curriculum management system - monroe township … management system ... • using the proper tool...

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Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: Cabinet Making Grade: 10 - 12

For adoption by all regular education programs Board Approved: January 2014 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3

Mission, Vision, Beliefs, and Goals Page 4

Core Curriculum Content Standards Page 5

Scope and Sequence Pages 6-9

Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 10-25

Quarterly Benchmark Assessment Pages 26-29

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Monroe Township Schools Administration and Board of Education Members

ADMINISTRATION Dr. Kenneth R. Hamilton, Superintendent

Dr. Jeff C. Gorman, Assistant Superintendent

BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President

Mr. Doug Poye, Board Vice President Ms. Amy Antelis

Ms. Michele Arminio Mr. Marvin I. Braverman

Mr. Ken Chiarella Mr. Lew Kaufman

Mr. Tom Nothstein Mr. Anthony Prezioso

Jamesburg Representative

Mr. Robert Czarneski

WRITERS NAME Daniel Lombardi and Mark Snow

CURRICULUM SUPERVISOR

Robert Mele

mailto:[email protected]



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Mission, Vision, Beliefs, and Goals

Mission Statement

The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment.

Vision Statement

The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Beliefs

1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child.

Board of Education Goals

1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

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Common Core State Standards (CSSS)

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Links: 1. CCSS Home Page: http://www.corestandards.org 2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions 3. CCSS The Standards: http://www.corestandards.org/the-standards 4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca 5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org

http://www.corestandards.org/

http://www.corestandards.org/the-standards

http://www.corestandards.org/the-standards

http://www.state.nj.us/education/sca

http://parcconline.org/

6 Scope and Sequence

Quarter 1

Unit Topics(s) Jointery Skills Practical

A. Safety 1. Laboratory safety regulations and procedures 2. Hand tool safety and usage procedures

B. Measurement and Layout 1. Measurement and layout techniques

C. Design 1. Students will review the design loop 2. Application

D. Materials 1. Review the materials available in the laboratory 2. Evaluating and selecting materials

E. Materials Processing: Hard wood 1. Changed from raw materials to a variety of wood joints. 2. Processes 3. Hand tools 4. Natural and mechanical fasteners


Quarter 2

Unit Topic(s) : Heirloom Woodworking Analysis

A. Safety 1. Machinery safety and usage procedures

B. Materials 1. Review the materials available in the laboratory

C. Materials Processing: Hardwood 1. Wood properties 2. Machining raw materials to a finished product. 3. Product identification 4. Processes 5. Assembly

D. Finishing 1. Painting 2. Staining 3. Clear coating


Quarter 3

Unit Topic(s) : Heirloom Woodworking Analysis

A. Safety 1. Machinery safety and usage procedures

B. Materials 1. Review the materials available in the laboratory

C. Materials Processing: Hardwood 1. Wood Properties 2. Machining raw materials to a finished product. 3. Product identification 4. Processes 5. Assembly

D. Finishing 1. Painting 2. Staining 3. Clear coating


Quarter 4

Unit Topic(s) Mass-production Cabinet Design

A. Manufacturing techniques 1. History 2. Modern mass-production

B. Safety 1. Laboratory safety regulations and procedures 2. Equipment safety and usage procedures

C. Materials Processing: Wood and composite materials 1. Machining raw materials to a product. 2. Product identification 3. Processes 4. Color matching

D. Finishing 1. Conditioning 2. Staining 3. Clear coating

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Jointery Skills Stage 1 Desired Results

ESTABLISHED GOALS Standards for Technological Literacy

Standard 1: Students will develop an understanding of the characteristics and scope of technology.

BM L: Inventions and innovations are the results of specific, goal-directed research.

Standard 2: Students will develop an understanding of the core concepts of technology.

BM Z: Students will develop an understanding of the core concepts of technology.

Transfer Students will be able to independently use their learning to… Use hand tools to demonstrate proficiency and create fine woodworking joints

Meaning UNDERSTANDINGS Students will understand that…

• Safety is an important part of working in the laboratory.

• Reading and interpreting a customary ruler is vital to the outcome of a product.

• The design process can be applied to any problem presented.

