Access Free Technical Drawing Scheme of work for SSS3. Lagos State Technical Drawing Curriculum for Secondary School.
SSS3 Technical Drawing Scheme of Work First Term
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | TEACHING RESOURCES |
| 1&2 | WELCOME TEST/ENGINEERING DESIGNS AND WORKING DRAWING | By the end of the lesson students should be able to repaired working drawing on the table pen-holder, funnels, spanners, shoe rack, side tool, flower vase, metal-square etc. | Students as a class design engineering items e.g. funnels, openers, spanner etc.The entire students write a welcome test Students in pairs select and design a useable engineering item.Prepare the working drawings of chosen items | 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, cardboard, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc. CHARTS, Posters, model etchttps://en.m.wikipedia.org/wiki/engineering-design |
| 3&4 | SCREEN-THREADS FASTENERS AND LOCKING DEVICES | By the end of the lesson students should be able to: 1. define screw threads, fasteners and locking devices 2. identify screw threads, fasteners and locking devices 3. Sketch screw threads, fasteners and locking devices 4. identify and Sketch conventional representation of various fastener and locking devices (screw, studs, rivets, split pin etc) 5. examine and use screws for hanging wooden materials/doors around them | Students as a class explain screw-thread, fasteners and locking devicesStudents in small groups identify and sketch conventional representation of screw-threads, fasteners and locking devicesStudents in pairs examine and use screws for hanging wooden materials/dodo around them | Critical thinking and problem solving Communication and CollaborationLeadership and Personal development | Real objects, screw-threads, bolt an nuts rivets, etc. www.nzdl.org/fastners-and-locking-devices |
| 5&6 | ENGINEERING WORKING DRAWING | By the end of the lesson students should be able to: 1. read and interpret various engineering drawing 2. prepare working drawings of simple machine parts to scale 3. couple simple machine parts e.g. manual air pump and door lock handle 4. produce working drawing of machine assemblies | Students as a class prepare working drawings of simple machine parts Students in small groups prepare working drawings of machine assemblies to incorporate bolts etc. | Critical thinking and problem solving Communication and Collaboration Leadership and Personal development | Simple machine parts and machine assemblies Screws, door hinges, bolts and nuts https://en.m.wikipedia.org/wiki/engineering-drawing |
| 7 | MID TERM BREAK | ||||
| 8 | SECTIONS AND SECTIONAL VIEW | By the end of the lesson students should be able to: 1. define sectioning 2. cut and observe internal part of an orange 3. identify different types of section in engineering drawing 4. draw sections of simple engines and assemblies | Students as a class explain sectioning Students in pairs identify different types of section in engineering drawing Students in small groups draw the various sectional views of machine parts and assemblies | 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, cardboard, straight edge, models, lettering set, eraser, adhesive, masking tape, sharpener etc. CHARTS, posters, models etc. www.mtcopeland.com/sectional-view |
| 9-11 | BLOCK SECTIONING | By the end of the lesson students should be able to: 1. design floor plan of a building foundation and sectional view of a building elevations etc. 2. design roof structures, lintel etc. 3. cut and sketch internal part of a moulded hollow block. 4. recognize different roof designs in their environment. | Students as a class draw floor plan of a building, elevation and sections.Students in pairs design roof structures, lintel etc.Students in small groups draw floor plan, elevation and sectional views of a building. | Critical thinking and problem solving Communication and CollaborationLeadership and Personal development | 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, building drawing models etc. https://en.m.wikipedia.org/wiki/block-sectioning |
| 12& 13 | REVISION AND EXAMINATION |
Access Free Technical Drawing Scheme of work for SSS3. Lagos State Technical Drawing Curriculum for Secondary School.
Technical Drawing Scheme of Work SSS3 Second Term
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | TEACHING RESOURCES |
| 1&2 | WELCOME TEST/ORTHOGRAPHIC PROJECTION | By 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 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, models https://en.m.wikipedia.org/wikiorthographic-projection |
| 3&4 | CONVERSION OF ORTHOGRAPHIC VIEWS TO ISOMETRIC VIEWS | By 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 blocks. Students in small groups convert 1st angle and 3rd angle orthographic projections into isometric blocks | 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. Â CHARTS, Posters, models etc. Â https://en.m.wikipedia.org/wikiorthographic-projection |
| 5&6 | PERSPECTIVE DRAWINGS | By 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 instruments | Critical thinking and problem solving Communication and CollaborationLeadership and Personal developmentCreativity 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, models etc. www.artyfactory.com/perspective-drawing |
| 7 | MID TERM BREAK |
| 8 & 9 | AUXILIARY VIEWS | By 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 views | Students 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 solid | 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. www.artyfactory.com/auxiliary-views |
| 9 | LINE-IN-SPACE | By 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 |
| 11 | INTRODUCTION TO BUILDING DRAWING | By 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&13 | REVISION AND EXAMINATION |
Access Free Technical Drawing Scheme of work for SSS3. Lagos State Technical Drawing Curriculum for Secondary School.
