Education Standards
Activity - Decibels of Sound Answer Key
Activity - Unsafe Skits
Basic Shop Safety Vocab Handout (2)
Candy Dispenser Blueprint by Dr. Troy White
Candy Dispenser Blueprint by Dr. Troy White
Hand & Power tool safety - Assessment Answer Key
Hand & Power Tool Safety in Construction Environments_ Action Plan
Hand & Power tool safety video
Hand & Power tools- Key Concepts
Hand & Power tools safety -Assessment
Hand & Power tools -Vocabulary Handout
Hand & Power tools - Vocab worksheet
Hand & power tools - worksheet
Hand & power tools - worksheet Answer Key
PPE Assessment
PPE Assessment Answer Key
PPE safety video
Project - Safety Equipment Floor Plan
Project - Simplify a User's Manual
Shop Safety - Key Concepts
Student Action Plan - PPE
Student Handout - Accident Response
Student Handout Basic Shop Safety_ Personal Protective Equipment
Vocabulary Handout Key
Beginning Woodworking: Candy Dispenser Unit
Overview
Throughout this unit you will cover topics of: to understand safety in a shop workspace & develop basic skills to operate woodworking machines to construct a project, a clear understanding of safety in the workplace, assess their knowledge over safety through a safety test, demonstration how to operate hand and power tools, decipher a blueprint to build a wooden candy dispenser and to construct their candy dispensers.
Candy Dispenser Unit - Unit outline Information
This is the unit outline information to the Candy dispenser unit.
Beginning Woodworking: Candy Dispenser Unit
Course: Class Per. Length: | Basic Woods course 50 minutes |
Standards (written out standards with numbers): | |
AFNR Pathway Standards | AFNR.HS.26 |
AFNR Core Content Standards | AFNR.HS.26 |
Career Readiness Practices |
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Unit Big Idea or Essential Question: | |
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Unit Objectives (Students will… copied from each daily lesson plan): | |
| The Learners will be able to understand safety in a shop workspace & develop basic skills to operate woodworking machines to construct a project. The students will develop a clear understanding of safety in the workplace. The students will be able to assess their knowledge over safety through a safety test. The students will be able to learn about different types of hand and power tools. The students will be able to learn about different types of hand and power tools. The students will learn through demonstration how to operate hand and power tools. The students will learn to decipher a blueprint to build a wooden candy dispenser. The students will be able to develop the connective pieces to the candy dispenser. The students will be able to construct their candy dispensers. What will students know (content) and be able to do (skills) as a result of this lesson? | |
References, Materials, Equipment, and Other Resources: e.g. Notes/notes outline; lab activities; needed references | |
Note: Lesson was derived from a beginning workshop led by Dr. Troy White, with some inspiration from ICEV curriculum. Materials needed: listed in daily lessons Equipment:
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Unit Timeline: (Anticipated number of classes/days & Daily Plan topics) | |
3 School Weeks total: Week 1 & 2 Day 1, 2 & 3: Define basic safety in the shop & Identify Terminology & Assessment Day 4 & 5: Introduction to hand & power tool: Hazards & Identification, & Assessment Day 6- 9: Demonstration of hand & power tools Week 3: Day 10 & 11: Evaluate the blueprints to beginning level project Day 12 & 13: Develop skills to construct candy dispenser Day 14: Construct Candy dispenser Day 15: Finish Candy dispenser & Reflect on project
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Lesson plan - Day 1
LESSON PLAN
Day 1
Class and Grade Level: Woods 1 - 9th & 10th grade level
Daily Lesson Topic: Shop safety
Unit Name: Candy Dispenser Unit
Standards: AFNR.HS.26
Essential Question: Why is safety important in the shop?
Daily Objectives: The Learners will be able to understand safety in a shop workspace & develop basic skills to operate woodworking machines to construct a project.
Instructional method: Summative assessment
Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing.
Materials: Vocabulary Handout, Shop Safety Rules Handout.