• Correctly identifying the problem will help determine the results of the solution

• Using the proper tool can make a task easier to complete.

• Wood products can be held together without any assistance from hardware.

• The use of natural and mechanical fasteners can aid in the strength of a joint.

• The more gluing area created the stronger the bond is.

ESSENTIAL QUESTIONS • How does lab safety affect

manufacturing quality? • How does accurate measurement affect

the finished product? • How can the design process be applied

to any problem presented? • How can you correctly identify the

problem to determine the best solution? • How do you determine what the proper

tool is for the task at hand?

Acquisition Students will know…

• How to safely work throughout the laboratory.

• How to operate all equipment using the proper safety procedures.

• How to identify all equipment to be used on the evaluative project.

• How to read and translate a

Students will be skilled at… • Generate and document multiple ideas or

solution paths to a problem through brainstorming

• Create drawings or diagrams as representations of objects, ideas, events, or systems.

• Shaping wood into stronger wood joints • Manipulating wood into products

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customary ruler. • The design process and how it applies

to problem solving. • Using the design loop to create a

product. • How to use data to create a product. • How to evaluate and select material

based on the task. • Change raw materials into a product. • How to layout and construct a variety

of miter joints. • How to layout and construct a variety

of dado joints • How to layout and construct a variety

of mortise and tenon joints. • How to layout and construct a variety

of dovetail joints. • How to layout and construct a variety

of bridle joints. • How to layout and construct a variety

of halved joints. • How to layout and construct a variety

of tongue and groove joints. • How to layout and construct a variety

of splice joints.

• The following tools: a. Tape measure b. Combination Square c. Tri-Square d. Mallet e. Grinder f. Sharpening Stone g. Scratch Awl h. Hand Saw i. Miter Saw j. Chisel k. Files l. Jack Plane m. Box Plane n. Rasp o. Clamps

• The following processes: a. Cutting b. Shaping c. Sanding

Stage 2 - Evidence Evaluative Criteria Assessment Evidence

Suggested Performance Scale: Suggested Monitoring Scale: Self-assessment Rubric: Wood Working Joints Rubric:

PERFORMANCE TASK(S): Design, sketch, and create complex wood joints that do not require the aid of adhesives or hardware to stay together.

Constraints • All joints must fit together tightly • All joints must be made from basswood

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• All joints must be able to be held together without any adhesive Equipment

• Tape measure • Combination Square • Tri-Square • Mallet • Grinder • Sharpening Stone • Scratch Awl • Hand Saw • Miter Saw • Chisel • Files • Jack Plane • Box Plane • Rasp • Clamps

OTHER EVIDENCE: • Safety Practical • Hand tool safety Practical • Chiseling Practical • Chisel Sharpening Practical • Grinder Practical • Filing Practical • Planing Practical • Measuring Practical • Wood Jointery Practical

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction

I. Safety

(Safety Rules and Regulations Quiz) A. Laboratory safety regulations and procedures

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1. Classroom Safety Rules 2. Laboratory Safety Rules 3. Safety Apparel

B. Hand tool safety and usage procedures 1. Tape measure 2. Combination Square 3. Tri-Square 4. Mallet 5. Grinder 6. Sharpening Stone 7. Scratch Awl 8. Hand Saw 9. Miter Saw 10. Chisel 11. Files 12. Jack Plane 13. Box Plane 14. Rasp 15. Clamps

II. Measurement and Layout A. Measurement

1. US Customary System of Measurement 2. Metric System

B. Layout techniques 1. Sketching (Sketching Activity: Students must sketch out their design for each wood joint) 2. Reading Working Drawings (Working Drawings Activity: Students will have to read through working drawings and compare them to real

objects to identify measurements and features) 3. Marking Materials 4. Proper Measurement Importance

III. History A. Woodworking

1. European 2. Japanese 3. American

IV. Materials A. Hardwood

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1. Basswood V. Materials Processing:

(Materials Processing Activity: Students must make 10 different wood joints) A. Hardwood Shaping

