Wood III Description:
Wood III will be open to all students from grades 11 and 12 who have successfully completed Wood I & Wood II. The course is designed to further develop the skills and techniques acquired in Wood I and Wood II. Students will dedicate one quarter of the year for a school related project approved by the administration. For the remainder of the year students can design a project or select one from an assortment of options online. The project should include the following components: working drawings, list of materials, construction procedure, board feet calculations and final cost.
  • Safety
  • Measuring and Cutting
  • Designing and Planning
  • Project Work
  • Advanced Machinery Setup
  • Mechanical and Chemical Fasteners
  • Advanced Wood Joinery
  • Finishing

Wood III Units
  1. Safety
  1. General Safety
  2. Machine Safety
  3. Hand Tools
  1. Measuring and Cutting
  1. Customary System
  2. Crosscut/Rip Saw
  3. Square
  1. Designing and Planning
  1. Project Selection
  2. Lumber Selection
  3. Project Sheets
  1. Project Work
  2. Advanced Machinery / Setup
  3. Mechanical and Chemical Fasteners
  1. Finishing
  1. Preparing for Finishing
  2. Applying Stains and Clear Finishes
  3. Applying Paint
  4. Project Assembly
  1. Advanced Wood Joinery and Casework
  1. Discuss and demonstrate dado joints.
  2. Discuss and demonstrate rabbet joints.
  3. Discuss and demonstrate groove joints.
  4. Discuss and demonstrate butt joints.
  5. Discuss and demonstrate mortise and tenon joints.
  6. Discuss and demonstrate lap joints.
  7. Discuss and demonstrate finger/box joints.
  8. Discuss and demonstrate dovetail joints (by hand).
  9. Materials and construction
  10. Drawer and drawer guides.
  11. Door construction.

Subject: Wood III / Grade: 11 - 12 / Suggested Timeline: 3 Weeks / 15 Class Periods
Unit Title: Safety
Unit Overview/Essential Understanding:
The students will create safety handouts for the General Safety Rules for the Laboratory as well as each individual machine. They will observe the demonstration on how to safely setup and operate the machinery/hand tools. A score of 100% must be achieved before a student can demonstrate to the instructor the safe set up and operation of the machines.
Essential Questions:
  • What are the General Safety Rules that I need to follow while in the wood shop?
  • What type of special safety equipment do I need to use while in the wood shop laboratory?
  • What is an unsafe act?
  • What is an unsafe condition?
  • What type of safety device serves as an extension of the hand when using certain sawing or planning machines?
  • What are the two reasons why most accidents occur?
  • What are the rules for the safe operation and set up of the jointer?
  • What are the rules for the safe operation and set up of the planer?
  • What are the rules for the safe operation and set up of the table saw?
  • What are the rules for the safe operation and set up of the disc sander?
  • What are the rules for the safe operation and set up of the oscillating sander?
  • What are the rules for the safe operation and set up of the drill press?
  • What are the rules for the safe operation and set up of the scroll saw?

