Technical Drawing Scheme of Work SSS2 Lagos State

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Technical Drawing Scheme of work 2
Technical Drawing Scheme of work 2

Access Technical Drawing Scheme of work for SSS2 Lagos State Curriculum for Senior Secondary School – Schemeofwork.com

SSS2 Technical Drawing Scheme of Work First Term

  WEEKS  TOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSTEACHING RESOURCES
1&2WELCOME TEST/SPECIAL CURVES (LOCI)By the end of the lesson students should be able to: 1. Define various loci e.g. Archimedes, spiral, hyperbola   2. Construct various loci   3. State the practical applications of each loci   4. Plot the loci of points on different link mechanisms– Students as a class brainstorm on the definitions of the various loci with their applications – Students demonstrate the construction of various loci using different methods – Students demonstrates the construction of loci of points on link mechanismsCritical thinking and problem solving Communication and Collaboration Leadership and Personal developmentDrawing 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/special-curves

3&4SURFACE DEVELOPMENTBy the end of the lesson students should be able to: 1. define and describe various solid figures such as cone, prism, cylinder 2. construct a complete figure from truncated cone, prisms, pyramids and cylindersStudents as a class describe various solid figures Students in small groups demonstrates how to develop the model of truncated solid figures Students in pairs develop models of solid figuresCritical thinking and problem solving Communication and CollaborationLeadership and Personal developmentDrawing 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, Posterswww.slideshare.net/surface-development

5&6SURFACE DEVELOPMENT (INTERSECTION OF SOLIDS)By the end of the lesson students should be able to: 1. construct the intersections of two cylinders of equal and unequal diameter 2. construct the intersection of cylinder intersecting a cone 3. construct the intersection of two prisms of different diameter 4. construct the intersection of two pyramids 5. identify plumbing materials such as tee-join as examples of interesting solid 6. develop frustums of various solids using pipesStudents as a class demonstrate the construction of lines and curves of intersection of: i. two cylinders of equal and unequal diameter ii.  a cylinder and a cone iii. two prisms iv. two pyramids   Students in pairs produce models of intersecting solid figuresCritical thinking and problem solving Communication and CollaborationLeadership and Personal developmentCreativity and ImaginationDrawing 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, Posterswww.slideshare.net/surface – development
7MID TERM BREAK    

8SURFACE DEVELOPMENT (INTERSECTION OF SOLIDS)By the end of the lesson students should be able to: Construct the intersections of 1. two prisms of different diameter 2. two pyramids 3. a cylinder and a prismStudents as class demonstrates the constructions of lines and curves of intersection of: i. two prisms of different diameter ii. two pyramids iii. a cylinder and a prismCritical 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, Posterswww.slideshare.net/surface – development
9PICTORIAL VIEWS (DRAWINGSBy the end of the lesson students should be able to: 1. define pictorial drawings 2. mention and explain types of pictorial drawing 3. draw blocks in isometric and oblique projection 4. relate isometric and oblique projections with the wall, laptops and sockets–  Students as a class define the various types of pictorial views  – Students in small groups list and describe the various types of pictorial views i.e. isometric and oblique.  Critical thinking and problem solving Communication and CollaborationLeadership and Personal developmentCreativity and ImaginationDrawing 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, Posterswww.slideshare.net/pictorial-view

10&11PICTORIAL DRAWINGBy the end of the lesson students should be able to: 1. construct given views correctly 2. convert orthographic views to isometric and oblique projectionsStudents in small groups convert orthographic to isometric and oblique projections Students in pairs develop and practice blocks and geometrical solids in oblique projectionCritical thinking and problem solving Communication and Collaboration Leadership and Personal development Creativity and ImaginationDrawing 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/pictorial-view
12&13REVISION AND EXAMINATION    

