“Unwrapped” Standard
“Unwrapped” Outcomes
Grade Level 10
Content Area Goal 10-1: Shop Safety
Outcomes(s) listed by number and bold are “POWERED”.
|Concepts |Skills |Unit, Lesson, or Activity |
|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |
|Workplace safety hazards, unsafe conditions and work practices |Identify (workplace safety hazards, unsafe conditions and work | |
|relating to: |practices) | |
|Crush points |Explain (workplace safety hazards, unsafe conditions and work | |
|Pinch points |practices) | |
|Burns | | |
|Eye injuries | | |
|Electrocution | | |
|Entanglements | | |
|Fumes/Respiratory injuries | | |
|Lifting injuries | | |
|School/shop safety rules and work practices relating to: |Implement (school/shop safety rules and work practices) | |
|Shop/personal safety | | |
|General machine safety | | |
|General tool safety | | |
|Fire safety | | |
|Proper protocol for all school emergency plans. |Describe (proper protocol for all school emergency plans) | |
|Proper procedures when a school emergency or drill is held. |Demonstrate (proper procedures when a school emergency or drill| |
| |is held) | |
|Big Ideas |Essential Questions |
|Student’s statements of enduring ideas |Teacher’s guiding questions |
|Shop safety is everybody’s responsibility. |What are ways that we can insure a safe environment in the manufacturing workplace? |
| | |
“Unwrapped” Outcomes
Grade Level 10
Content Area Goal 10-2: Reading machine prints for information
Outcomes(s) listed by number and bold are “POWERED”.
|Concepts |Skills |Unit, Lesson, or Activity |
|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |
|Size and Location dimensions on a multi-view sketch. |Apply (Size and location dimensions) | |
|ANSI/ASTM standard symbols/conventions on machine prints. |Identify (ANSI/ASTM standard symbols/conventions) | |
|Diameter |Explain (Use of ANSI/ASTM standard symbols/conventions) | |
|Degrees | | |
|Depth | | |
|Counterbore | | |
|Countersink | | |
|Surface finish mark | | |
|Quantity | | |
|Section lines | | |
|Cutting plane line | | |
|Reference dimension | | |
|Dimensioning methods used on machine prints |Identify (Dimensioning methods used on machine prints) | |
|Baseline | | |
|Angular | | |
|Metric | | |
|Tabular | | |
|Coordinate | | |
|Dual dimensioning | | |
|Basic tolerancing terms and definitions. |List (Basic tolerancing terms and definitions) | |
|Tolerance |Identify (Basic tolerancing terms and definitions) | |
|Nominal size | | |
|Basic size | | |
|Actual size | | |
|General tolerances | | |
|Limits | | |
|Unilateral | | |
|Bilateral | | |
|Allowance | | |
|Clearance | | |
|Methods of representing threads on a machine print. |Identify (Methods of representing threads on a machine print) | |
|Detailed | | |
|Schematic | | |
|Simplified | | |
|Key elements of a thread note. |Identify (Key elements of a thread note) | |
|Thread size |Explain (Key elements of a thread note) | |
|TPI | | |
|Series | | |
|Fit | | |
|Function of auxiliary views. |Explain (Function of auxiliary views) | |
|Types and function of section views: |Explain (Function of a sectional view) | |
|Full |Identify (Five types of sectional view) | |
|Half | | |
|Revolved | | |
|Removed | | |
|Broken | | |
|Big Ideas |Essential Questions |
|Student’s statements of enduring ideas |Teacher’s guiding questions |
|Drawings created with common symbols allow everyone to understand all details of a part to be |Why are drawings standardized? |
|made. | |
|Drawings created with common symbols allow anyone, anywhere to produce identical parts. | |
“Unwrapped” Outcomes
Grade Level 10
Content Area Goal 10-3: Demonstrate a good work ethic.
