Technical Drawing Scheme of Work SSS1 Lagos State

Access Lagos State Senior Secondary Technical Drawing Scheme of work for SSS1. SS1 Syllabus –Schemeofwork

Table of Contents

SSS1 Technical Drawing Scheme of Work First Term Technical Drawing Scheme of Work SSS1 Second Term Technical Drawing Scheme of Work SSS1 Third Term

GENERAL OBJECTIVES

Acquire the requisite knowledge, skills and attitudes for further technical education and training
Development positive attitudes towards the safe and economic use of drawing instruments, equipment and materials
Develop imaginative thinking skills for solving social, economic and technological problems
Develop positive attitudes and the requisite competence in the application of Technical Drawing for productive work

SSS1 Technical Drawing Scheme of Work First Term

WEEKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	TEACHING RESOURCES
1	INTRODUCTION TO TECHNICAL DRAWING	By the end of the lesson students should be able to: 1. Understand career opportunities that require technical drawings skills 2. justify the specific use of various types of drawing materials	Students in small groups identify different types of drawing materials and put them to use Students as a class discuss the importance of Technical drawing Students in pairs use designs to express their thoughts	Critical thinking and problem solving Communication and Collaboration Leadership and Personal development	Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, lettering set, eraser, adhesive, masking tape, sharpener etc. CHARTS, Posters www.en.technisches-zeichnen.net
2	SAFE WORKING HABITS	By the end of the lesson students should be able to Practice good/safe working habits	Students as a class demonstrate good working habits	Communication and Collaboration Critical thinking and problem solving Leadership and Personal development	https://www.grainger.com/safety-habit
3	BOARD PRACTICE	By the end of the lesson students should be able to: 1. Fix drawing sheet to the drawing board 2. Sharpen pencil into a conical shape using sand paper 3. Draw borderlines and title block	– Students align paper to drawing board – Students in small groups demonstrate techniques of drawing borderlines, and title block – Students as a class watch video clips on techniques of fixing drawing sheet to the board, drawing borderlines and title block	Communication and collaboration Student leadership and Personal Development Critical thinking and problem solving	Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, lettering set, eraser, adhesive, masking tape, sharpener etc. CHARTS, Posters https://passnownow.com/board-practice

4	LINES (Types of lines)	By the end of the lesson students should be able to: 1. Identify the various types of lines and their applications 2. Draw types of lines correctly 3. Differentiate between perpendicular and parallel lines	Students draw objects using different types of lines and their conventions Student draw perpendicular and parallel lines with and without the use of instruments	– Critical Thinking and Problem Solving – Communication and Collaboration – Student leadership & Personal Development	Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, lettering set, eraser, adhesive, masking tape, sharpener etc. CHARTS, Posters www.khanacademy.org/lines
5	LETTERING AND NUMBERING	By the end of the lesson students should be able to: 1. distinguish between upper case and lower case letters 2. Write numbers 0 – 9 correctly	Students in small groups showcase different lettering styles while following the lettering guidelines	– Critical thinking and problem solving – Leadership and Personal Development – Collaboration and Communication	Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, lettering set, eraser, adhesive, masking tape, sharpener etc. Charts, Posters https://en.m.wikipedia.org/lettering

6	PLANE GEOMETRY (Division of Lines)	By the end of the lesson students should be able to: 1. bisect given lines 2. divide a given line into a number of equal parts 4. divide a line into given ratios and proportion	Students in small groups bisect and trisect a given length of line with 60⁰ set square Students highlight the applications of division of lines	Communication and Collaboration Leadership and Personal Development Critical thinking and problem solving	Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, lettering set, eraser, adhesive, masking tape, sharpener etc. CHARTS, Posters www.mathsisfun.com/plane-geometry.html
7	MID TERM BREAK

CIRCLES

By the end of the lesson students should be able to: 1. Mention and identify types of circles 2. identify various parts and properties of a circle 3. divide a circle into a number of equal parts e.g. 4,8,12 4. recognize objects that are circular around them

Students in small groups construct i. a circle given the diameter or circumference ii. Construct a circle to pass through 3 given points iii. a fixed point and touching line at a given point iv. Two given points and touching a given circle

Critical Thinking and Problem Solving – Leadership and Personal Development – Communication and Collaboration

Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, lettering set, eraser, adhesive, masking tape, sharpener etc. CHARTS, Posters www.mathsisfun.com/circle.html

ANGLES (Construction and Measurement of Angels)

By the end of the lesson students should be able to: 1. comprehend that the vertical wall forms angular relation with the ground 2. recognize angels in terms of rotation 3. Classify and describe angels 4. Relate angles are more or less than a right angle and order tem in sizes

i. Students as a class discuss different types of angles and their properties ii. Students in small groups explain how to construct various types of angles, bisect and trisect given angles using drawing instruments (protractor) demonstrate how to construct direct and indirect angles e.g, 90⁰, 45⁰, 75⁰, 60^o etc iii. Students in pairs distinguish between acute, obtuse and reflex angles etc.

