Wood III Description:Wood III will be open to all students from grades 11 and 12 who have successfully completed Wood I & Wood II. The course is designed to further develop the skills and techniques acquired in Wood I and Wood II. Students will dedicate one quarter of the year for a school related project approved by the administration. For the remainder of the year students can design a project or select one from an assortment of options online. The project should include the following components: working drawings, list of materials, construction procedure, board feet calculations and final cost.

Safety Measuring and Cutting Designing and Planning Project Work Advanced Machinery Setup Mechanical and Chemical Fasteners Advanced Wood Joinery Finishing

Wood III Units

1. Safetya. General Safety b. Machine Safetyc. Hand Tools

2. Measuring and Cuttinga. Customary Systemb. Crosscut/Rip Sawc. Square

3. Designing and Planninga. Project Selectionb. Lumber Selectionc. Project Sheets

4. Project Work5. Advanced Machinery / Setup6. Mechanical and Chemical Fasteners

7. Finishinga. Preparing for Finishingb. Applying Stains and Clear Finishesc. Applying Paintd. Project Assembly

8. Advanced Wood Joinery and Caseworka. Discuss and demonstrate dado joints.b. Discuss and demonstrate rabbet joints.c. Discuss and demonstrate groove joints.d. Discuss and demonstrate butt joints.e. Discuss and demonstrate mortise and tenon joints.f. Discuss and demonstrate lap joints.g. Discuss and demonstrate finger/box joints.h. Discuss and demonstrate dovetail joints (by hand).i. Materials and constructionj. Drawer and drawer guides.k. Door construction.

Subject: Wood III Grade: 11 - 12 Suggested Timeline: 3 Weeks / 15 Class PeriodsUnit Title: Safety

Unit Overview/Essential Understanding: The students will create safety handouts for the General Safety Rules for the Laboratory as well as each individual machine. They will observe the demonstration on how to safely setup and operate the machinery/hand tools. A score of 100% must be achieved before a student can demonstrate to the instructor the safe set up and operation of the machines.

Essential Questions: What are the General Safety Rules that I need to follow while in the wood shop? What type of special safety equipment do I need to use while in the wood shop laboratory? What is an unsafe act? What is an unsafe condition? What type of safety device serves as an extension of the hand when using certain sawing or planning machines? What are the two reasons why most accidents occur? What are the rules for the safe operation and set up of the jointer? What are the rules for the safe operation and set up of the planer? What are the rules for the safe operation and set up of the table saw?

What are the rules for the safe operation and set up of the disc sander? What are the rules for the safe operation and set up of the oscillating sander? What are the rules for the safe operation and set up of the drill press? What are the rules for the safe operation and set up of the scroll saw?

Unit Objectives: The Student will…General Safety:

Identify the General Safety Rules for the Laboratory. Comply with the safety rules established in the classroom. Organize a safe working environment. Discuss why safety is really an attitude. Discuss common woodshop hazards and how to prevent them. Describe different types of personal safety gear and state their purpose.

Machine Safety:(Jointer)

Identify the rules for the safe set up and operation of the jointer. Observe the demonstration on the safe set up and operation of the jointer. Safely set up and operate the jointer according to the demonstration in class. Identify the surface or face to be jointed (cup). Describe face/edge planing with a jointer. Square the fence on the infeed table according to the demonstration in class. Safely set up and joint an edge and surface of a board.

(Planer) Identify the rules for the safe set up and operation of the planer. Observe the demonstration on the safe set up and operation of the planer. Safely set up and operate the planer according to the demonstration in class. Identify the surface or face to be planed. Safely set up and surface a board to a desired thickness. Plane several boards to the same thickness.

(Table Saw) Identify the rules for the safe set up and operation of the table saw. Observe the demonstration on the safe set up and operation of the table saw. Safely set up and operate the table saw according to the demonstration in class. Rip stock to width with the table saw. Crosscut stock to length on the table saw. Set up and cut several boards to the same length with the use of a stop block.

