Department of College and Career Readiness Curriculum 5.0 Credits

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Woodworking

Course Description

The Woodworking course serves as in introduction to Woodworking in the field of construction. During the four units students will learn skills, methods, proper usage of tools and safety precautions that are necessary in the industry. The course begins with a study of safety in the workshop and the different materials available for construction. Next, the course focuses on project planning and the use of hand tools. Joinery and power tools are covered during the 3rd quarter. Finally, the year ends by covering assembly and finishing the projects. All the skills and techniques in the course are considered by industry professionals to be fundamental knowledge for student planning to advance in woodworking.

The course is built upon New Jersey Student Learning Standards and Common Career Technical Core Standards. Woodworking is a four-unit course for students in grades 9 though 12.

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Woodworking

Pacing Guide

Unit Topic Suggested Timing

Unit 1 Safety and Materials approx. 10 weeks

Unit 2 Planning and Hand Tools approx. 8 weeks

Unit 3 Joinery and Power Tools / Machinery approx. 9 weeks

Unit 4 Assembly and Finishing approx. 8 weeks

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Educational Technology Standards

8.1.12.A.1, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.E.1, 8.1.12.F.1

Ø Technology Operations and Concepts • Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

Ø Creativity and Innovation • Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Ø Communication and Collaboration • Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Ø Digital Citizenship • Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Ø Research and Information Literacy § Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

Ø Critical Thinking, Problem Solving, Decision Making • Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

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Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation.

CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.

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CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.

CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

CRP9. Model integrity, ethical leadership and effective management. Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.

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CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

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Differentiated Instruction Strategies to Accommodate Students Based on Individual Needs

Time/General Processing Comprehension Recall

• Extra time for assigned • Extra Response time • Precise step-by-step • Teacher-made checklist tasks directions • Have students verbalize • Use visual graphic • Adjust length of assignment steps • Short manageable tasks organizers

• Timeline with due dates for • Repeat, clarify or reword • Brief and concrete • Reference resources to reports and projects directions directions promote independence

• Communication system • Mini-breaks between tasks • Provide immediate • Visual and verbal reminders between home and school feedback • Provide a warning for • Graphic organizers • Provide lecture transitions • Small group instruction notes/outline • Reading partners • Emphasize multi-sensory learning

Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization

• Computer/whiteboard • Extended time • Consistent daily structured • Individual daily planner routine • Tape recorder • Study guides • Display a written agenda • Simple and clear classroom • Spell-checker • Shortened tests rules • Note-taking assistance

• Audio-taped books • Read directions aloud • Frequent feedback • Color code materials

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Enrichment Strategies Used to Accommodate Based on Students Individual Needs:

• Adaption of Material and Requirements

• Evaluate Vocabulary

• Elevated Text Complexity

• Additional Projects

• Independent Student Options

• Projects completed individual or with Partners

• Self Selection of Research

• Tiered/Multilevel Activities

• Learning Centers

• Individual Response Board

• Independent Book Studies

• Open-ended activities

• Community/Subject expert mentorships

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Assessments Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers • Teacher-created Unit Assessments, Chapter Assessments, Quizzes • Teacher-created DBQs, Essays, Short Answer • Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share • Projects, Portfolio, Presentations, Prezi, Gallery Walks • Homework • Concept Mapping • Primary and Secondary Source analysis • Photo, Video, Political Cartoon, Radio, Song Analysis • Create an Original Song, Film, or Poem • Glogster to make Electronic Posters • Tumblr to create a Blog

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Interdisciplinary Connections

English Language Arts Math • Journal writing • Research industry salaries for a geographic area and • Close reading of industry-related content juxtapose against local cost of living • Create a brochure for a specific industry • Go on a geometry scavenger hunt • Keep a running word wall of industry vocabulary • Track and track various data, such as industry’s impact on the GDP, career opportunities or among of individuals currently Social Studies occupying careers

• Research the history of a given industry/profession • Research prominent historical individuals in a given Fine & Performing Arts industry/profession • Create a poster recruiting young people to focus their studies • Use historical references to solve problems on a specific career or industry • Design a flag or logo to represent a given career field World Language • Translate industry-content Science • Create a translated index of industry vocabulary • Research the environmental impact of a given career or industry • Generate a translated list of words and phrases related to workplace safety • Research latest developments in industry technology • Investigate applicable-careers in STEM fields

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New Jersey Student Learning Standards 9.3 – Career Cluster: Architecture and Construction