Time | Description: This lesson will describe what personal protective equipment is and how it should be used in the shop or on the jobsite. |
Bell Ringer: Why is safety important in the shop? | |
Time: | Introduction: Have students answer the question (by writing them down either on a sticky note or notebook paper), “what are common safety rules,” and allow students to share their answers either by calling on them or peer- to - peer popcorn around the group. |
Time: | Instruction:
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Time: | Practice:
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Time: | Exit Ticket: Have students write down one fact they learned during class and turn it in prior to leaving the classroom. |
Assessment: Summative assessment will occur on day 3 | |
Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: Vocab Handouts, Key Concepts, Action plan (for teacher use), | |
Reflection: (things that might need changed/improved for next year) |
Lesson plan - Day 2
LESSON PLAN
Day 2
Class and Grade Level: Woods 1 - 9th & 10th grade level
Daily Lesson Topic: Shop Safety
Unit Name: Candy Dispenser Unit
Standards: AFNR.HS.26
Essential Question: What is personal protective equipment?
Daily Objectives: The students will develop a clear understanding of safety in the workplace.
Instructional method: Summative assessment
Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing.
Materials: Accident Response Student Handout, Decibels of Sound Activity, Extra Safety Equipment Floor Plan Project
Time | Description: This lesson will describe what personal protective equipment is and how it should be used in the shop or on the jobsite. |
Bell Ringer: What is personal protective equipment? | |
Time: | Introduction:: Students should read the Accident Response Student Handout. After reading the handout, have students discuss the content with the class. |
Time: | Instruction:
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Time: | Practice:
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Time: | Exit Ticket: Students should list the necessary steps when an accident requiring a trained EMT occurs in the shop |
Assessment: Summative assessment will occur on day 3 | |
Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: Accident Response Student Handout, Decibels of Sound Activity, Extra Safety Equipment Floor Plan Project | |
Reflection: (things that might need changed/improved for next year) |
Lesson plan - Day 3
LESSON PLAN TEMPLATE
Day 3
Class and Grade Level: Woods 1 - 9th & 10th grade level
Daily Lesson Topic: Shop Safety
Unit Name: Candy Dispenser Unit
Standards: AFNR.HS.26
Essential Question: What should people wear in the shop or on a jobsite to perform their job or task safely?
Daily Objectives: The students will be able to assess their knowledge over safety through a safety test.
Instructional method: Summative assessment
Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing.
Materials: PPE assessment
Bring demonstrative hand tools into the classroom for an exploration into identification of these tools.
Time | Description: This lesson will assess the knowledge over proper safety & PPE retained over the previous lessons. |
Bell Ringer: What should people wear in the shop or on a jobsite to perform their job or task safely? | |
Time: | Introduction: Students should review for the assessment. |
Time: | Instruction: Administer the Basic Shop Safety: Personal Protective Equipment Assessment. The Assessment is a comprehensive assessment covering material throughout the entire lesson. |
Time: | Practice: Students should complete the Safety Equipment Floor Plan Project. Students will create a detailed floor plan of the school shop and where all personal protective equipment and safety materials are located. |
Time: | Exit Ticket: Students should turn in their project |
Assessment: Administer the PPE assessment. Walk around periodically to ensure individual student work. IF TIME: Bring demonstrative hand tools into the classroom for an exploration into identification of these tools. | |
Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: PPE assessment Bring demonstrative hand tools into the classroom for an exploration into identification of these tools. | |
Reflection: (things that might need changed/improved for next year) |
Lesson plan - Day 4
LESSON PLAN
Day 4
Class and Grade Level: Woods 1 - 9th & 10th grade level
Daily Lesson Topic: Introduction to hand & power tools
Unit Name: Candy Dispenser Unit
Standards: AFNR.HS.26
Essential Question: What are the hazards of working with hand and power tools?
Daily Objectives: The students will be able to learn about different types of hand and power tools.
Instructional method: Summative assessment
Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing.
Materials: Hand tools, power tools, Vocab worksheet, key concepts, Action plan, Video, Simplify manual project
Time | Description: This lesson explains the hazards associated with using hand and power tools. Along with reviews the equipment and work practices you can use to work with these tools safely |
Bell Ringer: What are the hazards of working with hand and power tools? | |
Time: | Introduction: Students should take out a notebook and begin writing about “what they know or have heard about using power tools safely.” After they are done writing, pair the students with someone across the room as a partner and discuss what they wrote in their notebooks. |
Time: | Instruction:
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Time: | Practice: Students should begin the Simplify a User’s Manual Project. Students will create cheat sheets for safely using a power tool of their choice.