(Sanders) Identify the rules for the safe set up and operation of the disc/oscillating sander. Observe the demonstration on the safe set up and operation of the sanders. Safely set up and operate the disc/oscillating sander according to the demonstration in class.

(Drill Press) Identify the rules for the safe set up and operation of the drill press.

Observe the demonstration on the safe set up and operation of the drill press. Safely set up and operate the drill press according to the demonstration in class. Secure work to the drill press table with the appropriate clamp. Select the correct drill bit or cutting tool and fasten it securely in the chuck.

(Scroll Saw) Identify the rules for the safe set up and operation of the scroll saw. Observe the demonstration on the safe set up and operation of the scroll saw. Safely set up and operate the scroll saw according to the demonstration in class. Demonstrate the ability to cut external and internal curves and designs on the scroll saw.

( Miter Saw) Identify the rules for the safe operation of the miter saw. Observe the demonstration on how to safely setup and operate the miter saw. Demonstrate the ability to cut a mitered joint.

(Router Table) Identify the rules for the safe operation of the router table. Observe the demonstration on how to safely setup and operate the router table. Demonstrate the ability to router an edge on a board.

(Hand Tools/Power Tools) Properly use a crosscut saw for a specific task, observing all the safety rules. Drill holes with a variety of hand tools as well as with a power drill. Demonstrate the correct technique for utilizing a pneumatic nail gun.

Misconceptions:Being concerned about safety is not the same thing as being “chicken”. Students who work with safety in mind want to get the most from their hours in the wood shop. SAFETY IS AN ATTITUDE

Concepts/Content: Machine Safety Machine Setup / Operation Tool Safety / Operation

Competencies/Skills: Comply with the safety rules

established in the classroom. Organize a safe working environment. Safely set up and operate the jointer

according to the demonstration in class.

Safely set up and operate the planer according to the demonstration in class.

Safely set up and operate the table saw according to the demonstration in class.

Safely set up and operate the disc/oscillating sander according to the demonstration in class.

Safely set up and operate the drill

Description of Activities:

Create safety guides for General Safety Rules for the Laboratory. Create Safety guides for the individual machines. Observe the demonstration on the safe setup and operation of machinery/hand tools.

press according to the demonstration in class.

Safely set up and operate the scroll saw according to the demonstration in class.

Safely set up and operate the miter saw.

Safely set up and operate the router table.

Properly use hand tools for a specific task, observing all the safety rules.

Assessments:FormativeClasswork: [Teacher Guided] Instruction on the safe setup and use of the above mentioned machines.Participation in discussions, following safety rules, daily work.SummativeProject Work: Projects in the wood shop

Interdisciplinary Connections:Mathematics

Additional Resources:Feirer, Mark D. Wood Technology & Processes. Columbus: McGraw Hill Companies, 2011. Print

Subject: Wood III Grade: 11 - 12 Suggested Timeline: Weeks / 3 Class PeriodsUnit Title: Measuring and Cutting

a. Customary Systemb. Crosscut/Rip Sawc. Square

Unit Overview/Essential Understanding: Accurate measurement and cutting are the key process in successful woodworking. When making measurements, you must answer the questions: How thick? How wide? How long? What are the angles? Students will measure using the US customary rule (1/16th Scale).Essential Questions:

What is the fractional Inch? What is meant by a “squared board”?

Unit Objectives: The Student will… Measure using the English System sixteenth scale. Reduce all fractions to lowest terms. Identify the sixteen division found within an inch on the sixteenth scale. Measure with an accuracy of plus or minus one sixteenth of an inch. Develop an awareness of the importance of accurate measurement. Select and use the correct measuring tool for a specific measuring task. Correctly measure and mark stock for cutting. Properly use a crosscut saw for a specific task, observing all the safety rules.

Misconceptions:There is more to measuring then just teaching the concept of how to use a ruler. Students must first identify where the measurement begins on their measuring tool. Concepts/Content:

Measuring with 1/16th Scale Crosscutting Stock

Competencies/Skills: Accurately read measurements on a

customary rule. Correctly measure and cut stock.