Career Cluster: Architecture and Construction (AC)

• 9.3.12.AC 1 Use vocabulary, symbols and formulas commonly used in design and construction. • 9.3.12.AC 2 Use architecture and construction skills to create and manage a project. Career Pathway: Construction (CST)

• 9.3.12.AC-CST 3 Understand and implement testing and inspection procedures to ensure successful completion of a construction project. • 9.3.12.AC-CST 5 Understand and apply practices and procedures required to maintain jobsite safety. • 9.3.12.AC-CST 7 Compare and contrast the building systems and components for a given project. • 9.3.12.AC-CST 8 Demonstrate the construction crafts required for each phase of a given project. • 9.3.12.AC-CST 9 Safely use and maintain appropriate tools, machinery, equipment and resources to accomplish construction project goals. Career Pathway: Design/Pre-Construction (DES)

• 9.3.12.AC-DES 2 Use effective communication skills and strategies (listening, speaking, reading, writing and graphic communications) to work with clients and colleagues. • 9.3.12.AC-DES 5 Identify the diversity of needs, values and social patterns in project design, including accessibility standards, to appropriately meet client needs. • 9.3.12.AC-DES 6 Apply the techniques and skills of modern drafting, design, engineering and construction to projects. • 9.3.12.AC-DES 7 Employ appropriate representational media to communicate concepts and design. • 9.3.12.AC-DES 8 Apply principles, conventions, standards, applications and restrictions pertaining to the selection and use of construction materials, components and assemblies for project design. Career Pathway: Maintenance/Operations (MO)

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• 9.3.12.AC-MO 1 Recognize and employ universal construction signs and symbols to function safely in the workplace.

NJSLS - English-Language Arts – Anchor Standards for Reading

Key Ideas and Details:

• NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Craft and Structure:

• NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Integration of Knowledge and Ideas:

• NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

NJSLS - English-Language Arts – Anchor Standards for Writing

Text Types and Purposes:

• NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Research to Build and Present Knowledge:

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• NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation. • NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

NJSLS - English-Language Arts – Anchor Standards for Speaking and Listening

Comprehension and Collaboration:

• NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. • NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

NJSLS – Mathematics Standards 2016

Number and Quantity:

• N.Q.A.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Geometry:

• G.CO.A.2. Represent transformations in the using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch). • G.CO.A.4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. • G.CO.D.12. Make formal geometric constructions with a variety of tools and methods ( and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment;

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bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

Common Career Technical Core (CCTC) Career Cluster: Architecture and Construction

Career Cluster: Architecture and Construction (AC)

• AC 1 Use vocabulary, symbols and formulas commonly used in design and construction. • AC 2 Use architecture and construction skills to create and manage a project. Pathway: Construction (CST)

• AC-CST 3 Understand and implement testing and inspection procedures to ensure successful completion of a construction project. • AC-CST 5 Understand and apply practices and procedures required to maintain jobsite safety. • AC-CST 7 Compare and contrast the building systems and components for a given project. • AC-CST 8 Demonstrate the construction crafts required for each phase of a given project. • AC-CST 9 Safely use and maintain appropriate tools, machinery, equipment and resources to accomplish construction project goals. Career Pathway: Design/Pre-Construction (DES)

• AC-DES 2 Use effective communication skills and strategies (listening, speaking, reading, writing and graphic communications) to work with clients and colleagues. • AC-DES 3 Understand the integral systems that impact the design of buildings and structures. • AC-DES 6 Apply the techniques and skills of modern drafting, design, engineering and construction to projects. • AC-DES 7 Employ appropriate representational media to communicate concepts and design.

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• AC-DES 8 Apply principles, conventions, standards, applications and restrictions pertaining to the selection and use of construction materials, components and assemblies for project design. Career Pathway: Maintenance/Operations (MO)

• AC-MO 1 Recognize and employ universal construction signs and symbols to function safely in the workplace.

