Access Free Unified Metal Work Scheme of Work SSS1. SS1 Metal Work for Senior Secondary School Lagos State – Schemeofwork.com
SSS1 Metal Work Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Introduction to metal work • Overview of metal work Career opportunities in metal work – Functions of the careers involved in metal work | By the end of the lesson, students should be able to: i. understand different metal and its uses ii. Relate the different career opportunities involved in metal work and their significant involved to each other. | Students in pairs, identify different metals, its uses and differences from each metals presented. Students in groups role play several career positions in metalwork world and explain their functions | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development Creativity and imagination | Charts Pictures |
| 2 | Description of metals – Types of metals – Definition of metals – Physical properties of metals – Mechanical properties of metals | By the end of the lesson, students should be able to: i. Identify different types of metal using its physical and mechanical properties. | Students visit workshop under the supervisor of the Technical differentiate metals using both physical and non-physical properties. | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development Creativity and imagination | Charts Pictures |
| 3-4 | Types of metals – Ferrous metals – Non-ferrous metals | By the end of the lesson students should cc sole to: Identify ferrous and non-ferrous metals ii. Identify types of ferrous and non-ferrous metals | i. Students in pairs discuss and explain the nature of ferrous and non-ferrous metals ii. Students in a whole class session state the difference between ferrous and non-ferrous metals by observing the shown samples | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development | Charts Pictures |
| 5-6 | Plain carbon and alloy steel Methods of ferrous metal production Steel-making furnace | By the end of the lesson, students should be able to Identity types of plain carbon and alloy steels ii. Explain the various carbon and alloy steels iii. Explain the various methods of producing metals iv. Sketch and label steel | i. Students display carbon and alloy steels by colour, texture, spark test, sound test etc. ii. With the aid of charts and sketches, student explains the various furnace to produce types of metals | Leadership and Personal development Creativity and imagination | Charts Pictures Alloy and steels Visit metal and smelting industries |
| 7 | MID-TERM BREAK | |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 8 | DESCRIPTION OF WORKSHOP AND WORKSHOP LAYOUT -General layout of typical metal workshop and it entails. | By the end of the students should be able to: i. Define a metal workshop. ii. Describe a typical metal workshop layout. | Students visit a metal workshop and relate it to whet is being taught in class | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | Visit a metal workshop. |
| 9 | POTENTIAL SOURCES OF ACCIDENT IN METAL WORKSHOP AND HOW TO PREVENT IT -Sources of accidents – Clothing Personal carelessness. – Machine tools. – Precautions in a metal workshop. | By the end of the lesson, students should be able to: i. identify sources of accidents in the workshop. ii. Demonstrate the correct safety measures | i. Students in groups, discuss the various sources of accidents and avoid accidents at the workshop ii. Students demonstrate the right safety measures | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development Creativity and imagination | Charts, pictures and safety gadgets |
| 10 | WORKOHOP SAFETY RULES AND REGULATIONS -Precautions in metal workshop. | By the end of the lesson, students should be able to: I. Identify personal safety clothing available ii. Identify and explain the various general safety rules and regulations in a workshop environment | i. Students display safety clothing and identify and use the various safety clothing for workshop learning activities ii. Students use charts of illustration to discuss the reasons for various workshop safety rules. | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | Charts Illustrations, Safety gadgets |
| 11 | PRACTI CAL EXERC ISES Writing out safety rules on cardboard or chart | By the end of the lesson students should be able to draw and write the safety rules on a cardboard or charts | Students illustrates the safe cardboards on display in class | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development Creativity and imagination | Cardboard Charts |
| 12 | REVISION | ||||
| 13 | EXAMINATION |
Metal Work Scheme of Work SSS1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1. | REVISION | ||||
| 2 | CLASIFICATION OF TOOLS – Hand tools: Measuring tools, cutting tools, marking out tools, driving tools, work-holding devices. – Machine tools: Power saws, centre lathe, Grinding machine, shaping machine, planning machine, milling machine, slotting machine. | By the end of the lesson, students should be able to: i . attain skills required for the safe use of metal work tools and equipment appropriately, ii. Be aware of the functions of different tools and equipment. | Students in groups sketch or produce pictures of different tools and equipment on a board and present to the class using its classification. | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | Different types of measuring tools, cutting tools, marking out tools, driving tools, work-holding devices . |
| 3 | Hand tools – Measuring tools | By the end of the lesson, students should be able to: i. Identity types of measuring tools and the uses. ii. Apply tie appropriate techniques in using and caring of measuring tools | Students in a whole class activities in a workshop, identify samples of measuring tools, and demonstrate its safe use and handling. | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | Measuring tools: linear measuring tools: steel rule, depth gauge, tape measure, Vernier callipers, micromotor (nside1 outside), outside and inside callipers Angular measuring tools Vernier protractor, Combination set, sliding bevel. |
| 4 | Marking out tools | By the end of the lesson, students should be able to: i. Sketch and label the parts of marking out tools. ii. Identify the various marking out tools and their uses. | Students demonstrate the right ways in handling the marking out tools in the workshop with exercises given by the teacher /technician | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | Marking – out tools – dot punch: steel rule, sliding bevel, angle plate, vee blocks, scribing block, surface gauge, a pair of dividers, centre punch, try square, odd-leg calliper, callipers – inside/outside, scriber, trammels |