Outcomes(s) listed by number and bold are “POWERED”.
|Concepts |Skills |Unit, Lesson, or Activity |
|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |
|Characteristics of a good work ethic. |Define (work ethic) | |
|Interpersonal skills |Recognize (characteristics essential to a good work ethic) | |
|Initiative | | |
|Dependability | | |
|Employability skills and key characteristics. |Identify (key characteristics which are important for | |
|Attendance (Punctuality) |employability) | |
|Character | | |
|Teamwork |List (key characteristics which are important for | |
|Appearance |employability) | |
|Attitude | | |
|Productivity |Explain (how employability skills are related to work ethic) | |
|Organizational Skills |Practice (employability skills related to a good work ethic in | |
|Communication |and out of the shop and classroom) | |
|Cooperation | | |
|Respect | | |
|Role of interpersonal skills and strategies. |Explain (the role of interpersonal skills as an aspect of work | |
|Habits |ethic) | |
|Attitude |Develop (strategies for improving interpersonal skills in and | |
|Manners |out of the shop and classroom) | |
|Appearance |Implement (strategies for improving interpersonal skills in and| |
|Behaviors |out of the shop and classroom) | |
|Initiative as a part of work ethic. |Explain (Initiative as a part of work ethic) | |
| |Evaluate (One's own initiative) | |
| |Demonstrate (an increased initiative in appropriate and | |
| |productive ways) | |
|Dependability as a part of work ethic. |Explain (The importance of being dependable) | |
| |Identify (Areas for improving personal dependability) | |
| |Employ (Characteristics that will improve personal | |
| |dependability in and out of the shop and classroom) | |
|Sexual harassment |Explain (the implications of sexual harassment in and out of | |
| |the workplace) | |
|Big Ideas |Essential Questions |
|Student’s statements of enduring ideas |Teacher’s guiding questions |
|Good work ethics allow me to get and hold a job. |Why is it important to enter the workplace with good work ethics? |
|Appearance does matter when I’m at the workplace. | |
|It’s important that I practice good work ethics now so that I’m prepared for my future. | |
| | |
“Unwrapped” Outcomes
Grade Level 10
Content Area Goal 10-4: Perform basic set-up and turning operations
Outcomes(s) listed by number and bold are “POWERED”.
|Concepts |Skills |Unit, Lesson, or Activity |
|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |
|Moving parts of a lathe that can cause injury. |Identify (Moving parts of a lathe that can cause injury) | |
|Safety devices and function(s). |Identify (All safety devices) | |
| |Explain (Their function(s)) | |
|How personal items can become safety hazards. |Explain (How personal items can become safety hazards) | |
|Required personal safety equipment when operating a lathe. |Use (Required personal safety equipment when operating a lathe)| |
|Safety glasses | | |
|Respirators | | |
|Dust masks | | |
|Hearing protectors | | |
|Safety Shoes | | |
|Different types of lathes and their uses. |Identify (Types of lathes) | |
|Engine Lathe |Explain (Their uses) | |
|Turret Lathe | | |
|Vertical Turret Lathe | | |
|CNC Lathe | | |
|Major parts of a lathe and their purpose. |Identify (Major parts of a lathe) | |
| |Explain (Their purpose) | |
|Lathe accessories. |Identify (Lathe accessories) | |
|Micrometer stops |Explain (Their use) | |
|Follower rest |Demonstrate (Using lathe accessories) | |
|Steady rest | | |
|Taper attachments | | |
|Work holding devices and their attachments. |Identify (Work holding devices and their attachments) | |
|4 jaw chuck |Explain (Their use) | |
|Jacobs type chuck |Demonstrate (Using work holding devices and their attachments) | |
|Bolt to faceplate | | |
|Application of cutting tools used on a lathe. |Identify (Cutting tools used on a lathe) | |
|Left & Right cut |Explain (Application of cutting tools) | |
|Grooving/cutoff |Demonstrate (Application of cutting tools) | |
|Threading | | |
|Knurling | | |
|Boring | | |
|Form | | |
|Angles (Compound Tool Rest) | | |