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Course: Woodworking Unit Overview: Unit: III – Joinery and Power Unit III of Woodworking covers joinery, fasteners and power tools. Students will begin the unit by Tools / Machinery learning about different types of joinery, fasteners, glue, adhesives and clamps. The remainder of Unit III is spent learning about power tools. The power tool portion of the unit focuses on proper, safe usage Grade Level: 9-12 of all power tools and identifying which tool to use for each task. New Jersey Student Learning Standards (NJSLS): 9.3.12.AC 1, 9.3.12.AC 2, 9.3.12.AC-CST 3, 9.3.12.AC-CST 5, 9.3.12.AC-CST 7, 9.3.12.AC-CST 8, 9.3.12.AC-CST 9, 9.3.12.AC-DES 2, 9.3.12.AC-DES 3, 9.3.12.AC-DES 6, 9.3.12.AC-DES 7, 9.3.12.AC-DES 8, 9.3.12.AC-MO 1, NJSLSA.R1, NJSLSA.R4, NJSLSA.R7, NJSLSA.W2, NJSLSA.W7, NJSLSA.W8, NJSLSA.SL1, NJSLSA.SL2, N.Q.A.3, G.CO.A.2, G.CO.A.4, G.CO.D.12. Common Career Technical Core (CCTC): AC 1, AC 2, AC-CST 3, AC-CST 5, AC-CST 7, AC-CST 8, AC-CST 9, AC-DES 2, AC-DES 3, AC-DES 6, AC-DES 7, AC-DES 8, AC-MO 1

Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) Joinery Techniques What are joinery § Define: , lap Joinery Poster Joinery Types Identify and utilize a techniques? joint, joint, Create a poster identify http://woodworking.about variety of joinery joint, miter various types of joints .com/od/joinery/tp/Joiner techniques. What are the advantages joint and . and their advantages yHub.htm of various joinery § Identify examples of and disadvantages. NJSLS techniques? appropriate projects 8 9.3.12.AC 1 for each type of Creating Wood Joints http://www.startwoodwor 9.3.12.AC 2 How have joinery joinery. Create examples of king.com/lists/8- 9.3.12.AC-CST 3 techniques evolved over § Identify the strongest multiple types of joints woodworking-joints 9.3.12.AC-CST 7 time? joint. using scrap wood. 9.3.12.AC-CST 3 § Identify the easiest Woodworking Joint 9.3.12.AC-CST 6 joint to create. Joinery Strength Test Tests 9.3.12.AC-CST 8 § Identify various Create joints from scrap article - NJSLSA.R1. examples of joinery wood. Test each joint for http://woodworkweb.com/ 17 | Page

Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) NJSLSA.R4. on pieces of furniture. strength by putting woodworking- NJSLSA.R7. § Demonstrate proper pressure on them. videos/508-joint- NJSLSA.W2. measurement and Record your findings on testing.html NJSLSA.W7. joint layout. the strength of various video - NJSLSA.W8. § Create various joints. https://www.youtube.com NJSLSA.SL1. practice joints using /watch?v=6cAUz_eCmb NJSLSA.SL2. scrap wood. w N.Q.A.3. G.CO.A.2. The New Yankee G.CO.A.4. Workshop G.CO.D.12. by Norm Abram

CCTC AC 1 AC 2 AC-CST 3 AC-CST 7 AC-CST 3 AC-CST 6 AC-CST 8

Fasteners, Glue and What are the different § Define: , Fastener PowerPoint Nails Screws and Bolts Adhesives types of mechanical screws, nails, Phillips Create a PowerPoint that http://home.howstuffwork Compare and contrast fasteners that are used head screws, flat teaches about different s.com/home- various types of in construction projects? head screws, nuts, types of fasteners and improvement/repair/hom fasteners, glues and bolts, dowels, biscuit shares when and why to e-repair-materials- adhesive materials. What are the benefits of joinery. use each. basics-ga1.htm various hardware § Define: iron, brass,

