Unit Plan: Template



Production

|Criteria Considerations for Unit |Plans |

|Planning | |

|Unit Description | |

| |Students will produce a variety of drafting and wood-based projects appropriate to their grade |

| |level and level of past experiences. Students will explore Fundamental Skills throughout this |

| |process. Students will be required to read project plans and blue prints appropriate to their |

| |knowledge level in conjunction with teacher instruction to implement various woodworking tasks.|

| |Students will explore a variety of skill sets in the production of minor and major projects |

| |throughout each academic term. See individual Project Plans for details. |

|Overall Expectations | |

|Derived directly from the Manitoba |Production Skills: Wood, Products and Processes |

|Curriculum document |Production Skills: Measurement and Layout |

| |Production Skills: Separation |

| |Production Skills: Fastening |

| |Production Skills: Wood Joints |

| |Production Skills: Finishing |

|Specific Expectations | |

|Derived directly from the Manitoba |IA9.WW1.1 Identify common woods, their classification as hardwood or softwood, and their |

|Curriculum document |properties such as type, species, grain texture… |

| |IA9.WW1.2 Identify several common wood products such as plywood’s, laminates, veneers, |

| |particleboard… |

| |IA9.WW2.1 Recognize and apply common measurement standards used in woodworking including CSA, |

| |ANSI, ISO, metric, imperial, moisture content… |

| |IA9.WW2.2 Identify and use several common measurement tools used in woodworking including |

| |rules, tapes, dividers, wood-moisture meters… |

| |IA9.WW2.3 Identify and use several common layout tools used in woodwork including squares, |

| |levels, lasers, sliding bevels, marking gauges… |

| |IA9.WW3.1 Identify several common wood-separation processes such as cutting, drilling, turning,|

| |routing, sanding… |

| |IA9.WW3.2 Apply several hand tool wood-separation processes to a product. |

| |IA9.WW4.1 Identify several common wood-fastening processes such as using: threaded fasteners, |

| |adhesives, nails, specialty fastening hardware… |

| |IA9.WW4.2 Apply several fastening processes to a wood product. |

| |IA9.WW4.3 Identify several common types of specialty hardware used in creating wood projects |

| |such as hinges, glides, pulls, shelf hardware, casters… |

| |IA9.WW5.1 Identify several common wood joints such as butt, box, dado, dovetail, lap, mitre, |

| |mortise and tenon, rabbet, tongue and groove… |

| |IA9.WW5.2 Identify several common fastener forms used in wood joints such as corrugated |

| |fasteners, dowels, splines, braces, special connectors. |

| |IA9.WW5.3 Use several types of wood joints and wood-joining techniques in the fabrication of a |

| |wood product. |

| |IA9.WW6.1 Identify several common wood-finishing processes such as sanding, staining, painting,|

| |varnishing… |

| |IA9.WW6.3 Apply several common wood-finishing processes to a product. |

|Topics covered in Unit | |

| |See individual Project Plans for details |

| |Technical Communication |

| |Problem Solving |

| |Information Management |

| |Time Management |

| |Ethical Decision Making |

| |Safe Practices |

| |Positive Attitude |

| |Teamwork |

| |Wood, Products and Processes |

| |Measurement and Layout |

| |Separation |

| |Fastening |

| |Wood Joints |

| |Production Skills: Finishing |

|Duration | |

| |Approximately 45 hours of instructional time. |

|Assessment | |

| |Assessment as Learning (Daily class-work, probing questions etc.) |

| |Assessment of learning (Pretests, hands on projects) |

| |Assessment for Learning (Tests) |

| | |

|Resources | |

| |Shop Machinery, see shop list for details |

| |Expendable supplies: wood, screws, nails, glue, blades etc. |

| |Various web resources (Stevin Marin) |

| |Lee Valley |

| |Introduction to Woodworking and Construction by Edward Harris, McGraw-Hill |

| |Woodworking for Kids |

| | |

| |**Additional resources may be added as the course progresses. |

|Teaching / Learning Strategies | |

| |Teacher / student conferences and group discussions link directly to the Creative Process and |

| |curriculum expectations |

| |Interaction between the student and their own, each others and historical artists during |

| |lessons, assignments and conferences will link directly to curriculum expectations |

| |Student responses and brainstorming spreads will assist in developing literacy skills |

| | |

| |**Additional strategies may be added as the course progresses through monitoring students. |

|Accommodations | |

| |Some students may have allergies to certain materials options: latex or vinyl gloves, spin off |

| |assignment based on the same theme in a different medium, spin off assignment based on the same|

| |theme submitted as a short report |

| | |

| |Student helpers to organize or gather materials |

| |Altered tool shapes to promote student specific ergonomically friendly instruments |

| |Slides and overheads may be required in a hard copy format for viewing or reference |

| |IEP students will be identified and assisted as appropriate to their unique identifications |

| | |

| |**Additional accommodations may be added as the course progresses through monitoring student |

| |personalities. |

N.A. (2009).Senior Years Home Economics/ Industrial Arts: The Manitoba Curriculum. Manitoba Education, Citizenship and Youth Cataloguing in Publication Data.

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