Access Free Lagos State Senior Secondary School Machine Woodwork Scheme of work for SSS1. SS1 Syllabus – Schemeofwork.com
SSS1 Machine Woodwork Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Introduction to machine woodwork | By the end of the lesson, the students should be able to: i. Analyze the concept ‘woodwork machine ii. state some woodwork machine | The students as a class are exposed to some woodwork machines. | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development | Plain machine circular sawing machine and charts https://en.m.wikipedia.org/wiki//circular-saw |
| 2 | Safety of operation in woodwork machine | By the end of the lesson, the students should be able to: Observe necessary safety rules in operation of woodwork machine | i. The student in small group demonstrate general machine safety. ii. student go online for more info https://securitynerd.com/best-personal-safety-devices. | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Safety gadget or charts https://securitymerd.com/best-personal-safety-devices |
| 3 | Safety equipment device in woodwork machines shop | By the end of the lesson, the students should be able to: i. Analyze appropriate safety equipment and device in woodwork machine. ii. Apply safety equipment and device in machine operations. | The students name and demonstrate the correct uses of safety equipment and devices or use of P.P.E [Personal Protective Equipment] ii. Students go online for more into https://www.ccohs,caloshanswers/safety-haz/woodwork/gen-afe.html | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Fire extinguisher, sand bucket, first aid box, fire alarm, safety booth, hand gloves, overall or boiler suit, ear plug, nose cover etc. http://www.ccohs.ca/oshandswers/fety-haz/woodwork/gen-safe.html |
| 4 | Machine wood workshop layout | By the end of the lesson, the students should be able to: i. Describe the relative position of machine in wood workshop. ii. justify the reasons for machine layout iii. Illustrate wood machine shop layout with the aid of a flow diagram. | i. the students as a class explain principle of machine workshop layout. | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Diagram or charts of a woodwork machines layout. https://www.pinterest.co.uk/philBrkiti/woodworker-workshop-plans/ |
| 5 | Tree growth structure and types | By the end of the lesson, the students should be able to: i. identify common West Africa timbers. ii. Investigate on the countries where they are grown. iii. Analyze the process of tree growth. iv. Sketch the structure of a timber. | ii. justify the reasons for machine layout iii. Illustrate wood machine shop layout with the aid of a flow diagram. | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | i. Poster or charts showing Tree growing and structure. ii. Map of West Africa. https://www.britannica.com/placnt/tree-structure-and-growth. |
| 6 | Properties of timber | By the end of the lesson, the students should be able to: i. Differentiate between softwood and hardwood. ii. State physical properties of timber. iii. Compare the | The student in small groups observe specimen and describe their physical properties. ii. Students go online for more info https://www.britanica.com/plant/tree-structure-and-growth. | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | i. Poster or charts showing tree growing and structure ii. Map of West Africa https://www.britannica.com/plantstree-structure-and-growth |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Characteristics softwood and hardwood. iv. Physical properties of common West Africa timbers. | |||||
| 7 | MID TERM BREAK | ||||
| 8 | Wood processing | By the end of the lesson, the students should be able to: i. Define felling of timber. ii. conversion of timber iii. seasoning of timber iv. method of conversion. | The student in small groups make presentations on felling, conversion, seasoning and method of conversion ii. Students go online for more info https://wwwsciencedirect.com/topics/materials-science/wood-processing. | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | i. Display specimen of common West African timber ii. Expain difference between soft wood and hardwood. https://www.quora.comwhat-are-the-properties–of-timber |
| 9 | Defects in Timber | By the end of the lesson, students should be able to: L Define defect iii timber. , ii. Critique the causes of defect in timber. ii. Identify the types of defect in timber. | The students as a class define defects ii. The students in small groups describe various types of defects. iii. Students go online for more info | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Charts showing defects in timer. https://wiki.dtonline.org/index-php/timberdefects |
| 10 | Preservation and preservatives of timber | By the end of the lesson, the students should be able to: i Define preservation and preservatives. ii. List types of preservatives iii. Give description of preservation. iv. Mention and discuss methods of preservation in group or sub-group. | The students in small groups make presentations on preservation preservative and method of preservation of timber https://en.m.wikipedia:org/wiki/reservatives | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Posters and charts showing different types of preservation. |