Description of Activities: Complete various measuring worksheets with an

accuracy of plus or minus one sixteenth of an inch. Measure and rough cut boards.

Assessments:FormativeClasswork: Participation in discussions of the fractional inch. Observations during in-class activities and question and answer sessions during lectures.SummativeProject Work: Projects in the woodshop

Interdisciplinary Connections:Mathematics

Additional Resources:Feirer, Mark D. Wood Technology & Processes. Columbus: McGraw Hill Companies, 2011. Print

Subject: Wood III Grade: 11 - 12 Suggested Timeline: Weeks / 2 Class Periods

Unit Title: Designing and Planning

a. Project Selection

b. Project Sheets

Unit Overview/Essential Understanding: Every step in the building process needs to be planned. Planning includes determining materials needed and figuring costs. You must first make a list called the bill of materials. Students will read the blue prints for their project plans and create a project sheet which will include the following:

1. Number of pieces 2. Name of the part3. Finish size in thickness, width, and length.4. Materials

Essential Questions: Why is planning an important aspect to project work? How does planning influence efficiency? Why is planning vital to material usage and construction? How is the design of a product influenced by planning? How do you calculate the total board feet for your project? How do you calculate the total cost of your project?

Unit Objectives: The Student will… Create a bill of materials for each individual part of project selected. Use a formula to calculate the total board feet needed for their project selection. Calculate the total cost of lumber selection based on the total number of board feet. Calculate the total cost for finishing (stain, fasteners & finish) project. Twenty percent of lumber cost. Calculate the cost of project by adding the cost of lumber and cost of finishing together.

Misconceptions:Planning is an extremely important when using tool and materials. It helps to avoid costly errors.

Concepts/Content: Reading blueprints Calculating cost of projects

Competencies/Skills: Observe the demonstration on how to

complete a bill of materials from a given project plan.

Observe the demonstration on how to calculate the total cost of their project.

Complete project sheet according to the demonstration in class.

Description of Activities:

Project Sheet Activity/Calculating Cost Students will observe the demonstration on how

to calculate the total board feet for their project. They will then calculate the total cost of their project according to the demonstration in class

Rough cut projects according to dimensions on their project sheets.

Safely set up and use machinery according to the demonstration in class.

Students will begin work on individual projects.

Assessments:FormativeClasswork: Instruction on how to complete a project sheet. I will walk around and observe students completing their project sheets.[Teacher Guided] SummativeProject Work: Projects in the woodshop

Interdisciplinary Connections:Mathematics

Additional Resources:Feirer, Mark D. Wood Technology & Processes. Columbus: McGraw Hill Companies, 2011. Print

Subject: Wood III Grade: 11 - 12 Suggested Timeline: Weeks / 134 Class PeriodsUnit Title: Project Work Unit Overview/Essential Understanding: Students will begin work on their individual projects. Project work will continue for the remainder of the year. Unit Objectives: The Student will…

Comply with the safety rules established in the classroom. Organize a safe working environment. Select stock and prepare it for project by using the correct sequence of machinery.

Misconceptions:When squaring rough cut lumber there is no set procedure.Concepts/Content: Safe set up and operation of:

Jointer Planer Table Saw

Competencies/Skills:

(Jointer) Safely set up and operate the jointer

according to the demonstration in

Description of Activities: Project Work

Sanders Drill Press

class.(Planer)

Safely set up and operate the planer according to the demonstration in class.

(Table Saw) Safely set up and operate the table

saw according to the demonstration in class.

(Sanders) Safely set up and operate the

disc/oscillating sander according to the demonstration in class.

(Drill Press) Safely set up and operate the drill

press according to the demonstration in class.

(Scroll Saw) Safely set up and operate the scroll

saw according to the demonstration in class.

(Hand Tools/Power Tools) Properly use a crosscut saw for a

specific task, observing all the safety rules.

