Access Lagos State Free Metal Work Scheme of work SSS3. SS3 Metal Work Curriculum for Secondary School –Schemeofwork.com
SSS3 Metal Work Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Foundry work Sand casting | By the end of the lesson, students should be able to: i. Identify tools and equipment tor casting | Using samples of casting tools and equipment students identify and discuss the characteristics of casting. | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | Trowel, sprue pin, rammer, riser pin, moulding board, mould box etc. |
| 2 | Sand casting | By the end of the lesson, students should be able to: i. Describe processes in casting. ii. Apply the principles of casting to produce articles iii. State safety precautions in foundry work | Group students to describe the processes used in sand casting, students demonstrate the sand casting processes. Students in groups assist the technician to design and make articles using casting processes | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | Students visit the local casting industry to observe the processes of casting a blank wheel |
| 3 | Pattern making Melting and pouring of ferrous and non-ferrous metals finishing | By the end of The lesson, students should be able to: i. Describe three types of patterns ii. Explain the process of making a mould iii. Explain the preparation of a sample and core iv. State the correct moulding temperatures for casting | Students write down sand casting sequence of operations and prepare patterns and mould | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | Wood pattern mould Matrices of damp sand Industrial visit . |
| 4 | Casting defects Types of defects Causes of defects | By the end of the lesson students should be able to: i. Identify casting defect and their causes ii. Explain the corrective measures for each defect. | Students in pairs identify displayed cast with defects and suggest possible solutions to correct the defects. | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | Charts showing casting defects |
| 5 | Finishes and decorative processes: Buffing and Polishing | By the end of the lesson students should be able to: i. Identify types of metal finishes ii. Mix some finishes correctly iii. Apply finishes correctly | i. Students demonstrate how to apply some of the finishes correctly ii. Students in groups demonstrate how to mix the following finishing media oil paint with turpentine Lacquer with thinner | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development Creativity and imagination | Charts showing types of metal finishes Polishing Electroplating Buffing Lapping etc. |
METAL WORK
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Vanish with thinner iii. Students in pairs identify displayed metal finishes. |
| 6 | Buffing operation and polishing | By the end of the lesson, students should be able to: i. Perform buffing operation on a given metal project ii. Perform polishing operation on the designed and constructed trash can | Students in groups perform other of the metal finishes operation on the designed and constructed trash can from SS2 first term. | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development Creativity and imagination | Visitation to the metal workshop |
| 7 | MID TERM BREAK | ||||
| 8 | Buffing and Polishing operation | Cont. of the metal finishing project. | Metal workshop |
| 9 | Spot-facing | By the end of the lesson, students should be able to: Explain spot facing Select appropriate tools for a given spot facing operation: stainless tray | Students in pairs assist the teacher in the workshop demonstrate spot facing operation on the given task | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development Creativity and imagination | Visitation to the metal workshop Charts showing sport facing operation |
| 10 | Beaten metalwork Tools and equipment for beaten metal work | By the end of the lesson, students should be able to: Identify and use tools and equipment for beaten metalwork Sketch tools and equipment tor beaten metal work | Students in groups identify displayed appropriate tools and equipment used for beaten metalwork. Students use illustrations to sketch and label tools and equipment | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development Creativity and imagination | Sand bag, wooden block, stakes, planishing, folding bar, mallets |
| 11 | Processes in beaten metal work: Planishing | By the end of the lesson, students should be able to: State difficulties encountered in making beaten metal work articles and solutions to these problems ii. Describe the processes involved in beaten metal work iii. Apply safety in beaten metalwork iv. Apply the appropriate techniques to design and produce beaten metal articles/items | Students in groups discuss the processes in beaten metalwork as well as the safety measures to be observed. Students in a whole class discussion state difficulties encountered in making beaten metal work articles and solutions to these problems | Collaboration and Communication Critical thinking and problems solvingLeadership and Personal developmentCreativity and imagination | Processes in beaten metalwork Hollowing, seaming, polishing, planishing |
| 12-13 | REVISION / | EXAMINATION |
Metal Work Scheme of Work SSS3 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | REVISION | ||||
| 2 | Colouring | By the end of the lesson, students should be able to: i. Explain the meaning of colouring ii. Enumerate two methods of colouring metal products | Students in groups colour a given metal article bottle opener, metal bowls | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development Creativity and imagination | Various materials used for colouring |
| 3 | Plating | By the end of the lesson, students should be able to: i. Explain the meaning ad importance of plating ii. Identify plated items | Students in a workshop identify displayed plated and non-plated Project: Students plate a given metal article. | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development Creativity and imagination | Various plating materials |
| 4 | Electroplating and etching | By the end of the lesson, students should be able to: State the importance of electroplating ii. Identify tools and. equipment used for electroplating | i. Students in classroom discussion explain the importance of electroplating ii. Students demonstrate correctly electroplating technique with the appropriate tools iii. Students present all their project work for assessment | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development Creativity and imagination | Visitation to the workshop |
| 5-6 | Metal work articles | Students present all their project work for assessment. | Collaboration and Communication Critical thinking and problems solving Leadership and Personal development Creativity and imagination | ||
| 7 | MID TERM BREAK | ||||
| 8-13 | MOCK EXAMINATION |