Technical Drawing Scheme of Work SSS2 Second Term

  WEEKS  TOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSTEACHING RESOURCES
1&2WELCOME TEST/ORTHOGRAPHIC PROJECTIONBy the end of the lesson students should be able to: 1. define orthographic projection 2. explain principles guiding orthographic projections 3. mention various types of orthographic projections including their symbols 4. draw orthographic views from selected objects in 1st and 3rd angle projections and also emphasizing neat work, correct projections etc. distinguish between 1st and 3rd angle orthographic projection – Students as a class brainstorm on the definition of orthographic projections and also state the principles guiding them. – Students in small groups distinguish between 1st and 3rd angle orthographic projections – Student in pairs demonstrate the drawing of 1st angle and 3rd angle orthographic projections – Students in small groups draw orthographic views from given objects.Critical thinking and problem solving Communication and CollaborationLeadership and Personal developmentCreativity and ImaginationDrawing 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, models   https://en.m.wikipedia.org/wikiorthographic-projection

3&4CONVERSION OF ORTHOGRAPHIC VIEWS TO ISOMETRIC VIEWSBy the end of the lesson students should be able to: 1. Assemble isometric blocks from interpretation of given orthographic 2. Assemble isometric blocks from given 3rd angle orthographic projections Students as a class demonstrate the process of converting 1st angle and 3rd angle orthographic projections into isometric blocksStudents in small groups convert 1st angle and 3rd angle orthographic projections into isometric blocksCritical thinking and problem solving Communication and CollaborationLeadership and Personal developmentDrawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, cardboard, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc.   CHARTS, Posters, models etc.   https://en.m.wikipedia.org/wikiorthographic-projection
5&6PERSPECTIVE DRAWINGSBy the end of the lesson students should be able to: 1. Explain the uses of terms in perspective drawings 2. Make perspective drawings of simple objects such as marker board, table, window etc to create realistic scenes 3. define perspective drawing 4. mention and explain types of perspective drawing with illustrations  Students as a class explain the importance types and main terms of perspective drawings -Students in small groups demonstrate how to draw simple objects in one point and two-point perspectives -Students in pairs design perspective drawings using their drawing instrumentsCritical thinking and problem solving Communication and CollaborationLeadership and Personal developmentCreativity and ImaginationDrawing instrument and materials Protractor, compasses, Tee-Square set square, divider, scale rules, metric rules, drawing board, drawing paper/sheet, pencil, French curve, cardboard, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc.   CHARTS, Posters, models etc.   www.artyfactory.com/perspective-drawing
7MID TERM BREAK    
8 & 9AUXILIARY VIEWSBy the end of the lesson students should be able to: 1. explain the purpose of drawing auxiliary views 2. draw auxiliary views of simple shaped blocks and cut geometrical solid auxiliary views 3. project first and secondary 4. distinguish between auxiliary planes and principal planes 5. draw auxiliary elevations and plans of cut geometrical solids 6. define auxiliary viewsStudents as class explain the uses and types of auxiliary views Students in small groups demonstrate how to draw auxiliary plans and elevations of shaped blocks and geometrical solidCritical 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, cardboard, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc.   CHARTS, Posters, models etc.   www.artyfactory.com/auxiliary-views

10LINE-IN-SPACEBy the end of the lesson students should be able to:
1. Describe a point and a line in space 2. draw projection of a line in space 3. determine the true length and angles of a line in space 4. explain the terms in the planes and views in space 5. place line in the first quadrant and project into the vertical and horizontal planes.  
Students as a class explain how points and lines in spaces are traced.
Students as an individual determine true lengths and angles of line in space Students in small groups explain terms used in planes and views in space i.e. vertical trace, Horizontal Trace, and Angle of inclination.Students in pairs:Trace a point and line in space.
Draw true length of angles of line in space.
Draw true length and true angle of a line inclined to horizontal and vertical planes  
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, cardboard, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc.   CHARTS, Posterswww.artyfactory.com/line-in-space
11INTRODUCTION TO BUILDING DRAWINGBy the end of the lesson students should be able to:
1. identify parts of a building
2. draw details of parts of a building i.e. foundations, walls, windows, doors, lintels and root details with dimensions 3. dimension various building parts correctly
4. identify and label rooting and foundation details
5. draw different types of root
Students as a class identify parts of a building’
Students in pairs draw details of a building with dimension.
Students in small groups demonstrate how to dimension, identify and label rooting and foundation details Students in small groups draw the details of a building and indicate members/parts with dimensions.
Students in pairs dimension, identify and label rooting and foundation details
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, cardboard, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc.   CHARTS, Posters, model etchttps://thinkcuriouser.com/construction-drawing
12&13REVISION AND EXAMINATION    