1. Cutting hardwood with a Cross-Cut Saw 2. Cutting hardwood with a Rip Saw 3. Shaving and shaping hardwood with a Chisel 4. Proper use of a wood Chisel 5. Proper use of a wood Mallet 6. Proper use of a Back Saw 7. Proper use of a Tri-Square 8. Proper use of a File 9. Proper use of a Scratch Awl 10. Proper use of a Jack Plane 11. Proper use of a Box Plane 12. Proper use of a Rasp 13. Proper use of a Clamps 14. Proper use of a Tape Measure 15. Proper use of a Combination Square 16. Proper use of a Miter Saw

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Heirloom Woodworking Stage 1 Desired Results

ESTABLISHED GOALS Standards for Technological Literacy Standard 1: Students will develop an understanding of the characteristics and scope of technology. BM K: The rate of technological development and diffusion is increasing rapidly. Standard 2: Students will develop an understanding of the core concepts of technology. BM W: Systems’ thinking applies logic and creativity with appropriate compromises in complex real-life problems. BM Z: Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste. BM AA: Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development. BM BB: Optimization is an ongoing process or methodology of designing or making a product and is dependent on criteria and constraints. BM EE: Management is the process of planning, organizing, and controlling work.

Transfer Students will be able to independently use their learning to… Design and create an heirloom woodworking piece of furniture using all of the wood joints studied.


• Machinery safety is an important part of working in the laboratory.

• That there is still a place in wood working for hand tools.

• Understanding the way wood reacts to moisture can influence the way it is orientated in the furniture’s design.

• Wood joints can be strengthened further with different adhesives.

• Wood joints can be strengthened further with the addition of biscuits, dowels, or tongue.

• Properly sanding the wood will result in a smoother finish.

• Applying the correct finish can preserve the piece of furniture.

ESSENTIAL QUESTIONS • How does machine safety affect working

conditions in the laboratory? • When is it the correct time to use a hand

tools instead of a power tool? • How can understanding the way wood

reacts to moisture influence the way it is orientated in the furniture’s design?

• How can the choice of a finish affect the furniture?

Acquisition

Students will know…

• How to properly adhere wood together to create a strong bond.

• How to cut a precise angle using a miter saw.

• How to use custom made jigs to make the same cut repeatedly.

Students will be skilled at… • Wood shaping • Carving • The following tools and equipment:

a. Power Miter Saw b. Radial Arm Saw c. Jointer d. Planer

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BM K: The transfer of a technology from one society to another can cause cultural, social, economic, and political changes affecting both societies to varying degrees. BM K: Humans devise technologies to reduce the negative consequences of other technologies. Standard 8: Students will develop an understanding of the attributes of design. BM I: Design problems are seldom presented in a clearly defined form. BM J: The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved. BM K: Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other. Standard 9: Students will develop an understanding of engineering design. BM I: Established design principles are used to evaluate existing designs, to collect data, and to guide the design process. Standard 11: Students will develop abilities to apply the design process. BM N: Identify criteria and constraints and determine how these will affect the design process. BM Q: Develop and produce a product or system using a design process.

• How to shape a piece of wood using a chisel and file.

• How to strengthen a wood joint using a biscuit, dowel, and tongue.

• How to ask others for help. • When to glue pieces together and

when to use hardware.

e. Table Saw f. Router g. Mortiser h. Drill Press i. Band Saw j. Panel Saw k. Biscuit Jointer

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BM R: Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to three-dimensional models.


Suggested Performance Scale: Suggested Monitoring Scale: Self-assessment Rubric: Heirloom Furniture Rubric:

PERFORMANCE TASK(S): Students will design and create an heirloom cabinet held together using only complex wood joints. Constraints

• Must be held together with only wood joints and glue • Must use at least 5 complex wood joints • Must use only hardwood

Equipment

• Tape measure • Combination Square • Tri-Square • Mallet • Grinder • Sharpening Stone • Scratch Awl • Hand Saw • Miter Saw • Chisel • Files • Jack Plane • Box Plane • Rasp • Clamps • Power Miter Saw • Radial Arm Saw • Jointer • Planer • Table Saw

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• Router • Mortiser • Drill Press • Band Saw • Panel Saw • Biscuit Jointer

