By the end of the lesson, students should be able to: 1. state the sources workshop accident: 2. state the general safety rules and regulations in The Furniture workshop: 3. describe safe working conditions and techniques; 4.bemonstrate appropriate safety habits in the future workshop
I. Students are to list types of workshop safety
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Personal safety: Personal Protective, Equipment (PPE)and Personal Safety Habit
By the end of the lesson, students should be able to: 1. Define Personal safety 2. Identify OPE wears 3. Define Personal Safety Habits 4. Outline Personal Safety Hand at woodwork place
Students are to sketch different safety equipment on a card board
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Hand tools Geometrical Percussion and Impelling Holding and Supporting Cutting tools
By the end of the lesson, students should be able to: 1. Define hand tools. 2. Classify cutting tools into four (4) classes. 3. explain Geometrical tools c.. 4. List (6) six Geometrical tool 5. Sketch two (2) Geometric tool 6. State the uses of Geometrical tools listed
Students are grouped to identify drawing, sketch on a card board to suit each group.
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
By the end of the lesson students should be able to: 1. Holding and Supporting tools/Percussion and impelling tools 2.ldentify tools in the class of holding and supporting tools 3. State the uses of tools Identified 4. Identify percussion and impelling tool 5. State the uses of tools
– Student in small groups according to tools classification and ask them to sketch.
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A. AUDIO VISUAL REOURCES Real tools for demonstration. F cramp, G Cramp bench stopper etc. hammer, pincers, mallet etc. B. WEB RESOURCES https://en.m.wikipedia.org/wild/hand-tool
5
Cutting tools Boring cutting tools
By the end of the lesson students should be able to: 1.define Boring cutting tools 2. list and explain the uses of boring tools, 3. sketch boring tools. 4.display tools classified under boring outing tools. 5. identify the tools and state Their uses
Students ass class to sketch impelling tools on a cardboard
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A. AUDIO VISUAL RESOURCES Scraper, Ripsaw, tendon saw, smoothing plane, chisel etc Real tools for demonstration B. WEB RESOURCES https://en.m.wikipediaorg
6
Cutting tools a. scraping and
By the end of the lesson, students should be able to:
Students ass class to sketch impelling
• Communication and collaboration.
A. AUDIO VISUAL RESOURCES
FURNITURE MAKING
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
abrading cutting tools. b. shaving and pouring cutting tools
1. Define scraping’ and abrading tools 2. identify and list the tools 3. state the uses of tools Listed 4. define the term scraping tools 5. paring cutting tools 6. identify the tools 7. list and explain their uses
tools on a cardboard
• Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
By the end of the lesson, students should be able to: 1. sketch and label wood work bench 2. state the uses of workbench and functions of the parts 3. list workbench appliance and states their uses 4. sketch appliance
Students as individuals to sketch a workshop bench and label it parts
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Multipurpose tools, special purpose tools 1. Plough plane. 2. Spoke shave rebate and router plane
By the end of the lesson, students should be able to: 1. Define multipurpose and special purpose and tools 2 identify the tool displayed 3 State the uses of the took,,
Students as a class draw/sketch according to their groups.
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
By the end of the lesson, students should be able to 1. Identify machine tools and their important safety device for each machine listed.
Students in small groups identify different woodwork machine in the workshop
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A. AUD1O VISUAL RESOURCES Real machine for demonstration State device used on machine and the precaution to be observed when using the machine B. WEB RESOURCES https://en.m.wikipedia.org/wiki/woodworking
11
Woodwork portable power tools
By the end of the lesson, students should be able to: 1. Identify portable power tools used in woodwork. 2. uses of identified tools portable power tools the precautions to be observe when operating them
Students in small groups states portable power tools used in woodwork shop
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
Field trip to woodwork/industry where the machine are used
Observe machine in operation
A. AUDIO VISUAL RESOURCES Wood Work Industry B WEB RESOURCES
Furniture Making Scheme of Work SSS1 Second Term
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
1
REVISION
2
Seasoning of timber
By the end of the lesson, students should be able to: 1. define timber Seasoning 2. State the reason for seasoning. 3. list the method of seasoning 4. sketch two Seasoning 5. compare and contrast the two common seasoning
students in small groups Students are to mention types of seasoning and draw them
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
By the end of Be lesson, student should be able-to: 1. define defect in Timber 2. list different defect that occur in timber during growth 3. sketch the growth defect in timber
Students as a class around the school premises to see defect in growing
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A. AUDIO VISUAL RESOURSES Charts and video clips B. WEB RESOURCES
4
Defect in Timber i. grain defect ii. seasoning defect iii. conversion defect
By the end of the lesson, student should be able to: 1. Identify defects that occur during seasoning 2. Identity defect that occur during conversion sketch three 3. point out defect that occur during seasoning sketch four and real wood
Students are ask to state different types of defect they know.
