11-12 Teacher Externship Lesson: Lean Production and Management

CTE Areas of Study: Advance Manufacturing; Business Management & Administration; Transportation, Distribution & Logistics

Standards & Objectives

Learning objectives: 

 The goal of this activity is to develop a student’s understanding of how LEAN manufacturing and a passion for detail interact in the fast paced, highly competitive automotive industry. Students will gain an understanding of LEAN manufacturing and how it is used to create an efficient workplace with waste minimized, and employees who are constantly working to improve the manufacturing process. Also, students will learn how paying attention to detail makes a better product and creates an expectation of excellence both for every team member in the manufacturing environment while incorporating proficiency of Tennessee literacy standards in Technical Subjects.

Essential and guiding questions: 

Text 1

  • How does this article describe the LEAN concept for manufacturing?
  • How does the author say LEAN can improve operating performance?
  • According to the article, how are LEAN goals measured, and what technologies are used to gather these measurements?
  • What does the article say are the cost benefits of LEAN?
  • Describe why companies fail using the LEAN process. What conclusions can you draw about companies that fail versus those that succeed?
  • Be sure to cite evidence from the text to defend your conclusion.

Text 2

  • According to the text, what is the LEAN tool for organizing the work area, and how do you apply each concept?
  • Explain how the authors describe the concept of Just-in-Time (JIT) as it relates to inventory in the manufacturing process.
  • What does the text say are the benefits of using Just-in-Time inventory management in LEAN? Do you agree with the outcome?
  • According to text, what is “takt” time and how is it used in LEAN production evaluation? How could it be improved?
  • Based on your study of the table, how does “takt” time relate to Just-in-Time? Be sure to cite evidence from the text to support your answer.

Unit Variations

Blooms taxonomy level: 
Differentiation suggestions: 

Scaffolding and support for students with special needs, English language learners, and struggling readers:

  • Consider pre-teaching synonyms of difficult vocabulary words. Lower-level readers and ELL students can still be challenged without being overloaded with difficulty. This strategy can also be used to differentiate for stronger readers by introducing new, and more challenging, vocabulary. Struggling readers would also benefit from visual aids to illustrate many of the ideas presented. Pictures, diagrams, and charts alongside the text will go far to aid students as they dissect the articles.