OTHER EVIDENCE: • Power Miter Saw Practical • Radial Arm Saw Practical • Jointer Practical • Planer Practical • Table Saw Practical • Router Practical • Mortiser Practical • Drill Press Practical • Band Saw Practical • Panel Saw Practical • Biscuit Jointer Practical

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction

I. Safety

A. Equipment Safety and usage procedures (Individual Safety Quizzes) 1. Power Miter Saw 2. Radial Arm Saw 3. Jointer 4. Planer 5. Table Saw 6. Router 7. Mortiser 8. Drill Press 9. Band Saw 10. Panel Saw 11. Biscuit Jointer

II. Material Processing: Hardwood (Hardwood Activity: Students will need to design and create a seat for their stools) A. Material

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1. Poplar 2. Basswood 3. Red Oak

B. Hardwood Shaping 1. Planing hardwood to size 2. The proper techniques in using a Radial Arm saw to cut hardwood 3. The proper techniques in using a Jointer to join the edges of the hardwood 4. The proper techniques in using a Table saw to bevel hardwood 5. The proper techniques in using a Power Miter saw to cut hardwood 6. The proper techniques in using a Biscuit Joiner 7. The proper techniques in using a Router 8. The proper techniques in using a Mortiser 9. The proper techniques in using a Drill Press 10. The proper techniques in using a Band Saw 11. The proper techniques in using a Panel Saw

C. Wood Joining 1. Adhesives

a. Hide Glue b. Polyurethane Glue c. Epoxy Glue d. Cyanoacrylate (Super/Crazy Glue) e. Polyvinyl Acetate f. Acrylic Glue

2. Fastening additives a. Dowels b. Plugs c. Spline d. Biscuits

3. Joints a. Miters b. Mortise and Tenon c. Dado d. Rabbit e. Bridle f. Dovetails g. Lap h. Tongue and Groove

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Mass-production Cabinet Design Stage 1 Desired Results

ESTABLISHED GOALS Standards for Technological Literacy Standard 1: Students will develop an understanding of the characteristics and scope of technology. BM K: The rate of technological development and diffusion is increasing rapidly. BM M: Most development of technologies these days is driven by the profit motive and the market. Standard 2: Students will develop an understanding of the core concepts of technology. BM W: Systems’ thinking applies logic and creativity with appropriate compromises in complex real-life problems. BM Z: Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste. BM AA: Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and development. BM BB: Optimization is an ongoing process or methodology of designing or making a product and is dependent on criteria and constraints.

Transfer

Students will be able to independently use their learning to… design and create working machinery jigs. design and create a kitchen cabinet using a mass-production system.


• Fine wood working can still be found in mass-produced products.

• Checking for quality throughout the process of production can help speed up the production and insure high quality products.

• Different woods are sometimes processed differently.

• Knowledge of mass production is key to succeeding in industry.

• Time spent planning at the beginning of production of a product can speed up production later on.

• The creation of machining jigs can help improve work repetition and safety.

• Composite materials can be combined with nature materials to make a superior product.

ESSENTIAL QUESTIONS • How does industry use fine wood

working techniques to mass-produce products?

• How can checking for quality throughout the process of production help speed up the production and insure high quality products?

• Why are different machining processes used on different wood species?

• Why is it important to have knowledge of mass production in order to succeed in industry?

• How will time spent planning at the beginning of production of a product speed up production later on?

• How will creating of machining jigs help improve work repetition and safety?

• How will using composite materials combined with nature materials make a superior product?

Acquisition

Students will know…

• How to design and create machining jigs to help mass production.

• How to use the machinery to create fine wood working joints.

• How to check for quality in every step of

Students will be skilled at…

• Designing and creating machinery jigs • Wood color matching • Operating safely in the laboratory with

the following equipment: a. Tape measure

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BM EE: Management is the process of planning, organizing, and controlling work. Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology. BM J: Ethical considerations are important in the development, selection, and use of technologies. BM K: The transfer of a technology from one society to another can cause cultural, social, economic, and political changes affecting both societies to varying degrees. BM K: Humans devise technologies to reduce the negative consequences of other technologies. Standard 8: Students will develop an understanding of the attributes of design. BM I: Design problems are seldom presented in a clearly defined form. BM J: The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved. BM K: Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other. Standard 9: Students will develop an understanding of engineering design. BM I: Established design principles are used to evaluate existing designs, to collect data, and to guide the design process.

production. • How to change dull and unsafe blades

and bits to enhance cutting quality and overall lab safety.