Critical Thinking and Problem Solving – Leadership and Personal Development – Communication and Collaboration

10	TRIANGLES	By the end of the lesson students should be able to: 1. Identify the roof truss of a building with a low ridge roof 2. label and explain the parts of a triangle 3. describe various types of triangles 4. construct various types of triangles 5. inscribe, circumscribe and ascribe a circle to a triangle 6. differentiate between inscribed, circumscribed and ascribed circle	Students as an individual construct triangles given: i. three sides; ii. two angles and one side; iii. two sides and include angels; iv. perimeter and proportion of sides altitude and base angles perimeter and base angles	Critical Thinking and Problem Solving – Leadership and Personal Development – Communication and Collaboration	Models, charts, posters, drawing instruments and materials https://en.m.wikipedia.org/wiki/triangle
11	QUADRILATERALS	By the end of the lesson students should be able to: 1. Describe quadrilateral and use its properties to recognize various objects in a classroom 2. Construct various types of quadrilateral	Students in small groups construct a square given the length of the diagonal and one side Students in pairs construct a rectangle given the length of the diagonal and one side Students in small groups construct a parallelogram given the lengths of two adjacent sides and an angle Students in pairs construct a rhombus given the length of one diagonal and the length of one side	Critical Thinking and Problem Solving – Leadership and Personal Development – Communication and Collaboration	Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, lettering set, eraser, adhesive, masking tape, sharpener etc. CHARTS, Posters https://en.m.wikipedia.org wiki/quadrilateral
12	REVISION
13	EXAMINATION

Access Lagos State Senior Secondary Technical Drawing Scheme of work for SSS1. SS1 Syllabus –Schemeofwork

Technical Drawing Scheme of Work SSS1 Second Term

WEEKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	TEACHING RESOURCES
1-3	WELCOME TEST/ INTRODUCTION TO POLYGON (Properties and construction of polygons)	By the end of the lesson students should be able to: 1. Recognize polygon shaped sin boards on the roads with respect to its properties 2. mention and differentiate between various types of polygon 3. Construct regular and irregular polygons of given sizes using different methods	Students in small groups discuss the characteristics of polygons, using charts to show different types of polygons Students in pairs construct a regular hexagon and octagon given the distance across flats (A/F); distance across corners (A/C) Students in pairs construct any regular polygon given the length of a side and within a given circle Students in small groups construct any irregular polygon given the length of the sides and the included angles	Critical thinking and problem solving Communication and CollaborationLeadership and Personal development	Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc. CHARTS, Postershtpps://en.m.wikipedia.org/wiki/polygon

4	SCALE	By the end of the lesson students should be able to: 1. place dimension on items using appropriate scale 2. explain the term scale and its uses 3. List types of scales 4. distinguish between plain and diagonal scales 5. Read measurement on plain and diagonal scales 6. express a scale as a representative faction (RF)	STUDENTS IN GROUPS, PAIRS OR INIVIDUALLY Demonstrate the construction of lain and diagonal scale.Explain how to read measurement on plain and diagonal scale Explain RF as a ratio or a fraction with the numerator as a unit Observe and construct plain and diagonal scale Read measurement on plain and diagonal scale Convert a given scale to representative fraction	Communication and Collaboration Critical thinking and problem solving Leadership and Personal development	Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc. CHARTS, Posters htpps://en.m.wikipedia.org/wiki/scales
5&6	ENLARGMENT & REDUCTION OF PLAIN	By the end of the lesson students should be able to: 1. explain the applications of enlargement and reduction of plain figure 2. enlarge and reduce plain figure based on Linear size 3. enlarge and reduce plain figure based on ratios of areas 4. reproduce plain figures to a given scale	students in small groups discuss the principles of enlargement and reduction of figures with students	Communication and collaboration Student leadership and Personal Development	Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc. CHARTS, Posters www.slideshare.net/reduction-and-enlargment-of-plane-figures
7	MID TERM BREAK

8&9

EQUAL AREAS OF SIMILAR FIGURES

By the end of the lesson students should be able to: 1. Outline the principles of determining figures of equal areas 2. Convert the shape of a plain figure to another of equal area by construction 3. determine areas of plane figures graphically

Students in small groups construct: 1. rectangles equal in area to triangles ii. Squares equal in area to rectangles and triangles iii. Triangles equal in area to quadrilaterals and polygons iv. squares equal in area to quadrilaterals and polygons

– Critical thinking and problem solving – Leadership and Personal Development – Collaboration and Communication

Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc. Charts, Posters www.slideshare.nets/similar-figure