Assessments:FormativeClasswork: [Teacher Guided] Instruction/demonstration/observation on the above mentioned machines.SummativeProject Work: Projects in the woodshopInterdisciplinary Connections:Mathematics

Additional Resources:Feirer, Mark D. Wood Technology & Processes. Columbus: McGraw Hill Companies, 2011. Print

Subject: Wood III Grade: 11 - 12 Suggested Timeline: Weeks / 5 Class Periods(As needed, determined by individual projects)

Unit Title: Advanced Machinery Setup

Student will learn the advanced machinery setup for the following machines:1. Planer2. Table Saw3. Disc/Oscillating Sander4. Mortising Machine5. Miter6. Router Table

Unit Overview/Essential Understanding: Essential Questions:

What is the procedure for planning thin stock? What is the procedure for planning stock that does not meet the minimum length requirement on the planer? What can be done to the table of the disc/oscillating sander to sand a bevel? What are the procedures for safely setting up and sanding a bevel on the edge of a board? What kind of adjustable jig can be used to cut a taper on the table saw? What type of blade can be installed on the table saw to cut a groove or a dado? What can be done to the blade on the table saw to cut a bevel or a chamfer? What are the special procedures for cutting tenons on the table saw? What needs to be adjusted in order to make a miter cut on the table saw? What are the rules for the safe operation of the mortising machine? What type of machine can be used to cut a mortise in a board? What are the rules for the safe operation of the miter saw? What safety precautions should you take before cutting with the router? Which part of the board should be router first?

Unit Objectives: The Student will… (Planer)

Explain the special procedure for planning thin stock. Plane several short boards to the same thickness.

(Table Saw) Set up and cut several boards to the same length with the use of a stop block. Make a miter or bevel cut on the table saw according to the demonstration in class. Set up the table saw to make a dado or groove in a board. Use a dado head cutter on the table saw. Set up the table saw to cut a rabbet joint. Cut rabbets or tenons on the table saw.(Disc/Oscillating Sander) Demonstrate the ability to safely set up and sand a beveled edge on an irregular shape board.(Mortising Machine) Layout/ setup and operate the mortising machine to cut a mortise in a board.

(Miter Saw) Crosscut wood using the sliding compound miter saw. Correctly set the sliding compound miter saw for cutting a miter. (Router Table) Install a router bit in a router. Operate a router following all safety rules. Use various types of guides appropriate for different routing operations. Describe the proper way to feed the material into the router bit.

Misconceptions:Most woodworking machinery only serves one purpose.

Concepts/Content:Safe set up and operation of:

1. Planer2. Table Saw3. Disc/Oscillating Sander4. Mortising Machine5. Miter6. Router Table

Competencies/Skills:

Safely set up and operate the following machines for advanced machinery set up.

1. Planer2. Table Saw3. Disc/Oscillating Sander4. Mortising Machine5. Miter6. Router Table

Description of Activities:Student will continue to work on their individual projects. I will give demonstrations on advanced machinery set up when a student project calls for it.

Assessments:FormativeObservations during in-class activities/project work.Question and answer sessions during lectures.SummativeProject Work: Projects in the woodshop

Interdisciplinary Connections:Math

Additional Resources:Feirer, Mark D. Wood Technology & Processes. Columbus: McGraw Hill Companies, 2011. Print

Subject: Wood III Grade: 11 -12 Suggested Timeline: Number of weeks/ 3 period

Unit Title: Mechanical and Chemical Fasteners

Unit Overview/Essential Understanding:

Students will learn about a variety of nails, screws, and adhesives used in the assembly of their projects.

Essential Questions: How do you know what size screwdriver to choose? When should you use a screw instead of a nail? What is the general rule for selecting screw length? What is a clearance hole? When is it necessary to make a countersink hole? What is the proper method for installing a screw? Which kind of adhesive would you use for an outside birdfeeder? For what types of gluing process are parallel clamps used? For what type of gluing process are bar clamps used?

Unit Objectives: Discuss and guidelines to be followed when working with screwdrivers and screws.