• How to properly machine hardwoods to create ideal material for shaping.

• How to color match woods to enhance visual appeal in a product.

• How to work cohesively in a mass production system.

• How to lead and educate others in wood laboratory setting.

• How to enhance a products value by different finishes and characteristics.

b. Combination Square c. Tri-Square d. Mallet e. Grinder f. Sharpening Stone g. Table saw h. Miter Saw i. Chisel j. Clamps k. Power Miter Saw l. Radial Arm Saw m. Jointer n. Planer o. Table Saw p. Router q. Mortiser r. Drill Press s. Band Saw t. Panel Saw u. Biscuit Jointer

• Processes of: a. Cutting b. Shaping c. Sharpening d. Joining e. Adhering f. Mortising g. Staining h. Conditioning i. Sealing j. Buffing

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Standard 11: Students will develop abilities to apply the design process. BM N: Identify criteria and constraints and determine how these will affect the design process. BM Q: Develop and produce a product or system using a design process. BM R: Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to three-dimensional models.


Suggested Performance Scale: Suggested Monitoring Scale: Self-assessment Rubric:

PERFORMANCE TASK(S):

YOUR CHALLENGE SCENARIO You and your friends in the class are all working for a cabinet making company. The company has been hired to make 24 kitchen cabinets for a display at a trade show. You are to work with all of the students in the class to create jigs and components of these kitchen cabinets in a manufacturing system. You and your classmates are to assemble all of the cabinets and finish them. Constraints

• Must be made in a mass-production • Must be made of the highest quality woods • Must be made of the highest quality wood joints • Must have a draw • Must have a cabinet door

Equipment

• Tape measure • Combination Square • Tri-Square • Mallet

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• Grinder • Sharpening Stone • Scratch Awl • Hand Saw • Miter Saw • Chisel • Files • Jack Plane • Box Plane • Rasp • Clamps • Power Miter Saw • Pocket Hole Drill • Radial Arm Saw • Jointer • Planer • Table Saw • Router • Mortiser • Drill Press • Band Saw • Panel Saw • Biscuit Jointer

Kitchen Cabinet Rubric: Other Evidence: • Safety Practical • Pocket Hole Drill Practical • Mass-Production Practical • Machining Jig Practical • Plywood Processing Practical • Sanding Practical • Conditioning Practical • Staining Practical • Clear Coating Practical • Wet Sanding Practical • Polishing Practical

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Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction I. Safety

A. Equipment Safety and usage procedures (Individual Safety Quizzes) 1. Pocket Hole Drill

II. Manufacturing Techniques A. History B. Modern mass-production

(Mass-Production Activity: Student will use design and create a miniature kitchen cabinet using mass-production techniques) 1. American 2. Japanese

III. Machine Processing A. Machining Jigs

1. Stationary 2. Mobile

B. Equipment 1. Setting up equipment for mass-production 2. Safety in the laboratory during mass-production 3. Operation of machines during mass-production

C. Wood Preparation 1. Drying 2. Color matching 3. Foreign object removal 4. Wood irregularity treatment

IV. Material Processing: Hardwood A. Material

1. Solid Wood a. Red Oak

2. Plywood a. ½” Red Oak b. ½” Birch

B. Hardwood Shaping 1. The proper techniques in using machining jigs with a Radial Arm 2. The proper techniques in using machining jigs with a Table Saw 3. The proper techniques in using a pocket hole drill for mass-production 4. The proper techniques in using machining jigs with a Power Miter

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5. The proper techniques in using machining jigs with a Biscuit Joiner 6. The proper techniques in using machining jigs with a Router 7. The proper techniques in using machining jigs with a Drill Press 8. The proper techniques in using machining jigs with a Drill Driver 9. The proper techniques in using machining jigs with a Band Saw

C. Wood Joining 1. High grade wood joints used in mass-production 2. Adhesives used in mass-production 3. Using pocket screws in mass-production