|Uses of high speed steel and carbide tool material. |Explain (Uses of high speed steel and carbide tool material) | |
|Acceptable “checkout procedure” for proper lathe maintenance. |Implement (An acceptable “checkout procedure” for proper lathe | |
|Cleaning |maintenance) | |
|Lubrication | | |
|Adjustment | | |
|Calculate speeds and feeds based on job requirements. |Use (Algebraic formulas and conversion tables) | |
| |Calculate (Speeds and feeds based on job requirements) | |
|Different sizes and styles of threads. |Identify (Different sizes and styles of threads) | |
|Unified | | |
|Acme | | |
|Tapered pipe | | |
|Metric | | |
|Thread terminology. |Identify (Thread terminology) | |
|Helix |Explain (Thread terminology) | |
|Screw Thread | | |
|Nominal Size | | |
|Pitch | | |
|Lead | | |
|Major Diameter | | |
|Minor Diameter | | |
|Pitch Diameter | | |
|Set-up procedure and operations required to produce a thread |Demonstrate | |
|with regards to: |(Set-up procedure required to produce a thread and operations | |
|Compound tool rest angle |required to produce a thread in a responsible and safe manner) | |
|Pitch selection | | |
|Tool bit orientation | | |
|Algebraic formulas to calculate dimensions necessary to produce|Use (Algebraic formulas) | |
|threads on a lathe. |Calculate (Dimensions necessary to produce threads on a lathe) | |
|Three-wire thread measuring system to measure threads. |Use (Three-wire thread measuring system) | |
|Arrangement of work, wires, and micrometer |Calculate (Thread measurement) | |
|3 wire formula calculation | | |
|Big Ideas |Essential Questions |
|Student’s statements of enduring ideas |Teacher’s guiding questions |
|If I know how to set-up the machine, I can work quickly and safely. |Why do you need to know about setting up a lathe for proper machining? |
|The more I know about my machine, the better I can operate it. |Why do you need to know about various parts of the lathe and their functions? |
| |Why is it important to be able to identify proper work-holding devices? |
| |Why is it important to be able to calculate and apply proper RPM’s when you are working on the |
| |lathe? |
“Unwrapped” Outcomes
Grade Level 10
Content Area Goal 10-5: Introduction to drills and drilling machines
Outcomes(s) listed by number and bold are “POWERED”.
|Concepts |Skills |Unit, Lesson, or Activity |
|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |
|Parts of a drill. |Identify (parts of a drill) | |
|Shank | | |
|Web | | |
|Land | | |
|Cutting edge | | |
|Margin | | |
|Hand | | |
|Method of measuring a drill bit to identify size. |Demonstrate (method of measuring a drill bit to identify size) | |
|Method to sharpen a drill point using a bench grinder. |Demonstrate (method to sharpen a drill point using a bench | |
| |grinder) | |
|Types of drilling machines and the specific type(s) of work |Identify (types of drilling machines) | |
|each machine produces. |Describe (work each machine produces) | |
|Drill Press | | |
|Radial Drill | | |
|Multi spindle | | |
|Gang drill press | | |
|Hand drill | | |
1.
|Possible injuries that can occur if a drilling machine is |List (possible injuries that can occur if a drilling machine is| |
|operated in an unsafe manner. |operated in an unsafe manner) | |
| |Identify (possible injuries that can occur if a drilling | |
| |machine is operated in an unsafe manner) | |
|Work holding devices and their application. |Identify (work holding devices) | |
|V-Blocks |Demonstrate (their application) | |
|Strap clamps | | |
|C clamps | | |
|Cross slide vises | | |
|Step blocks | | |
|Angle plate | | |
|Big Ideas |Essential Questions |
|Student’s statements of enduring ideas |Teacher’s guiding questions |
|It’s important for me to check my drills for size and condition before I use them. |Why should you inspect the drill bit you’ve just received from the tool crib? |
|Sometimes it’s quicker and easier to use a drill press instead of a milling machine. |When would you use a drill press instead of a milling machine? |
“Unwrapped” Outcomes
Grade Level 10
Content Area Goal 10-6: Use precision measuring tools for machine part inspection.
