student wishes to work in the shop.

  • Clean-up Closure

    Students perform the following clean-up tasks and safety requirements:

    • Rag off all dirty/oily tools and equipment with shop rags.
    • Place oily rags in a sealed metal container. 
    • Sweep up work surfaces and floors 
    • Return all tools and equipment to their proper locations
    • Report all damaged or missing tools/equipment to the instructor


Assessment Types:
Interviews, Observations,

The instructor will continuously move around the shop observing and assessing students' techique and problem solving skills. During these assessments and observations, the instructor will modify instruction as needed, and differentiate instruction for individual students, if necessary. After successfully completing the task, the instructor and the student will determine if proficiency has been achieved. If either party feels that more work is necessary to achieve proficiency, practice will continue. Once both teacher and student agree that the student is proficient, the instructor will make a hole punch on the student's shop card next to where it says, "Tire Changing". At that point, the student may move on to another skill station or return his or her shop card to the class document organizer, if the period is almost over.