V. Finishing A. Sanding

(Sanding Activity: Students will have to use the proper techniques to sand their Kitchen Cabinet) 1. Proper Sanding Techniques 2. Equipment that can be used

B. Conditioning (Conditioning Activity: Students will have to use the proper techniques to condition their Kitchen Cabinet) 1. Proper wood conditioning techniques

C. Staining (Staining Activity: Students will have to use the proper techniques to stain their Kitchen Cabinet) 1. Types of wood stains 2. Proper staining techniques

D. Clear Coating (Clear Coating Activity: Students will have to use the proper techniques to clear coat their Kitchen Cabinet) 1. Types of clear coats or top coats 2. Proper cleat coating techniques

E. Wet Sanding (Wet Sanding Activity: Students will have to use the proper techniques to wet sand their Kitchen Cabinet) 1. Proper wet sanding techniques

F. Polishing (Polishing Activity: Students will have to use the proper techniques to polish their Kitchen Cabinet) 1. Proper Polishing techniques

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1. Students will be able to identify and implement proper safety in a work environment, including working as a team. 2. Students will be able to develop and follow a plan to design, construct, and finish their woodworking project. 3. Students will be able to identify and utilize the customary system of measurements to products. 4. Students will be able to identify and select appropriate materials for their desired product. 5. Students will be able to properly select and utilize the appropriate hand tools and equipment for the necessary task. 6. Students will be able to identify and utilize a variety of jointery techniques using a variety of natural and mechanical fasteners. 7. Students will be able to layout and construct a variety of wood joints. 8. Students will be able to use proper wood working techniques to shape raw material into wood joints.

Benchmark Assessment Quarter 1

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1. Students will be able to implement proper and safe work techniques when operating varies tools and equipment in the laboratory. 2. Students will be able to identify and select the appropriate materials needed for their desired product. 3. Students will be able to identify and select the appropriate adhesive for the desired product. 4. Students will be able to properly select and utilize the appropriate hand tools to complete the task. 5. Student will be able to properly identify wood grain orientation for ideal furniture design. 6. Students will be able to properly select and safely utilize the appropriate portable power tool or machine for the task at hand. 7. Students will be able to properly assemble components of a product using appropriate methodology. 8. Students will be able to properly select, and apply stains and finishes required for enhancing and protecting products according to its

intended use.

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1. Students will be able to implement proper and safe work techniques when operating varies tools and equipment in the laboratory. 2. Students will be able to identify and select the appropriate materials needed for their desired product. 3. Students will be able to identify and select the appropriate adhesive for the desired product. 4. Students will be able to properly select and utilize the appropriate hand tools to complete the task. 5. Student will be able to properly identify wood grain orientation for ideal furniture design. 6. Students will be able to properly select and safely utilize the appropriate portable power tool or machine for the task at hand. 7. Students will be able to properly assemble components of a product using appropriate methodology. 8. Students will be able to properly select, and apply stains and finishes required for enhancing and protecting products according to its

intended use.

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1. Students will be able to implement proper and safe work techniques when operating varies tools and equipment with machinery jigs in the laboratory.

2. Students will be able to identify historic wood working from modern wood working. 3. Students will be able to design and create machinery jigs for repetitive cutting and shaping. 4. Students will be able to create quality gauges of production use. 5. Students will be able to properly machine the material for ideal shaping. 6. Students will be able to color match woods to enhance visual appeal in a product. 7. Students will be able to work cohesively in a mass production system. 8. Students will be able to properly select, and apply stains and finishes required for enhancing and protecting products according to its

intended use.

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Appendix – Assessment

Suggested Performance Scale:

4 – Innovating: Student was able to apply knowledge learned during the unit, worked individually or collaboratively, and showed effort. All steps of the task demonstrated application, innovation, and higher leveled thinking.

3 – Applying: Student worked individually or collaboratively and showed effort. All steps of the assignment demonstrated student could apply new knowledge.

2 – Developing: Student was able to work individually or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply most of the knowledge learned throughout the unit.

1 – Beginning: Student was only able to apply new knowledge learned during the unit with assistance. Student had difficulty working individually or collaboratively and did not work to best of ability.