Technical Drawing Scheme of Work SSS2 Third Term

  WEEKS  TOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSTEACHING RESOURCES
1&2WELCOME TEST/BUILDING DESIGNS AND WORKING DRAWINGBy the end of the lesson students should be able to: 1. Design buildings with one floor to meet given specifications 2. prepare working drawings from sketches 3. define working drawing 4. measure lengths of simple objects such as doors windows, desk, benches etc. in millimeter– Students as a class explain building design process. – Students in small groups design buildings to meet given specifications – Students in pairs prepare working drawings showing building plans, elevations, dimensions, electrical and plumbing symbols – students in small groups prepare building plans from sketches showing elevations, dimensions, plumbing and electrical symbols.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, cardboard, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc.   CHARTS, Posters, model etchttps://thinkcuriouser.com/construction-drawing
3&4BUILDING DRAWINGBy the end of the lesson students should be able to: 1. Prepare building plan and elevations 2. indicate dimensions on building plans 3. draw classroom plans using scales 4. measure the size of the classroom in millimeter 5. use given scales correctly   Students as a class design/prepare working drawings showing elevations, dimensions etc Students in small groups prepare building plans form sketches showing elevations, dimensions plumbing and electrical symbolsCritical 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, cardboard, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc.   CHARTS, Posters, model etchttps://thinkcuriouser.com/construction-drawing

5&6ORTHOGRAPHIC VIEWS OF BUILDINGBy the end of the lesson students should be able to: 1. Apply the principles of orthographic projections to buildings 2. Draw sectional elevations of buildings up to one floor 3. use different scales in drawing sectional elevations of a building  4. indicate symbols for building parts such as walls, doors, window in a given architectural plan  Students as a class demonstrate the production of plans, end elevations and from elevations of buildings Students in small groups produce orthographic projections (plan, front view and end elevations) of buildings Students in pairs use scales in drawing sectional elevation 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, cardboard, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc.   https://en.m.wikipwedia.org   Wiki/orthographic-views
7MID TERM BREAK    
8 & 9STRUCTURAL DETAILS OF BUILDINGBy the end of the lesson students should be able to: 1. Explain different structural parts of a building with illustrations on foundation footing, earth filling, hard core, wall, floor, building etc.  Students as a class demonstrates the preparation of the foundation of a building to meet given specifications.
Student in small groups prepare and explain structural parts of a building such as foundation footing, hard-core etc to meet given specifications
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, cardboard, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc.   CHARTS, Posters, models etc.   https://za.pinterest.com/architecture-structure-detals

9FREE HAND SKETCHINGBy the end of the lesson students should be able to: 1. Apply the principles guiding free hand sketching to sketch hand tools both metal and wooden 2. Sketch various building tools and components pictorially 3. recognize and identify hand tools e.g. hammer, screw drivers, pliers etc  Students as a class explain the principles guiding freehand sketching Students in small groups demonstrates the process of designing a freehand sketching of various hand tools Students in pairs make freehand sketches of various hand tools (metal and wooden) adhering to the principles guiding the process.  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, cardboard, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc.   CHARTS, Posters, models etc.   https://en.m.wikibooks.org Wiki/freehand-drawing

11REVISION
PROJECT
By the end of the lesson students should be able to use cardboard and cartoons to build a prototype/model of a building Students as a class explain the principles guiding freehand sketching Students in pairs demonstrate the process of sketching various hand tools (metal and wooden Students in small groups make freehand sketches of various hand tools (metal and wooden) while adhering to the principles guiding the processCritical 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, cardboard, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc.   CHARTS, Posters, model etc 
12&13REVISION AND EXAMINATION    

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