Explain how a clearance hole should be drilled. Describe the process of countersinking for flathead screws. Demonstrate how to drive a wood screw. Describe how mechanical fasteners are used in assembling processes. Identify fasteners required for specific applications. Select the correct adhesive for specific gluing jobs. Select the appropriate clamps for holding glued parts. Correctly glue up and clamp an edge joint. Identify the type of adhesive needed for a specific purpose Discuss the advantages of dry clamping before a work piece is glued. Identify the different types of chemical and mechanical fasteners and state their purpose.

Misconceptions:A list of common pitfalls or misunderstandings that students may encounter in this unit

Concepts/Content: Chemical Fasteners Mechanical Fasteners

Competencies/Skills: Identification of different types of

mechanical fasteners. Identification of different types of

chemical fasteners. Select and utilize necessary

mechanical fasteners depending upon the application.

Select and utilize appropriate glues and adhesive depending upon application.

Description of Activities:Student will continue to work on their individual projects. They will select the appropriate mechanical and chemical fasteners appropriate for their projects.

Assessments:FormativeObservations during in-class activities/project work.Question and answer sessions during lectures.SummativeProject Work: Projects in the woodshopInterdisciplinary Connections:Science

Additional Resources:Feirer, Mark D. Wood Technology & Processes. Columbus: McGraw Hill Companies, 2011. Print

Subject: Wood III Grade: 11 - 12 Suggested Timeline: Weeks / 2 Class PeriodsUnit Title:

Finishinga. Preparing for Finishing(Abrasives)b. Applying Stains and Clear Finishesc. Applying Paintd. Project Assembly

Unit Overview/Essential Understanding: Students will learn about the two reason that stains and finishes are applied to wood. The will learn that the most important rule to remember when preparing the project for finishing as well as throughout the finishing process is “Don’t be in a hurry”. The finishing process could take just as long as it did to build the project.

Essential Questions: What are the two purposes of sanding? What are the two types of classifications for abrasives? What are the two most common natural and man-made abrasives? What was the first type of abrasive used? What are the different types of abrasives and their uses? What is the difference between gravity method and electrostatic process for applying the abrasive to its backing? What are the different types of backing to which abrasive grits are attached? What is the difference between open and closed coat? What is the proper procedure for sanding stock? What are the four shapes that abrasives may be purchased in? What type of abrasive is used between finish coats? Why is finishing a necessary step in wood project construction? What types of finishes are applied to furniture? Which stain raises the grain of the wood? What are the two reasons for using finishes? What does NGR stand for? What can be done to a piece of wood before oil staining to ensure even staining? When using water based stain, what additional step must be added to ensure even staining? What are the two reasons for using stains? What are the four basic types of stains used in the wood industry? What are the two basic types oil stains? What are the two classifications of wood finishes?

What are examples of common types of transparent finishes? What are examples of common types of opaque finishes? What is the difference between penetrating and build up finishes? What are common types of penetrating and build up finishes? What are the different methods for applying stains and finishes? What is the composition of different types of stains and finishes? Where does the best bristle for a brush come from? What types of finishes would be used for an interior type project? What type of finishes would be used for a project exposed to the weather outside? What are the types of solvents used in the various finishes? Explain the techniques for applying finish to a product. What are the procedures for cleaning up after applying finish to a project?

Unit Objectives: The Student will…Abrasives

Sand the three surfaces of stock using proper sanding procedures. Take the appropriate notes to complete a study guide for the Abrasives quiz. Participate in the discussion on abrasives. Identify the two purposes for sanding. Identify the different types of abrasives and their use by their definition. Identify the two classifications of abrasives. List the four shapes that abrasives can be purchased in. Identify the two types of backing materials for abrasives. Identify difference between gravity method and electrostatic process for applying the abrasive to its backing.

Stains and Finishes Take the appropriate notes to complete a study guide for the Stains and Finishes quiz. Identify the two reasons why wood is stained. Identify the two reasons for applying finishes. Classify finishes as either penetrating or build-up. Classify finishes as either transparent or opaque. Identify stain and finishes according to their composition. Describe the extra step that can be done to oil based and water based stains to ensure an even coat.