| 5-6 | Cutting tools and Filing operations | By the end of the lesson, students should be able to: i. Recognize various types of cutting tools ii. Select appropriate cutting tools for the job iii. Differentiate between cross and draw filing iv. File pieces of metal | i. Students in groups differentiate between cross and draw filing via sketches ii. Students in the workshop pract.se the filing techniques on practical exercises that necessitate the use of different files. Study its in groups discuss the | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | NOTE: Let students observe how to care for and maintain the files. a. by cleaning with file card when the file is B. storing on racks. Types of file Grades of file File cuts |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| terminologies using practical examples: a. Use file on mild steel allowing the filings to remain in. the teeth and remove them with file card. b. Use file on a piece of metal and allow students to feel the burrs at the edges with their fingers and de-burr with the file. | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | ||||
| 7 | MID TERM BREAK | ||||
| 8 | Chiselling and scraping | By the end of the lesson, students should be able to: i. Identify types of chisel and their uses. ii. Use the various types of chisel to perform a task. | During the display of different types of chisel in the workshop, students in general discussion, discuss the types of chisel and its uses. Students demonstrate the correct angle of inclination for the safest practice. | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | Flat chisel, crosscut chisel, half-round chisel. |
| Holding tools | By the end of the lesson, students should be able to: i. Identify the different type of holding tools ii. Sketch and label the holding tools iii. Handle and use the holding tools correctly. | In a metal workshop, students identify the various types of Holdings and its uses ii. Students demonstrate the right techniques in using the holding tools iii. Students also demonstrate how to care and maintain the holding tools e.g. [a] Grand off mushroom, head chisel [b] Sharpening of cubing edge of blunt chisels | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | Bench vice, hand vice, G-clamp |
| 10-11 | Display of class ,work for proper assessment | Students in groups, pairs or in a whole class display class work assignment and lab work project as a form of exhibition | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development Creativity and imagination | ||
| 12-13 | Examination |
Metal Work Scheme of Work SSS1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | REVISION | ||||
| 2 | Introduction to machine tools – Off hand grinding machines – Drilling machines – Twist drills – Lathe – Shaping machine | By the end of the lesson, students should be able to: Be aware of basic machine tools in the workshop ii. Understand the functions of the machine parts and take precautions as well as perform simple working operations. | Students are sent to the workshop to identify types of machine tools, their uses and significant properties that differentiate each other | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | Visitation to the workshop |
| 3-4 | Drilling machines and their operations Sensitive drilling machine Pillar drilling machine Portable hand drilling machine. | By the end of the lesson, students should be able to: i. Identify and describe the uses of the types of – drilling machine ii. Identify parts of the drilling machine iii.. Perform simple drilling operations iv. Identify faults in drilling v. Observe safety during operations. | i. Students visit the industry or workshop to identify types and parts of drilling machines and their uses ii. Students demonstrate basic drilling operation practises as exercises. iii. Students in group discuss faults in drilling e.g. a. Drill point off centre b. Unequal point angle | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | Parts shown: Head motor, pulley, spindles, switch, drill chuck, worktable, vice Charts showing basic safety procedures during drilling operations |
| 5-6 | Twist drills Flat drill Centre drill Straight-fluted drill Taper shank Straight/parallelshank. | By the end of the lesson, students should be able to: i. Identify types of drill and state uses ii. Select drills and describe their corresponding speeds iii. Examine the various drill hole defects and state their remedies | i. Students are shown types of drill and identify each with their uses. ii. Students are grouped In pairs to discuss the uses of drills and identify each with their corresponding speeds iii. Students in a whole class discussion discuss the remedies for the various drill hole defects | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | Types of twist drill Sketches of drills |
| 7 | MID-TERM BREAK |
| 8 | Grinding machines | By the end of the lesson, students should be able to: i. Identify types and types of grinding machines ii. State the functions of the various parts of grinding machines iii. Explain terms associated with grinding machines and apply them Perform grinding operations | In the workshop, students identify the types of grinding machine and parts of machines Students discuss the functions of various parts of the pedestal grinding machine identified Group students to discuss terms associated with grinding and how to apply them Students practice basic grinding operations | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development Creativity and imagination | Charts showing types of grinding machine with its parts Safety charts on precautions to be observed grinding |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | Metal joining Temporal and Permanent | By the end of the lesson, students should be able to: i. Recognize the principles of joining metals ii. Acquire skills of knowing the types of metal joining to be used for a particular project iii. Identify common temporal metal fasteners and its uses iv. Explain common permanent types of metal joining and its us | Students in groups are given specific tasks and defend why a particular type of metal joining will suit the task better ii. Students in pairs differentiate between rivets and other types of fasteners | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development Creativity and imagination | Fasteners: nuts, bolts, screws Chart showing other types of metal joining |
| 10-11 | Riveting Tools and equipment for riveting Types of rivet Types of riveted joints | By the end of the lesson, student should be able to: Develop kills in riveting pieces of metal together ii. Identify the various tools and equipment for riveting operations iii. Explain the process of riveting iv. Identify types of riveting and riveted joints v. : Use the various types of rivet joint pieces of metal together vi. Design and make artefact involving riveting | i. Students use samples of riveting toots and equipment to identify and discuss their uses ii. Through demonstration: students discuss riveting and explain the process of riveting. iii. Using samples riveted joints, students in groups identify and discuss the various riveted joints. | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development Creativity and imagination | |
| 12-13 | REVISION | EXAMINATION |