10&11	TANGENTS AND TANGENCY (Properties and Construction of Tangents)	By the end of the lesson students should be able to: 1. explain the relationships between centers, normal and tangents 2. explain the principles and applications of tangency 3. Construct tangents to a circle of a given points outside the circle 4. construct tangent to two equal and unequal circles 5. construct tangent of arcs touching internally and externally 6. Explain the practical application of tangency Constructing plain figures involving blending of lines and arc	i. Students in small groups draw arcs tangential to two straight lines at acute, right and obtuse angles ii. Students in pairs draw tangents to: a circle at a given point on the circumference a circle from any given point outside of the circle iii. Students as an individual construct the common internal and external tangents to two circles iv. Students in small groups draw an arc tangential to two given circles of different radii	Communication and Collaboration Leadership and Personal Development Critical thinking and problem solving	Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc. Charts, Posters www.slideshare.nets/tangents-and-tangency
12	REVISION
13	EXAMINATION

Technical Drawing Scheme of Work SSS1 Third Term

WEEKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	TEACHING RESOURCES
1-4	WELCOME TEST/LOCIPARABOLA HYPERBOLA ELLIOPSE	By the end of the lesson students should be able to: 1. Identify and explain common types of Loci 2. Construct different types of loci 3. Plot and trace the loci of given points 4. plot and trace the loci in a simple crank mechanism	Students as a class practice the techniques for drawing different loci Students in small groups draw an ellipse by the foci, trammel, concentric circles and rectangular methods Students in pairs draw parabola and hyperbola using the focus method Students as a class draw the involute of a square and a circle Students in small groups draw an Archimedes spiral and cycloidal curves	Critical thinking and problem solving Communication and Collaboration Leadership and Personal development	Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc. CHARTS, Posters www.slideshare.net/loci

PRISM

By the end of the lesson students should be able to: 1. Describe Prism 2. Recognize objects with the shape of Prism e.g. Cube, Maths set 3. construct various types of prism 4. use cardboard to produce prism

Students as a class describe a Prism and demonstrate how its constructed Students in small groups demonstrate methods of producing models of prism Students in pairs state the numbers of faces, vertices and edges of a prism

Critical thinking and problem solving Communication and Collaboration Leadership and Personal development

Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc.
CHARTS, Posters
www.slideshare.net/prism

6	PYRAMIDS, CONE	By the end of the lesson students should be able to: 1. Describe pyramids and cone 2. identify objects that look like pyramids and cone e.g bucket, funnel Etc 3. Construct various types of pyramids 4. Use cardboard to produce pyramids and cone	Students as a class explain how pyramids are made Students in small groups demonstrate how to construct pyramid and cone Students in pairs demonstrate methods of producing models of pyramid and cone Students as an individual develop models of pyramid and cone	Critical thinking and problem solving Communication and Collaboration Leadership and Personal development Creativity and Imagination	Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc. CHARTS, Posters www.slideshare.net/pyraids-and-cone
7	MID TERM BREAK

8&9

SURFACE DEVELOPMENT

By the end of the lesson students should be able to: 1. Explain the principles and importance of surface development 2. construct surface development of frustum of solids, right and oblique solids

Students as a class draw surface developments of right geometric solids and sectioned right geometric solids Students in small groups produce surface development of full aid truncated cones, prisms, cylinders and pyramids. Students in pairs use cardboard to produce models of geometrical shape Students in small groups prepare tin cans, funnels, match boxes etc, from hard paper or sheet metals

Critical thinking and problem solving Communication and Collaboration
Leadership and Personal development

Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc. CHARTS, Posters
www.slideshare.net/surface-developments

DIMENSIONING

By the end of the lesson students should be able to: 1. measure the size of the student bench, door, blackboard etc. in millimeters 2. Explain and apply the principle guiding dimensioning with illustration Visualize a box having a circle or an irregular curve .

Students as a class discuss and illustrate the importance and principles of dimensioning Students in small groups practice how to dimension drawn objects using Computer Aided Drafting operations Students emphasize how to dimension circles, radius, curves, holes and circular parts, rods, angels and small measurements

Critical thinking and problem solving Communication and Collaboration Leadership and Personal development

Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc. CHARTS, Posters
www.slideshare.net/dimensioning

11	CONSTRUCTION OF ISOMETRIC CIRCLE	By the end of the lesson students should be able to: 1. Explain isometric drawing and isometric axis 2. draw blocks involving lines, arcs and circles 3.Describe the various techniques used in drawing isometric circle 4. visualize a box having a circle or an irregular curve Draw an isometric cube showing Isometric, ellipses	Students as a class demonstrate how to use various techniques to: Draw isometric circles Draw isometric axis Draw isometric block involving lines, arcs and circles	Critical thinking and problem solving Communication and Collaboration Leadership and Personal development	Drawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc. CHARTS, Posters www.slideshare.net/isometric-drawing
12	REVISION
13	EXAMINATION