Misconceptions:Stains can be a cost-effective option to add color to less expensive woods like poplar or pine. Choosing what stain/finish to use is important, but that is really the easiest part. Preparing the surface correctly is crucial to achieving a fine finish.Concepts/Content:

Types of Abrasive (grading system, shapes of abrasives, material backing, types of sandpaper, and methods for applying abrasives to backing)

Types of Finishes (application process)

Types of Stains (application

Competencies/Skills: Safe set up and operation of

machinery and hand tools. Perform processes necessary for

the assembly and finishing of individual projects.

Description of Activities:Select the proper abrasives to use for preparing project for stain/finishing. Select the proper stain to enhance the grain and achieve the desired color. Apply a topcoat of lacquer to project. Usually, two or more coats are needed and the surface must be sanded between coats.

process) Assessments:FormativeObservations during in-class activities/project work.Question and answer sessions during lectures.SummativeProject Work: Projects in the woodshopAbrasives QuizStains and Finishes QuizInterdisciplinary Connections:Science

Additional Resources:Feirer, Mark D. Wood Technology & Processes. Columbus: McGraw Hill Companies, 2011. Print

Subject: Wood III Grade: 11 & 12 Suggested Timeline: Number of weeks/ 16 periods

Unit Title: Advanced Wood Joinery and Casework

Unit Overview

Dado, rabbet, groove, butt, mortise and tenon, lap finger/box, and dovetail joints will be discussed. The proper use, set up, layout and cutting will be demonstrated.

Essential Questions: What is a dado? What makes a dado joint a strong joint? What is the general guideline for the depth of a dado? What is the difference between a groove and a dado joint? What is a rabbet joint? What tools are used to lay out a rabbet joint? When cutting a rabbet joint with the table saw, what cut is made on the first? The second pass? When you assembling a rabbet joint, what can you do to increase its strength? In what wood products do you typically find rabbet joints? What are the two types of butt joints? How can a butt joint be strengthened? What type of wood are biscuit made from? Why are dowels used in making an edge joint? Why is a mortise-and-tenon joint used in making better quality furniture? Is the mortise or the tenon cut first? What type of lap joint is most common? What device is helpful when making cuts for a finger-lap joint? Why are dovetail joint preferred in the construction of drawers? What materials are used in simple casework? What are the three common types of drawer guides? How do you prepare stock and assemble the parts when you are making a raised panel door?

Unit Objectives: The Student will…

Describe how to lay out a dado joint. Lay out and cut a dado joint.

Make a blind dado joint Make a rabbet joint Explain how to cut a dado & rabbet joint on the table saw. Describe how to lay out a groove cut. Cut a groove joint on the table saw. Lay out and cut a rabbet joint. Assemble a rabbet joint. Identify the types of butt joints and tell how they can be strengthened. Make an edge biscuit joint. Make an edge dowel joint. Describe a mortise-and-tenon joint. Name the power tools used to make a mortise and tenon joint. Lay out and make a lap joint. Identify the different types of lap joints. Lay out and cut a finger-lap joint. Lay out and cut a dovetail joint using hand tools. Build a project using simple casework construction. Construct a drawer. Make a raised panel door.

Misconceptions:Often the terms groove and dado are used interchangeably. Technically, however, a groove is cut with the grain, while a dado is cut across the grain. Concepts/Content:Identification, layout and construction of wood joinery.

Competencies/Skills:Build a project using simple casework construction.

Description of Activities:Students will observe the demonstration on how to layout and cut various wood joints.

Assessments:FormativeObservations during in-class activities/project work.Question and answer sessions during lectures.SummativeProject Work: Projects in the woodshop

Interdisciplinary Connections:Math

Additional Resources:Feirer, Mark D. Wood Technology & Processes. Columbus: McGraw Hill Companies, 2011. Print