Outcomes(s) listed by number and bold are “POWERED”.
|Concepts |Skills |Unit, Lesson, or Activity |
|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |
|Micrometers. |Identify (Micrometers) | |
|Inside & outside |Explain (Micrometer uses) | |
|Depth |Demonstrate (Micrometers and their uses) | |
|Thread | | |
|Blade | | |
|Comparison gages. |Identify (Comparison gages) | |
|Radius Gages |Explain (Comparison gages uses) | |
|Center Gage |Demonstrate (Comparison gages and their uses) | |
|Thread Pitch Gage | | |
|Drill gage | | |
|Go & No-Go gages | | |
|Gage blocks. |Identify (Gage blocks) | |
| |Explain (Gage blocks uses) | |
| |Demonstrate (Gage blocks and their uses) | |
1.
|Dial and digital indicators. |Identify (Dial and digital indicators) | |
| |Explain (Dial and digital indicator uses) | |
| |Demonstrate (Dial and digital indicators and their uses) | |
|Care of all measuring tools and their components. |Demonstrate (Care of all measuring tools and their components) | |
|Big Ideas |Essential Questions |
|Student’s statements of enduring ideas |Teacher’s guiding questions |
|It’s important to be able to make exact measurements so parts we rely on are dependable. |Where are accurate measurements essential in your everyday life? |
“Unwrapped” Outcomes
Grade Level 10
Content Area Goal 10-7: Perform basic set-up and Milling Operations.
Outcomes(s) listed by number and bold are “POWERED”.
|Concepts |Skills |Unit, Lesson, or Activity |
|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |
|Safety hazards that may cause injury during the operation of a |Identify (Safety hazards that may cause injury during the | |
|vertical milling machine. |operation of a vertical milling machine) | |
|Safety devices and function(s). |Identify (All safety devices) | |
| |Explain (Their function(s)) | |
|How personal items can become safety hazards. |Explain (How personal items can become safety hazards) | |
|Required personal safety equipment when operating a milling |Use (Required personal safety equipment when operating a | |
|machine. |milling machine) | |
|Safety glasses | | |
|Respirators | | |
|Dust masks | | |
|Hearing protectors | | |
|Safety Shoes | | |
|Different types of milling machines and their uses. |Identify (Different types of milling machines) | |
|Horizontal (Plain and universal) |Explain (Their uses) | |
|Vertical spindle | | |
|Fixed bed | | |
|Column and knee | | |
|Common milling cutters-- their characteristics and uses. |Identify (Common milling cutters and their characteristics) | |
|End cutters |Explain (Milling cutter uses) | |
|Face cutters | | |
|Fly cutters | | |
|Shell cutters | | |
|Inserted tool cutters | | |
|Common work-holding attachments. |Identify (Work holding attachments) | |
|Fixtures |Explain (Their uses) | |
|Vises |Demonstrate (Using work holding attachments) | |
|Milling Jacks | | |
|Clamp sets | | |
|Angle plates | | |
|The importance of cutting speeds and feeds with regards to |Explain (Importance of cutting speeds and feeds) | |
|milling. | | |
|Use charts and tables to determine speeds and feeds based on |Use (Charts and tables) | |
|the job requirements. |Determine (Speeds and feeds based on job requirements) | |
|Milling machine operation: |Explain (Procedures used to perform these milling machine | |
|Square block |operations) | |
|Angle cuts |Perform (Milling machine operations) | |
|Select rpm | | |
|Tapping holes | | |
|Tramming the machine head | | |
|Big Ideas |Essential Questions |
|Student’s statements of enduring ideas |Teacher’s guiding questions |
|If I know how to properly set-up the milling machine, I can work quickly and safely. |Why do you need to know about setting up a milling machine for proper machining? |
|The more I know about my machine, the better I can operate it. |Why do you need to know about various parts of the milling machine and their functions? |
| |Why is it important to be able to identify proper work-holding devices? |
| |Why is it important to be able to calculate and apply proper RPM’s when you are working on the |
| |milling machine? |
| |How does square-ness affect tolerances and accumulation of error? |
“Unwrapped” Outcomes
Grade Level 10
Content Area Goal 10-8: Use advanced layout methods and techniques.