| 11 | Revision | ||||
| 12 | Examination |
Access Free Lagos State Senior Secondary School Machine Woodwork Scheme of work for SSS1. SS1 Syllabus – Schemeofwork.com
Machine Woodwork Scheme of Work SSS1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Revision of first term work | Revision of first term schemes | |||
| 2 | Moisture content of timber | By the end of the lesson, the students should be able to: i. Explain the term moisture content ii. Apply the Formula for calculating moisture content. | i. The student as a class demonstrate how to use timber to check the amount of moisture present in wood. ii. Students go online for timber info. https://timber.daf.old.gov.a | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Moisture meter laboratory method. https://qtimber.daf.old-au/guides/seasoning-and-timber-moisture-content |
| 3 | Properties of timber and common timber defects. | By the end of the lesson, students should be able to: i. Distinguish between nature and artificial defects in timber. ii. illustrate some properties of timber | i. The Students as a class distinguish between natural defects and artificial defects in timber. ii. Students go online for more info https://quora.com/properties-of-timber | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Extinguisher, sand bucket first aid box, fire alarm, https://quora.com/properties-of-timber |
| 4 | Preservation of timber. | By the end of the lesson, the students should be able to: i. Define preservatives. ii. State reason for preservation of timber. ii. Analyze methods of applying preservative | Students as a class demonstrate methods of applying preservation e.g. spraying, brush and deeping ii. Students go online for more info. https://www.wooodsolution.com.au/articles/timber-preservation. | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | https://www.wooodsolution.com.au/articles/timber-preservation. |
| 5 | Hand tools. | By the end of the lesson, the students Should be able to. i. Define hand tools. ii. Identify classes of hand tools ii. Explain the uses of hand too according to’ their classes. | Students explore various groups o tools for identification. Students go online for more info https://en.m.wikipedia.org/wiki/hand_tool | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Group of Tools: i. Geometrical tool, Try square, Tape. ii. Hold and Supporting Tools – cramps. iii. Cutting Tool – Saw, Planes. Percussion and. impelling tool https://en.m.wikipedia.org/wiki/hand_tool |
| 6 | Hand tools safety | By the end of the lesson, students should be able to: i. Describe hand tool safety. ii. Justify the reasons for hard tools safety. iii. Method of handling various tools. | The students in small groups demonstrate how to handle various wood work tools Students go online for more info | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Woodwork hand tools https://safetyinfo.com/safety-hand-tools-free-index/ |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 7 | MID TERM BREAK | ||||
| 8 | Maintenance of wood work machine | By the end of the lesson, students should be able to: | The students as a class demonstrate three methods of maintenance of machine e.g. preventive, predictive and corrective maintenance ii. Students go online for more info https://www.bazner-oswald.com/services/repair-and-maintenance | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Some woodwork machine thickening machine Circular saw Typing lathe Surface planner https://www.bazner-oswald.com/services/repair-and-maintenance |
| 9 | Maintenance of wood work machine | By the end of the lesson, students should be able to: i. Define lubrication and lubricant, ii. List types of lubricant. | Students as a class demonstrate and identify areas of lubrication. The students in small groups distinguish between lubrication and lubricant. vi. Students go online for more info https://www.bazner-oswald.com/services/repair-and-maintenance | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Oil and grease https://www.bazner-oswald.com/services/repair-and-maintenance |
| 10 | Safe machine operation. | By the end of the lesson, students should be able to: i. Define safe machine operation. ii. Machine safety rules and regulation | The students as a class demonstrate how to use P.P.E. https://oshwiki.eu/wikisafety_of_machinery_and_work_equipment | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Saftey gadgets (P.P.E) Personal Protective Equipment https://oshwiki.eu/wikisafety_of_machinery_and_work_equipment |
| 11 | REVISION | ||||
| 12 | EXAMINATION |
Machine Woodwork Scheme of Work SSS1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Revision and welcome test. | ||||
| 2 | Portable power tools | By the end of the lesson, the students should be able to: i. Define portable power tools. ii. List types of portable power tools tools. iii. Justify the general safety rules for handling portable power tools. | i. The students small groups explain portable power tools. ii. The students Identify various portable power tools. ii. The students as a class explain general safety rules for handling portable power tools. iv. Students go online for more https://ehs.priceton.edu/hand-portable-power-tools | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Portable power tools arid charts. https://ehs.priceton.edu/hand-portable-power-tools |