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Time: | Exit Ticket: Students should notify you about what tool they will be researching for their Simplify a User’s Manual Project. |
Assessment: Assessment will be on day 5 | |
Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: Vocab Worksheet, Action plan, Key Concepts, & Simplify a Users Manual Project sheet | |
Reflection: (things that might need changed/improved for next year) |
Lesson plan - Day 5
LESSON PLAN
Day 5
Class and Grade Level: Woods 1 - 9th & 10th grade level
Daily Lesson Topic: Introduction to hand and power tools.
Unit Name: Candy Dispenser Unit
Standards: AFNR.HS.26
Essential Question: What are safe working practices for using hand and power tools? & How can workers maintain safe working environments while using hand and power tools?
Daily Objectives: The students will be able to learn about different types of hand and power tools.
Instructional method: Summative assessment
Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing.
Materials: Assessment & Unsafe Skits Activity handout
Time | Description: Same as previous day |
Bell Ringer: What are safe working practices for using hand and power tools? & How can workers maintain safe working environments while using hand and power tools? | |
Time: | Introduction: Hand out & tell students to read the instructions for the Unsafe Skits Activity.
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Time: | Instruction:
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Time: | Practice:
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Time: | Exit Ticket: Inform students to turn in their Simplify a User’s Manual Project. |
Assessment: Hand & Power Tool Safety in Construction Environments Assessment | |
Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: Assessment & Unsafe Skits Activity handout | |
Reflection: (things that might need changed/improved for next year) |
Lesson plan - Days 6-9
LESSON PLANS
Days 6 - 9
Class and Grade Level: Woods 1 - 9th & 10th grade level
Daily Lesson Topic: Demonstration of hand and power tools
Unit Name: Candy Dispenser Unit
Standards: AFNR.HS.26
Essential Question: Reflect. What can you remember about the materials covered in the last lessons?
Daily Objectives: The students will learn through demonstration how to operate hand and power tools.
Instructional method: Summative assessment
Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing.
Materials: Hand Tools & Power Tools, PPE
Time | Description: This lesson is to review & visualize a demonstration of common hand & power tools in the woods shop. |
Bell Ringer: Review material from day 4 & 5 | |
Time: | Introduction:
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Time: | Instruction:
Note: Start with Hand tools then proceed to Power tools |
Time: | Practice:
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Time: | Exit Ticket: On a piece of notebook paper, write the names of 3 Hand tools & 3 Power tools covered in class, along with their uses, & maintenance needed to function properly. |
Assessment: Day 7: Hand tool assessment- Students will match the proper term to equipment, along with knowledge of its uses, and maintenance. Day 9: Power Tool assessment- Students will match the proper terms to the equipment with shown knowledge of the function/ purpose of the tool and maintenance. | |
Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: | |
Reflection: (things that might need changed/improved for next year) |
Lesson plan - Days 10-11
LESSON PLANS
Days 10 & 11
Class and Grade Level: Woods 1 - 9th & 10th grade level
Daily Lesson Topic: The importance of blueprints
Unit Name: Candy Dispenser Unit
Standards: AFNR.HS.26
Essential Question: “ Why are blueprints important?”
Daily Objectives: The students will learn to decipher a blueprint to build a wooden candy dispenser.
Instructional method: Summative assessment
Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing.