Suggested Monitoring Scale:

4 – I fully understand my learning and can explain connections. I would be able explain it to someone else.

3 – I understand my learning and can make some connections, but could use some mnemonics.

2 – I understand parts of my learning and need help making connections.

1 – I do not understand my learning and cannot make connections, please help.

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Self-Assessment Rubric

Topic Excellent 4 points

Accomplished 3 points

Proficient 2 points

Developing 1 point

Conceptual Understanding

You uncovered hidden or implied information not readily apparent, confirmed its accuracy, and used it in your work. You used technological terminology precisely. Your choice of technological representations helped clarify the stated problem, the design process, and your resulting solution.

You understand the project fully and interpreted information correctly. You recognized mathematical and scientific principles in the design solution. You used technical language and drawings effectively to communicate.

Your solutions and/or responses to the problem were not completed or related to the problem. The technological procedures you used lead to a partial solution. You used incorrect or limited technological terminology.

You have difficulty understanding the design brief. You did not recognize mathematical and scientific principles in the solution. You did not use the correct technical language and drawings.

Strategies and Reasoning

You chose innovative, insightful strategies for the design of the project. You proved that your approach was valid. You provided examples and counter-examples, if needed, to support your approach. You used a logical and systematic approach to design your solution.

You chose appropriate, efficient strategies for solving the challenge of the project. You justified each step of your work. Your representations fit the project expectations. The logic of your solution is apparent. Your process led to a complete and workable solution.

You used an oversimplified approach to the project. You offered little or no explanation for your strategies. Some of your representations accurately depict the project. Your process led to a partially complete solution.

Your strategies were not appropriate for the project. Your reasoning did not support your work. There is little or no apparent relationship between your representations and the project.

Equipment & Materials

You are able to apply knowledge and skill to determine most effective equipment and materials for the task with minimal waste. You are flexible in your use of equipment and materials to ensure adequate acquisition and storage.

You are competent in your choice of equipment and materials and adapt in different contexts. You return supplies to their appropriate storage areas. You do not waste materials or haphazardly use equipment.

You rely on a limited use of equipment and materials and perform well in familiar or simple contexts, with some needed coaching. You are not careful with materials and do not use equipment to its full potential.

You can use equipment and materials only with coaching. You rely heavily on scripted, singular plug-in steps and procedures. You misuse equipment and materials.

Work Habits You are fluent, flexible, and efficient in your choice of work habits, such as being on time, meeting deadlines, working on your own, and practicing safe work habits. You are able to use your knowledge and skill to adjust to novel, diverse, and difficult contexts.

You are able to perform well with knowledge and skill in a few key contexts with a limited selection of work habits. You arrive on time to class, are prepared to work, and meet deadlines. You practice safe work habits.

You rely on a limited selection of work routines. You are able to perform well in familiar or simple contexts with some needed coaching. You limit your personal responses or feedback. You need some supervision and you are late for deadlines.

You can perform only when given direct instructions with coaching. You are frequently tardy and unprepared for class and miss most deadlines.

Team Work You initiate the development of the group process including identifying roles and accepting responsibility for fulfilling roles within the group. You acknowledge the statements of others in a way that builds a constructive interchange between team members. You are courteous and attentive. You are positive with both your verbal and nonverbal behavior. When conflicts arise, you attempt to resolve them.

You contribute positively to the team. You share the teamwork equally, and aid others who may need help. You contribute to the discussions and decision-making process. You help to negotiate consensus respecting differing opinions. When conflicts arise, you attempt to resolve them.

You accept responsibility for fulfilling your assigned role within the team. You are attentive to the discussion but do not participate very much. Your contributions do not detract from the team’s purpose or goals. You will participate when prompted by others. You offer suggestions or opinions when asked, but you do not volunteer them.

You do not fulfill your assigned role. You are frequently off task and disruptive to the team’s purpose and goals. You are not a regular contributor and are generally argumentative by making irrelevant or distracting statements.

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Peer-Assessment Rubric

Elements Weight 5 Points 4 Points 3 Points 2 Points 1-0 Points Total

Communication / Cooperation

The student consistently listens to all team members, respects varying opinions, communicates ideas and opinions effectively, and engages in compromise.