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) NJSLS materials? zinc, galvanized, Glue Categories Identification Charts for 9.3.12.AC 1 stainless steel. Categorize various types Different Types of 9.3.12.AC 2 What are the different § Define: C-clamps, bar of glue as to uses, Fasteners: Head styles, 9.3.12.AC-CST 3 types of glues and the clamps, pipe clamps. durability, etc. Bolt and Screw, Drive, 9.3.12.AC-CST 7 benefits of each? § Identify the correct Washer and Nut types 9.3.12.AC-CST 3 fastener for a given Glue and Adhesive http://me- 9.3.12.AC-CST 6 Select and utilize project. Practice mechanicalengineering.c 9.3.12.AC-CST 8 appropriate glues and § Compare the use of Practice gluing scrap om/identification-charts- NJSLSA.R1. adhesives depending on nails vs. screws. pieces of wood together for-different-types-of- NJSLSA.R4. application. Identify Pros and and clamping the wood fasteners/ NJSLSA.R7. Cons. to set. NJSLSA.W2. § Demonstrate the When Do I Use Nails NJSLSA.W7. proper use of nails Glue Strength Test vs. Screws? | DIY NJSLSA.W8. and screws. Attach wood together Basics NJSLSA.SL1. § Explain how dowels with blue and other https://www.youtube.com NJSLSA.SL2. can be used to keep adhesives. Test each /watch?v=00mhWoRHD N.Q.A.3. a joint together. bond for strength by Xs G.CO.A.2. § Explain how a biscuit putting pressure on G.CO.A.4. works. them. Record your Which Screw Should I G.CO.D.12. § Identify the findings on the strength Use? | DIY Basics appropriate glue for a of various glues. https://www.youtube.com CCTC given project. /watch?v=uuR2Z60KYos AC 1 AC 2 How Do I Remove A AC-CST 3 Stripped Screw? | DIY AC-CST 7 Basics AC-CST 3 https://www.youtube.com AC-CST 6 /watch?v=lI2hl3Zfi6Q

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) AC-CST 8 There Are 4 Ways To Hit A Nail? | DIY Basics https://www.youtube.com /watch?v=kiXjRt01eZA Planing and Edging w/ Which power tools are § Define: planer, History of Power Tools Precision Planing Power Tools used for planing the jointer, surfacer and Report https://www.youtube.com Demonstrate proper tool faces, edges and ends of chip out. Create a 5-minute /watch?v=nfXNIG-LcPA selection and usage in ? § Explain the uses of presentation on the planing the faces, edges power plains, history and development How to Use a Wood and ends of lumber. What procedures must and surfacers. of planers and jointers. Planer - Beginners #8 - be observed to use § Identify the Include pictures and woodworkweb NJSLS power plains properly, appropriate tool to comparisons of https://www.youtube.com 9.3.12.AC 1 effectively and safely? work for specific similarities and /watch?v=p_mtD3kqFzQ 9.3.12.AC 2 projects. differences. 9.3.12.AC-CST 3 What are commonly § Demonstrate safe The New Yankee 9.3.12.AC-CST 7 occurring mistakes when use of tools and Planer Practice Workshop 9.3.12.AC-CST 3 using power planes? machines. Using scrap wood by Norm Abram 9.3.12.AC-CST 6 § Demonstrate proper practice using the power 9.3.12.AC-CST 8 How have tools for use of a power planer and jointer. Power Tool Working for NJSLSA.R1. planing developed over plainer, jointer and Everyone NJSLSA.R4. time? surfacer. Planer Consumer by R. J. DeCristoforo NJSLSA.R7. § Explain the Research Report NJSLSA.W2. importance of reading Research planers from NJSLSA.W7. the grain when various companies. NJSLSA.W8. planing lumber. Compare the products NJSLSA.SL1. § Explain how to adjust and write a report on NJSLSA.SL2. tool/machine when which planers are the

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) N.Q.A.3. necessary for higher best quality, best value G.CO.A.2. quality work. etc. G.CO.A.4. G.CO.D.12.

CCTC AC 1 AC-CST 5 AC-CST 8 AC-CST 9 AC-DES 2 AC-DES 7 AC-MO 1

Cutting Lumber w/ Which power tools are § Define: jig , band Power Saw PowerPoint Testing New Power Tools used for cutting and saw, table saw, radial Presentation Technology Demonstrate proper tool ripping lumber? arm saw, saber saw, Create a PowerPoint https://www.youtube.com selection and usage in bayonet saw, circular presentation with /watch?v=HQJGLail3Wo cutting lumber. What procedures must saw and chop saw. descriptions and pictures be observed to use § Explain the difference of power . Include in How to Choose a NJSLS power tools properly, between crosscutting the descriptions the 9.3.12.AC 1 effectively and safely? and ripping. appropriate use for each https://www.youtube.com 9.3.12.AC-CST 5 § Explain the different power saw. /watch?v=AbR86cZltqw 9.3.12.AC-CST 8 What are commonly uses of various saws. 9.3.12.AC-CST 9 occurring mistakes when § Identify the correct Puzzle The New Yankee 9.3.12.AC-DES 2 using power saws? power saw to use for Create a jigsaw puzzle Workshop 9.3.12.AC-DES 7 a certain task. using a board and a jig by Norm Abram