Unit Objectives: The Student will…
General Safety:
  • Identify the General Safety Rules for the Laboratory.
  • Comply with the safety rules established in the classroom.
  • Organize a safe working environment.
  • Discuss why safety is really an attitude.
  • Discuss common woodshop hazards and how to prevent them.
  • Describe different types of personal safety gear and state their purpose.
Machine Safety:
(Jointer)
  • Identify the rules for the safe set up and operation of the jointer.
  • Observe the demonstration on the safe set up and operation of the jointer.
  • Safely set up and operate the jointer according to the demonstration in class.
  • Identify the surface or face to be jointed (cup).
  • Describe face/edge planing with a jointer.
  • Square the fence on the infeed table according to the demonstration in class.
  • Safely set up and joint an edge and surface of a board.
(Planer)
  • Identify the rules for the safe set up and operation of the planer.
  • Observe the demonstration on the safe set up and operation of the planer.
  • Safely set up and operate the planer according to the demonstration in class.
  • Identify the surface or face to be planed.
  • Safely set up and surface a board to a desired thickness.
  • Plane several boards to the same thickness.
(Table Saw)
  • Identify the rules for the safe set up and operation of the table saw.
  • Observe the demonstration on the safe set up and operation of the table saw.
  • Safely set up and operate the table saw according to the demonstration in class.
  • Rip stock to width with the table saw.
  • Crosscut stock to length on the table saw.
  • Set up and cut several boards to the same length with the use of a stop block.
(Sanders)
  • Identify the rules for the safe set up and operation of the disc/oscillating sander.
  • Observe the demonstration on the safe set up and operation of the sanders.
  • Safely set up and operate the disc/oscillating sander according to the demonstration in class.
(Drill Press)
  • Identify the rules for the safe set up and operation of the drill press.
  • Observe the demonstration on the safe set up and operation of the drill press.
  • Safely set up and operate the drill press according to the demonstration in class.
  • Secure work to the drill press table with the appropriate clamp.
  • Select the correct drill bit or cutting tool and fasten it securely in the chuck.
(Scroll Saw)
  • Identify the rules for the safe set up and operation of the scroll saw.
  • Observe the demonstration on the safe set up and operation of the scroll saw.
  • Safely set up and operate the scroll saw according to the demonstration in class.
  • Demonstrate the ability to cut external and internal curves and designs on the scroll saw.
( Miter Saw)
  • Identify the rules for the safe operation of the miter saw.
  • Observe the demonstration on how to safely setup and operate the miter saw.
  • Demonstrate the ability to cut a mitered joint.
(Router Table)
  • Identify the rules for the safe operation of the router table.
  • Observe the demonstration on how to safely setup and operate the router table.
  • Demonstrate the ability to router an edge on a board.
(Hand Tools/Power Tools)
  • Properly use a crosscut saw for a specific task, observing all the safety rules.
  • Drill holes with a variety of hand tools as well as with a power drill.
  • Demonstrate the correct technique for utilizing a pneumatic nail gun.

Misconceptions:
Being concerned about safety is not the same thing as being “chicken”. Students who work with safety in mind want to get the most from their hours in the wood shop. SAFETY IS AN ATTITUDE
Concepts/Content:
  • Machine Safety
  • Machine Setup / Operation
  • Tool Safety / Operation
/ Competencies/Skills:
  • Comply with the safety rules established in the classroom.
  • Organize a safe working environment.
  • Safely set up and operate the jointer according to the demonstration in class.
  • Safely set up and operate the planer according to the demonstration in class.
  • Safely set up and operate the table saw according to the demonstration in class.
  • Safely set up and operate the disc/oscillating sander according to the demonstration in class.
  • Safely set up and operate the drill press according to the demonstration in class.
  • Safely set up and operate the scroll saw according to the demonstration in class.
  • Safely set up and operate the miter saw.
  • Safely set up and operate the router table.
  • Properly use hand tools for a specific task, observing all the safety rules.
/ Description of Activities:
Create safety guides for General Safety Rules for the Laboratory. Create Safety guides for the individual machines. Observe the demonstration on the safe setup and operation of machinery/hand tools.
Assessments:
Formative
Classwork:
[Teacher Guided] Instruction on the safe setup and use of the above mentioned machines.
Participation in discussions, following safety rules, daily work.
Summative
Project Work: Projects in the wood shop
Interdisciplinary Connections:
Mathematics / Additional Resources:
Feirer, Mark D. Wood Technology & Processes. Columbus: McGraw Hill Companies, 2011. Print
Subject: Wood III / Grade: 11 - 12 / Suggested Timeline: Weeks / 3 Class Periods
Unit Title: Measuring and Cutting
  1. Customary System
  2. Crosscut/Rip Saw
  3. Square

Unit Overview/Essential Understanding:
Accurate measurement and cutting are the key process in successful woodworking. When making measurements, you must answer the questions: How thick? How wide? How long? What are the angles? Students will measure using the US customary rule (1/16th Scale).
Essential Questions:
  • What is the fractional Inch?
  • What is meant by a “squared board”?