Outcomes(s) listed by number and bold are “POWERED”.
|Concepts |Skills |Unit, Lesson, or Activity |
|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |
|Tools for laying out complex jobs. |Identify (Tools for laying out complex jobs) | |
|Combination set |Describe (Function of these tools) | |
|Hermaphrodite caliper |Demonstrate (Tools for laying out complex jobs) | |
|Right angle plate |. | |
|Angle plate | | |
|V-block | | |
|Vernier protractor | | |
|Safety practices when using layout tools. |Implement (Safety practices when using layout tools) | |
|Steps to laying out a complex job that includes radii, holes, |Demonstrate (Steps to laying out a complex job that includes | |
|and angles according to print specifications. |radii, holes, and angles according to print specifications) | |
|Big Ideas |Essential Questions |
|Student’s statements of enduring ideas |Teacher’s guiding questions |
|Laying out parts can prevent costly errors. |What circumstances would require you to cut on your layout line versus leaving additional stock |
| |for machining? Why is it important to leave additional stock for machining? |
“Unwrapped” Outcomes
Grade Level 10
Content Area Goal 10-9: Introduction to offhand and precision grinding.
Outcomes(s) listed by number and bold are “POWERED”.
|Concepts |Skills |Unit, Lesson, or Activity |
|What students need to know about ( nouns |What students need to be able to do ( verbs |What the teacher will use to teach concepts and skills |
|Safety hazards that may cause injury |Identify (safety hazards that may cause injury) | |
|Safety Guards | | |
|Proper clothing | | |
|Proper Mounting of Wheel | | |
|Proper work holding measures | | |
|Safe work area. | | |
|Proper safety precautions when using a grinding machine |Demonstrate (proper safety precautions when using a grinding | |
|Safety Glasses |machine) | |
|Guards in place | | |
|Work correctly mounted | | |
|Proper wheel choice | | |
|Different types of grinding machines and their functions. |Identify (different types of grinding machines) | |
|Surface Grinder |explain (their functions) | |
|OD Grinder | | |
|ID Grinder | | |
|Bench Grinder | | |
|Blanchard Grinding | | |
|Common accessories and work-holding attachments. |Identify (common accessories and work-holding attachments) | |
|1,2,3 Blocks |Demonstrate (proper use of common accessories and work-holding | |
|C-Clamp |attachments) | |
|Parallel Clamps | | |
|Precision lathe stops | | |
|Visual inspection of a Grinding Wheel before mounting using the|Demonstrate (visual inspection of a Grinding Wheel before | |
|following guidelines. |mounting based on given guidelines) | |
|Inspect wheel for damage | | |
|Insure wheel has blotters on both sides | | |
|Perform a Ring test on wheel. | | |
|Basic parts of a Surface Grinder. |Identify (basic parts of a Surface Grinder) | |
|Spindle | | |
|Magnetic Chuck | | |
|Base | | |
|Column | | |
|Ways | | |
|Longitude Feed Hand wheel | | |
|Cross Feed Hand wheel | | |
|Down feed hand wheel | | |
|Lubrication System | | |
|Terms associated with the design, structure and material |Identify (terms associated with the design, structure and | |
|composition of grinding wheels. |material composition of grinding wheels) | |
|Abrasive type | | |
|Structure | | |
|Bond | | |
|Grain Size | | |
|Common grinding wheels and their uses. |Identify (common grinding wheels) | |
|Cylindrical |Explain (common grinding wheel uses) | |
|Straight Cup | | |
|Dish | | |
|Flared Cup | | |
|Grinding wheel selection |Use (standard charts) | |
| |Select (appropriate grinding wheel with regards to machine type| |
| |and part material) | |
|Proper mounting and balancing of a grinding wheel on the |Demonstrate (proper mounting and balancing of a grinding wheel)| |
|following machines. | | |
|Bench Grinder | | |
|Surface Grinder | | |
|Cylindrical Grinder | | |
|Id Grinder | | |
|Proper dressing of a grinding wheel on the following machines. |Select (proper dressing tool) | |
|Surface Grinder |Locate and hold (the dressing tool) | |
|Bench Grinder |Demonstrate (the proper use of the dressing tool) | |
|Cylindrical Grinder | | |
|ID Grinder | | |
|Safe and proper use of a grinding machine. |Demonstrate (safe and proper use of a grinding machine) | |
|Surface Grinder | | |
|Bench Grinder | | |
|Cylindrical Grinder | | |
|ID Grinder | | |
|Big Ideas |Essential Questions |
|Student’s statements of enduring ideas |Teacher’s guiding questions |
| | |
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