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) 9.3.12.AC-MO 1 How have tools for § Demonstrate safe saw. NJSLSA.R1. cutting and ripping use of power saws. Power Tool Working for NJSLSA.R4. lumber developed over § Demonstrate proper Band Saw Box Everyone NJSLSA.R7. time? usage of power saws. Create a band saw box by R. J. DeCristoforo NJSLSA.W2. § Demonstrate using a band saw. NJSLSA.W7. Which is the best power necessary http://makezine.com/201 NJSLSA.W8. system for a tool, corded adjustments for 5/03/24/sharpen- NJSLSA.SL1. or battery powered? varying qualities of woodworking-skills-easy- NJSLSA.SL2. work. -box/ G.CO.D.12. § Explain the evolution of power saws CCTC through history. AC 1 § Properly crosscut and AC-CST 5 rip a scrap piece of AC-CST 8 wood. AC-CST 9 AC-DES 2 AC-DES 7 AC-MO 1

Drilling and Boring w/ Which power tools are § Define: battery , Trapped Cube Project How to Select and Use Power Tools used for drilling holes corded drill, drill Create a trapped cube a Drill/Driver Demonstrate proper tool lumber? press, drill bits, spade using a drill press. https://www.youtube.com selection and usage in bit, fosner bit, chuck https://www.youtube.com /watch?v=hVdLohs5UEA drilling and boring holes What procedures must and chuck key. /watch?v=fzyOqPDGhpI in stock. be observed to use § Explain the different The New Yankee power tools properly, uses portable power Drill Press Step-by- Workshop NJSLS effectively and safely? and drill Step PowerPoint by Norm Abram

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) 9.3.12.AC 1 presses. Create a PowerPoint 9.3.12.AC-CST 5 What are commonly § Identify the presentation on how to Power Tool Working for 9.3.12.AC-CST 8 occurring mistakes when appropriate project to use a drill press, Everyone 9.3.12.AC-CST 9 using power drills? use for portable including chucking the by R. J. DeCristoforo 9.3.12.AC-DES 2 power drills and drill bit. 9.3.12.AC-DES 7 What are the advantages presses. 9.3.12.AC-MO 1 and disadvantages of § Demonstrate safe Drill Bit Comparison 9.3.12.AC 1 using a drill press vs. use of power drills. Chart 9.3.12.AC 2 portable drill? § Demonstrate proper Create a chart that 9.3.12.AC-CST 3 usage of power drills. compares different types 9.3.12.AC-CST 7 Which is the best power § Demonstrate of drill bits and their 9.3.12.AC-CST 3 system for a tool, corded necessary various uses. 9.3.12.AC-CST 6 or battery powered? adjustments for 9.3.12.AC-CST 8 varying qualities of work. CCTC § Explain the evolution AC 1 of power drills AC-CST 5 through history. AC-CST 8 § Properly drill into AC-CST 9 scrap wood with a AC-DES 2 portable power drill AC-DES 7 and drill press. AC-MO 1

Decorative Which power tools are § Define: , plunge Router Name Plate Routers 101 Complete Shapes/Curves w/ used for adding router, router table, Create a name plate guide by Norm Abram Power Tools decorative shapes and cutters, shaper and using a router. Route PART 1 New Yankee Demonstrate power tool curves to lumber? lathe. your name in to the Workshop

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) selection and usage for § Explain the different board and put a https://www.youtube.com adding decorative What procedures must uses for various decorative edging on the /watch?v=I-YeSZ5dW90 https://www.youtube.com be observed to use power tools that add outside boarder. /watch?v=I-YeSZ5dW90 power tools properly, decorative shapes to Router Bits for shapes and curves to the effectively and safely? projects. 3D Router Bit Beginners Rockler Skill edges and ends of stock. § Identify the Comparison Chart Builders What are commonly appropriate project Create a plaque that https://www.youtube.com NJSLS occurring mistakes when for these power tools. shows the different /watch?v=TL6T1rYh-CA 9.3.12.AC 1 using routers and § Explain the profiles created by router 9.3.12.AC-CST 5 shapers? importance of reading bits. Next to a picture or The New Yankee 9.3.12.AC-CST 8 the wood grain when drawing of each router Workshop 9.3.12.AC-CST 9 routing. bit attach a half inch long by Norm Abram 9.3.12.AC-DES 2 § Explain the piece of . 9.3.12.AC-DES 7 importance of the Power Tool Working for 9.3.12.AC-MO 1 direction the router Router Consumer Everyone 9.3.12.AC 1 blades are turning Research Report by R. J. DeCristoforo 9.3.12.AC 2 and that the router is Research routers from 9.3.12.AC-CST 3 moving. various companies. 9.3.12.AC-CST 7 § Demonstrate safe Compare the products 9.3.12.AC-CST 3 use of routers and and write a report on 9.3.12.AC-CST 6 shapers. which routers are the 9.3.12.AC-CST 8 § Demonstrate proper best quality, best value usage of routers and etc. CCTC shapers. AC 1 § Demonstrate AC-CST 5 necessary AC-CST 8 adjustments for AC-CST 9 varying qualities of