Materials: Blueprints, PPE
Time | Description: This lesson is to expand the learners knowledge reading a woods project blueprint. |
Bell Ringer: Day 10 “ Why are blueprints important?” Day 11 - Discussion over potential hazards to be aware of while constructing our blueprint. | |
Time: | Introduction:
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Time: | Instruction: -Think, Pair, Share ... .Have the student take out a notebook piece of paper to create a list of what information they can naturally retrieve from the blueprint before pairing with a partner across the room. Have the partners discuss what they saw, or retrieved from the blueprint. After they have finished their discussions, the entire class will create a master list of information that they were able to pull from the blueprint. |
Time: | Practice:
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Time: | Exit Ticket: Day 10: How can workers collaborate during a project? Day 11: Before leaving class, Choose a partner to collaborate with for the project. These should be written down before students leave. |
Assessment: The final unit assessment will be the finished candy dispenser as a unit on day 15. | |
Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: Blueprints | |
Reflection: (things that might need changed/improved for next year) |
Lesson plans - Days 12 &13
LESSON PLANS
Days 12 & 13
Class and Grade Level: Woods 1 - 9th & 10th grade level
Daily Lesson Topic: Developing pieces of a candy dispenser
Unit Name: Candy Dispenser Unit
Standards: AFNR.HS.26
Essential Question: What are key factors to remember in the shop?
Daily Objectives: The students will be able to develop the connective pieces to the candy dispenser.
Instructional method: Summative assessment
Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing.
Materials: Blueprints, partners, #2 pencils, PPE
Time | Description: This lesson will be developing the skills to construct the candy dispenser project. |
Bell Ringer: Day 12: What are key factors to remember in the shop? Day 13: Progress report with pairs on their projects. | |
Time: | Introduction:
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Time: | Instruction: -All students should be wearing PPE before entering the shop. - With the partners chosen the day prior. The students will be given the materials to complete the project. (wood, #2 pencil, blueprint, wood glue, sandpaper/sander) ** NO CHANGING PARTNERS** |
Time: | Practice:
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Time: | Exit Ticket: Discussion over progress on projects. Answer any questions. |
Assessment: The final unit assessment will be the finished candy dispenser as a unit on day 15. | |
Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: | |
Reflection: (things that might need changed/improved for next year) |
Lesson plan- Day 14
LESSON PLAN
Day 14
Class and Grade Level: Woods 1 - 9th & 10th grade level
Daily Lesson Topic: Construction of a candy dispenser
Unit Name: Candy Dispenser Unit
Standards: AFNR.HS.26
Essential Question: What mathematical problems have you had to account for?
Daily Objectives: The students will be able to construct their candy dispensers.
Instructional method: Summative assessment
Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing.
Materials: Blue prints, partners, wood glue, PPE
Time | Description: This lesson will be directed to the construction of putting the candy dispenser together as one piece. |
Bell Ringer: So far in your project: What mathematical problems have you had to account for? | |
Time: | Introduction:
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Time: | Instruction:
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Time: | Practice:
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Time: | Exit Ticket: On a sticky note: Summarize the vitality of the need of proper communication when constructing a project with a partner. |
Assessment: The final unit assessment will be the finished candy dispenser as a unit on day 15. | |
Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: | |
Reflection: (things that might need changed/improved for next year) |
Lesson plan - Day 15
LESSON PLAN TEMPLATE
Day 15
Class and Grade Level: Woods 1 - 9th & 10th grade level
Daily Lesson Topic: Candy Dispenser Project
Unit Name: Candy Dispenser Unit
Standards: AFNR.HS.26
Essential Question: What went well, what needs work, and how could this project be improved for the future.
Daily Objectives: What will students know (content) and be able to do (skills) as a result of this lesson?
Instructional method: Summative assessment
Modification/accommodation: ELL accommodation is a native language guide & worksheets. Modification for students with 504 plans & IEP’s will be illustrated in those plans, ex: fewer potential answers for multiple choice, reverse vocabulary with definitions read first then the terms to match with, and to have a quiet location for testing.
Materials: Blue prints, partners, wood glue, PPE
Time | Description: This lesson is the completion of the candy dispenser project. |
Bell Ringer: Journal : What went well, what needs work, and how could this project be improved for the future. | |
Time: | Introduction:
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Time: | Instruction:
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Time: | Practice:
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Time: | Exit Ticket: Turn in completed candy dispenser with a Journal reflection. |
Assessment: Final unit assessment: grading partners candy dispensers. | |
Resource(s): What, if any, print and/or Internet source(s) did you consult to develop and design this lesson? List them here. Print: | |
Reflection: (things that might need changed/improved for next year) |