The student generally listens to team members, respects varying opinions, communicates ideas and opinions effectively, and engages in compromise.

The student does not always effectively listen to team members or show respect for varying opinions. The student does not always communicate ideas and opinions or engage in compromise.

The student rarely listens to team members. The student rarely shows respect for varying opinions, communicates ideas and opinions, or engages in compromise.

The student does not communicate or cooperate with team members.

Preparedness

The student consistently arrives at class or team meetings on time with the appropriate materials and completed work.

The student usually arrives at class or team meetings on time with the appropriate materials and completed work.

The student is occasionally late or missing from class or team meetings. The student sometimes neglects to bring the appropriate materials or completed work.

The student is often late or missing from class or team meetings. The student seldom arrives with the appropriate materials. The assigned work is often incomplete.

The student shows no evidence of preparedness.

Quality of Work

The work performed is of the highest quality, demonstrating exceptional content knowledge and outstanding effort.

The work performed is adequate, demonstrating a competent level of content knowledge and a strong effort.

The work performed is in need of improvement, as content knowledge appears weak while effort is adequate.

The work performed is in need of improvement, as content knowledge appears weak and effort is lacking.

The student shows no evidence that work is performed.

Participation

The student completes all duties assigned by the team in an exemplary manner.

The student adequately completes all duties assigned by the team.

The student unsatisfactorily completes the duties assigned by the team.

The student does not complete the duties assigned by the team.

The student shows no evidence of team participation.

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Wood Working Joints Rubric:

5 pts 4 pts 3 pts 2 pts 1 pt

Wood Work All cuts are clean, precise, and accurate

75% of the cuts are clean, precise, and accurate



10% of the cuts accurate

Technique Student use proper wood working and tool techniques throughout 100% of the joint construction

Student use proper wood working and tool techniques throughout 85% of the joint construction




Finishing Applications

All braces are installed properly

75% of the braces are installed properly



10% of the Braces are installed properly

Sanding Entire project has been correctly sanded to 220 grit

project has been sanded to 180 grit

50% of the project has been correctly sanded to 180 grit

50% of the project has been sanded to 150 grit

Little of the project has been sanded

Fitment All pieces of the joint fit together properly

Visually joint fits together properly with some spacing issues.

Small gaps between 50% of the joint.

Small gaps between 75% of the joint.

Large gaps in joint, but joint still working.

Safety Student followed all the safety rules and regulations 100% of the time during construction of the project.

Student followed all the safety rules and regulations 95% of the time during construction of the project.




34

Heirloom Woodworking Furniture Rubric


Wood Work All cuts are clean, precise, and accurate





Machine Techniques

and Behavior

Student followed all the proper techniques and safety rules and regulations 100% of the time during construction of the project.




Student was not allowed to use machine done to unsafe work habits but used hand tools to obtain same results.

Sizing 100% of the project size is correct.

90% of the project size is correct.









Finishing Stain and Clear coat has been applied perfectly

Stain and Clear coat has been applied with some mistakes

Stain and Clear coat has been applied with major mistakes

Stain coat was applied Stain was applied

Gluing Techniques

Glue was applied 100% successfully to project following the proper techniques and to not stain the wood.





35

Kitchen Cabinet Rubric:


Wood Work

All cuts are clean, precise, and accurate





Machine Techniques

and Behavior





Student was not allowed to use machine done to unsafe work habits but used hand tools to obtain same results.

Sizing 100% of the project size is correct.










Finishing Stain and Clear coat has been applied perfectly

Stain and Clear coat has been applied with some mistakes

Stain and Clear coat has been applied with major mistakes

Stain coat was applied Stain was applied

Gluing Techniques






Design and Planning

Student worked through the design process outlining all steps and planned out thoroughly what needed to be done.

Student worked through most of the design process skipping few steps and planning out what was needed to be done.

Student missed some steps in the design process and did only little planning before starting to work.

Student missed may of the design process steps and did no planning before working.

Student went straight to work without any planning or design procedures.

curriculum management system - monroe township … management system ... • using the proper tool...

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