Unit Objectives: The Student will…
  • Measure using the English System sixteenth scale.
  • Reduce all fractions to lowest terms.
  • Identify the sixteen division found within an inch on the sixteenth scale.
  • Measure with an accuracy of plus or minus one sixteenth of an inch.
  • Develop an awareness of the importance of accurate measurement.
  • Select and use the correct measuring tool for a specific measuring task.
  • Correctly measure and mark stock for cutting.
  • Properly use a crosscut saw for a specific task, observing all the safety rules.

Misconceptions:
There is more to measuring then just teaching the concept of how to use a ruler. Students must first identify where the measurement begins on their measuring tool.
Concepts/Content:
  • Measuring with 1/16th Scale
  • Crosscutting Stock
/ Competencies/Skills:
  • Accurately read measurements on a customary rule.
  • Correctly measure and cut stock.
/ Description of Activities:
  • Complete various measuring worksheets with an accuracy of plus or minus one sixteenth of an inch.
  • Measure and rough cut boards.

Assessments:
Formative
Classwork:
Participation in discussions of the fractional inch. Observations during in-class activities and question and answer sessions during lectures.
Summative
Project Work: Projects in the woodshop
Interdisciplinary Connections:
Mathematics / Additional Resources:
Feirer, Mark D. Wood Technology & Processes. Columbus: McGraw Hill Companies, 2011. Print
Subject: Wood III / Grade: 11 - 12 / Suggested Timeline: Weeks / 2 Class Periods
Unit Title:
Designing and Planning
  1. Project Selection
  2. Project Sheets

Unit Overview/Essential Understanding:
Every step in the building process needs to be planned. Planning includes determining materials needed and figuring costs. You must first make a list called the bill of materials. Students will read the blue prints for their project plans and create a project sheet which will include the following:
  1. Number of pieces
  2. Name of the part
  3. Finish size in thickness, width, and length.
  4. Materials
Essential Questions:
  • Why is planning an important aspect to project work?
  • How does planning influence efficiency?
  • Why is planning vital to material usage and construction?
  • How is the design of a product influenced by planning?
  • How do you calculate the total board feet for your project?
  • How do you calculate the total cost of your project?

Unit Objectives: The Student will…
  • Create a bill of materials for each individual part of project selected.
  • Use a formula to calculate the total board feet needed for their project selection.
  • Calculate the total cost of lumber selection based on the total number of board feet.
  • Calculate the total cost for finishing (stain, fasteners & finish) project. Twenty percent of lumber cost.
  • Calculate the cost of project by adding the cost of lumber and cost of finishing together.

Misconceptions:
Planning is an extremely important when using tool and materials. It helps to avoid costly errors.
Concepts/Content:
  • Reading blueprints
  • Calculating cost of projects
/ Competencies/Skills:
  • Observe the demonstration on how to complete a bill of materials from a given project plan.
  • Observe the demonstration on how to calculate the total cost of their project.
  • Complete project sheet according to the demonstration in class.
  • Rough cut projects according to dimensions on their project sheets.
  • Safely set up and use machinery according to the demonstration in class.
  • Students will begin work on individual projects.
/ Description of Activities:
  • Project Sheet Activity/Calculating Cost
  • Students will observe the demonstration on how to calculate the total board feet for their project. They will then calculate the total cost of their project according to the demonstration in class

Assessments:
Formative
Classwork: Instruction on how to complete a project sheet. I will walk around and observe students completing their project sheets.
[Teacher Guided]
Summative
Project Work: Projects in the woodshop
Interdisciplinary Connections:
Mathematics / Additional Resources:
Feirer, Mark D. Wood Technology & Processes. Columbus: McGraw Hill Companies, 2011. Print
Subject: Wood III / Grade: 11 - 12 / Suggested Timeline: Weeks / 134 Class Periods
Unit Title: Project Work
Unit Overview/Essential Understanding:
Students will begin work on their individual projects. Project work will continue for the remainder of the year.
Unit Objectives: The Student will…
  • Comply with the safety rules established in the classroom.
  • Organize a safe working environment.
  • Select stock and prepare it for project by using the correct sequence of machinery.