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A. AUDIO VISJAL RESOURCES Posters and chart of decay woods B. WEB RESOORCES
5
Defect in Timber Defect caused by insects
By the end of the lesson student should be able to: 1. Identify defect caused by insects. 2. List the defect caused by insect and fungi 3. sketch the defect and name the harmful insects
students as a class to timber storage store and laboratory to see different insects
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A. AUDIO VISUAL RESOURCES Decay woods and video clips B. WEB RESOURCES
6
Preservation of timber
By The end of the lesson, student should be able to: 1. define preservation 2. list different types preservation 3. state reason for preservation 4. demonstrate methods of preservation
Students as a class mention different preservatives chemicals they know
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A. AUDIO VISJAL RESOURCES Posters and chart of decay woods B. WEB RESOORCES
7
MID TERM BREAK
8
Timber preservatives
By the end of the lesson, student should be able to: 1. Define preservative 2. state reasons for preserving timber 3. list three types of preservatives 4. state the characteristics of a good preservatives 5. select the method of applying preservatives
Students as a class mention different preservatives chemicals they know
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A.AUDIO VISUAL RESOURCES Spraying machine B. WEB RESOURCES
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
9
Felling of wood
By the end of the lesson, student should be able to: 1. explain wood felling 2. identify reasons why wood roust be milled as soon as possible after felling 3. list the machine used for felling
– visit wood plantation i.e a forestation farm in Ogun state or. Ondo state
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A. AUDIO VISUAL RESOURCES Posters and chart or video clips B. WEB RESOURCES
10
Conversion of timber
By the end of the lesson, student should be able to: 1. define conversion of timber 2. list and explain the three methods of conversion 3. state reason for converting timber
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A. AUDIO VISUAL RESOURCES Posters, chart and Okobaba Timber Conversion Mill B. WEB RESOURCES
11
Revision and test
12& 13
Examination
Furniture Making Scheme of Work SSS1 Third Term
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
1
REVISION
2
Wood Machine
By the end of the lesson, students should be able to: 1. list types of mood machines 2. state the satisfy precautions guiding different machines operation 3.demonstrate the use of the machine.
students in small groups operational question about every machine available in the workshop i.e their functions
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A. AUDIO VISUAL RESOURCES Machines, posters and charts or machine magazine B. WEB RESOURCES
3
Potable Power Tools
By the end of the lesson, at dents should be able to: 1. Name and identify portable power tools. 2. Describe their uses 3. Demonstrate the use of portable power tools
Students in small groups to use power tools to make design on woods
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A. AUDIO VISUAL RESOURCES Portable power tool charts and magazine containing magazines B. WEB RESOURCES
4
Timber Preparation
By the end of the lesson, students should be able to: Prepare a timber to a given size using the formula FEWTEL 1. F — First Face 2. E — First Edge 3. W— Width 4. T— Thickness 5. E— End 6. L— Length
– Students as a class demonstrate for each of the stages – Give sign
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A. AUDIO VISUAL RESOURCES Real object for demonstration B. WEB RESOURCES
5
Wood Work Joint Classes of wood work joint Widening Joint – Framing Joint Ca case Joint
By the end of the lesson, students should be able to: 1. State the three classes of joint 2. Explain framing joints 3. List different types of framing joint 4. Sketch two types of joints
Students as a class list classes of joint and draw them.
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A. AUDIO VISUAL RESOURCES Charts, Postal of types of widening joint B. WEB RESOURCES
6
Wood Joint Car case Joint / Housing Joint
By the end of the lesson, students should be able to: 1. Explain wood joint 2. List joint under car case joint 3. Sketch joint under car case joint 4. What is housing joint 5. List joint under housing joint 6. Sketch joints under car case Joint 7-Demonstrate a cabinet to explain the uses of joint and where it is used on a cabinet
-Students as a class identify different Carcass Joint with the aid of sketches
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A. AUDIO VISUAL RESOURCES A cabinet for demonstration chart or postal showing different car case joints B.WEB RESOURCES
FURNITURE MAKING
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
7
MIDTERM BREAK
8
Free Hand Sketching
By the end of the lesson, students should be able to: 1. Explain basic sketching principles of household furniture 2. Sketch common household furniture 3. Demonstrate a cabinet household
Student in small groups sketch different types of house hold furniture
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A. AUDIO VISUAL RESOURCES Charts, Video clips of household furniture B. WEB RESOURCES
9
Furniture and Design Drawing Instruments and their uses
By the end of the lesson, students should be able to: 1. List the drawing instruments used by furniture designer 2. Drawing board, Tee Square, Set Square (450500) sets, French curves 3. Explain their uses 4. Demonstrate how paper is fixed to a drawing board 5. Demonstrate how to prepare a border line and title blocks 6. Demonstrate the uses of the set and are respective
Student in small groups get paper on a drawing board and draw border lines
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A. AUDIO VISUAL RESOURCES Drawing board Tee square Drawing set Set square B. WEB RESOURCES
10
Produce the working drawing of a drinking stool
By the end of the lesson, students should be able to: 1. Prepare the members of the stool 2. Mark out the joint 3.Cut out the joints 4. Assemble the parts temporarily 5. Glue and cramp parts together
Students in small groups produce drawing of a drinking stool,
• Communication and collaboration. • Leadership and personal • Critical thinking and problem solving. • Creativity and imagination.
A, AUDIO VISUAL RESOURCES A working drawing of a drinking stool , drinking stool for demonstration B. WEB RESOURCES