| 3 | Portable power tools | By the end of the lesson, the students should be able to: Describe and explain the functions of the following power tools: i. Portable drilling. ii. Portable circular saw iii.. Portable router | students as a class demonstrate how to use the following machines: portable drilling, circular and router machines. Students go online for more https://ehs.priceton.edu/hand-portable-power-tools | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Pictures of: Portable drilling Portable circular saw Portable router. https://ehs.priceton.edu/hand-portable-power-tools |
| 4 | Portable power tools | By the end of the lesson, the student should be able to. i. Describe and explain the functions of the following flower tools. i. Portable planner. ii. Portable jigsaw, iii. Portable screw machine iv. Portable sander. | The students as a class demonstrate how to use the following machines: portable planner, portable jig saw, portable sander. i. students o online for more info https://ehns.priceton.edu/hand-portable-power-tools | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Pictures of: – Portable planner. Portable jigsaw. Portable screw machine Portable sander or charts showing pictures of the machines https://ehns.priceton.edu/hand-portable-power-tools |
| 5 | Cutting machine of circular saw machine | By the end of the lesson the students should be able to: i. Define circular sawing machine ii. investigate the uses of circular sawing machine. iii. Describe Parts of a circular sawing machine. | The students as a class demonstrate how to use cutting machines. ii. Students go online for more info https://en.m.wikipedia.org/wik//circular_saw | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Circular saw machine or circular saw diagram. https://en.m.wikipedia.org/wik//circular_saw |
| 6 | Circular sawing machine. | By the end of the lesson, the students should be able to: I. List types of circular sawing machine ii. Explain the parts of Circular sawing machine parts. | The students as a class demonstrate how to use circular sawing machine. Students-go online for more info https://en.m.wikipedia.org/wik//circular_saw | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | i. Dimension circular sawing machine. ji. Radial am or cross cutting machine https://en.m.wikipedia.org/wik//circular_saw |
MACHINE WOODWORK
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Circular sawing machine | By the end of the lesson; the students should be able to i. List types of circular saving machine, i. Explain the pairs of Circular sawing machine pads. | The students as a class demonstrate how to use circular sawing machine. ii. Students g online for more info https://en.m.wikipedia.org/wik//circular_saw | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | i. Dimension circular sawing machine. ii. Radial arm or cross cutting machine https://en.m.wikipedia.org/wik//circular_saw . |
| 7 | MID TERM BREAK | ||||
| 8 | Thicknessing machine | Ev the end of tho lesson, the students should be able to: i. Describe thicknessing machine . ii. Enumerate the types of thicknessing machine. iii. State the uses of thicknessing; machine. | The students as a class demonstrate how to use thicknessing machine. ii. Students go online for more info https://en.m.wikipedia.org/wiki/thicknessing_machine. | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Thicknessing machine or charts/ Diagram showing thicknessing machine https://en.m.wikipedia.org/wiki/thicknessing_machine. |
| 9 | Thicknessing machine | By e end of the lesson the students should be able to: i. Describe safety rules for handling different types of thicknessing machine ii. Analyze the operations carried out from thicknessing machine. iii :identifying various parts. | The students as a class demonstrate how to use thicknessing machine and how to fix parts e.g. saw blade. ii. Students go online for more info https://en.m.wikipedia.org/wiki/thicknessmng_machine. | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Thickness machine https://en.m.wikipedia.org/wiki/thicknessing_machine. |
| 10 | Practical work | Experiment on operations woodwork machine. | The students are guided on various practical activities. | i. Critical thinking & Problem solving, ii. Communication & Collaboration, iii. Leadership and Personal development. iv. Digital literacy. | Safety gadgets (P.P.E) Personal Protective Equipment |
| 11 | Revision | ||||
| 12-13 | Examination |
ACHIEVEMENT STANDARDS FOR SSS 1, SESSION
At the end of the session, the students:
- know how to apply safety equipment and devices in machine operation
- are able to sketch the structure of a timber
- identify the types of defects timber
- know the methods of conversion of timber
- understand the methods of preservation of timber
- are able. to apply the formula for.calculation moisture content
- know the differences between natural and artificial defects in timber
- are able to analyze methods of applying Preservative
- know the safety measures for handling various tools
- are able to identify areas of lubrication in machine woodwork
- know the machine safety rules and regulations
- are able to distinguish between types of injuries
- are able to compare methods of storing woodwork hand tools