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) AC-DES 2 work. AC-DES 7 § Explain the evolution AC-MO 1 of routers through time. Sanding w/ Power Which power tools are § Define: ¼ sheet Venn Diagram The New Yankee Tools used for sanding cut and sander, random orbit Create a Venn Diagram Workshop Demonstrate proper tool planed pieces of lumber? sander, spindle comparing belt sanders by Norm Abram selection and usage in sander, , and random orbit sanding the cut and What procedures must disc sander, portable sanders. Power Tool Working for planed pieces. be observed to use belt sander, Everyone power tools properly, papers, discs, drums Practice Sanding by R. J. DeCristoforo NJSLS effectively and safely? and belts. Sand down a rough 9.3.12.AC 1 § Explain the different piece of scrap wood, Tool Identification 9.3.12.AC-CST 5 What are commonly pros and cons of using multiple grits of Worksheet 9.3.12.AC-CST 8 occurring mistakes when each type of sander. and multiple http://teacherweb.com/C 9.3.12.AC-CST 9 using power drills? § Identify the sanding tools. Record A/MR/BELL/Tool- 9.3.12.AC-DES 2 appropriate sander what you use and your Identification-Worksheet- 9.3.12.AC-DES 7 What are the advantages for a given project. observations of how 10-4-12.pdf 9.3.12.AC-MO 1 and disadvantages of § Identify the each sander works. 9.3.12.AC 1 using a drill press vs. advantages of using 9.3.12.AC 2 portable drill? a random orbit Sand Paper Chart 9.3.12.AC-CST 3 sander. Create a chart displaying 9.3.12.AC-CST 7 Which is the best power § Explain the the different grits of 9.3.12.AC-CST 3 system for a tool, corded importance of sandpaper and their 9.3.12.AC-CST 6 or battery powered? sanding with the uses. 9.3.12.AC-CST 8 grain. § Demonstrate safe CCTC use of power

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Student Learning Essential Questions Skills & Indicators Sample Activities Resources Objectives (SLOs) AC 1 sanders. AC-CST 5 § Demonstrate proper AC-CST 8 usage of power AC-CST 9 sanders. AC-DES 2 § Demonstrate AC-DES 7 necessary AC-MO 1 adjustments for varying qualities of work.

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Unit 3 Vocabulary ¼ sheet sander cutters pipe clamps abrasive papers dado joint planer band saw disc sander plunge router bar clamps discs portable belt sander battery drill dowels rabbet joint bayonet saw drill bits radial arm saw belt sander drill press random orbit sander belts. drums router biscuit joinery fastener router table bolts flat head screws saber saw box joint galvanized screws brass iron shaper butt joint jig saw spade bit C-clamps jointer spindle sander chip out joinery stainless steel chop saw surfacer chuck lathe table saw chuck key wood glue circular saw nails zinc corded drill nuts fosner bit Phillips head screws

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Suggested Unit Projects Choose At Least One Joinery Box Project Power Tool Project

Create a small wooden box using one of each joint for the sides Create a project using power tools. During the project record 1) dado joint which tools you used and for what purpose. Use minimally… 2) miter joint with keys 1) a tape measure 3) rabbet joint 2) a planer 4) box joint and 3) a band saw and table saw 5) the bottom is attached with butt joints. 4) a drill press or power drill 5) and power sander.

Suggested Structured Learning Experiences Greenbaum Interiors Professional Woodworkers Guild of Upper New Jersey (Request Workshop Tour & Inspect Furniture for Joinery) The Black River Barn 101 Washington Street 1178 Route 10 West, Paterson, NJ 07505 Randolph, NJ Phone: 973-279-3000 The Home Depot 75 McLean Blvd, Paterson, NJ 07514 Phone Number: (973) 357-1305

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