Misconceptions:
When squaring rough cut lumber there is no set procedure.
Concepts/Content:
Safe set up and operation of:
  • Jointer
  • Planer
  • Table Saw
  • Sanders
  • Drill Press
/ Competencies/Skills:
(Jointer)
  • Safely set up and operate the jointer according to the demonstration in class.
(Planer)
  • Safely set up and operate the planer according to the demonstration in class.
(Table Saw)
  • Safely set up and operate the table saw according to the demonstration in class.
(Sanders)
  • Safely set up and operate the disc/oscillating sander according to the demonstration in class.
(Drill Press)
  • Safely set up and operate the drill press according to the demonstration in class.
(Scroll Saw)
  • Safely set up and operate the scroll saw according to the demonstration in class.
(Hand Tools/Power Tools)
  • Properly use a crosscut saw for a specific task, observing all the safety rules.
/ Description of Activities:
  • Project Work

Assessments:
Formative
Classwork: [Teacher Guided]
Instruction/demonstration/observation on the above mentioned machines.
Summative
Project Work: Projects in the woodshop
Interdisciplinary Connections:
Mathematics / Additional Resources:
Feirer, Mark D. Wood Technology & Processes. Columbus: McGraw Hill Companies, 2011. Print
Subject: Wood III / Grade: 11 - 12 / Suggested Timeline: Weeks / 5 Class Periods
(As needed, determined by individual projects)
Unit Title: Advanced Machinery Setup
Student will learn the advanced machinery setup for the following machines:
  1. Planer
  2. Table Saw
  3. Disc/Oscillating Sander
  4. Mortising Machine
  5. Miter
  6. Router Table

Unit Overview/Essential Understanding:
Essential Questions:
  • What is the procedure for planning thin stock?
  • What is the procedure for planning stock that does not meet the minimum length requirement on the planer?
  • What can be done to the table of the disc/oscillating sander to sand a bevel?
  • What are the procedures for safely setting up and sanding a bevel on the edge of a board?
  • What kind of adjustable jig can be used to cut a taper on the table saw?
  • What type of blade can be installed on the table saw to cut a groove or a dado?
  • What can be done to the blade on the table saw to cut a bevel or a chamfer?
  • What are the special procedures for cutting tenons on the table saw?
  • What needs to be adjusted in order to make a miter cut on the table saw?
  • What are the rules for the safe operation of the mortising machine?
  • What type of machine can be used to cut a mortise in a board?
  • What are the rules for the safe operation of the miter saw?
  • What safety precautions should you take before cutting with the router?
  • Which part of the board should be router first?

Unit Objectives: The Student will…
(Planer)
  • Explain the special procedure for planning thin stock.
  • Plane several short boards to the same thickness.
(Table Saw)
  • Set up and cut several boards to the same length with the use of a stop block.
  • Make a miter or bevel cut on the table saw according to the demonstration in class.
  • Set up the table saw to make a dado or groove in a board.
  • Use a dado head cutter on the table saw.
  • Set up the table saw to cut a rabbet joint.
  • Cut rabbets or tenons on the table saw.
(Disc/Oscillating Sander)
  • Demonstrate the ability to safely set up and sand a beveled edge on an irregular shape board.
(Mortising Machine)
  • Layout/ setup and operate the mortising machine to cut a mortise in a board.
(Miter Saw)
  • Crosscut wood using the sliding compound miter saw.
  • Correctly set the sliding compound miter saw for cutting a miter.
(Router Table)
  • Install a router bit in a router.
  • Operate a router following all safety rules.
  • Use various types of guides appropriate for different routing operations.
  • Describe the proper way to feed the material into the router bit.

Misconceptions:
Most woodworking machinery only serves one purpose.
Concepts/Content:
Safe set up and operation of:
  1. Planer
  2. Table Saw
  3. Disc/Oscillating Sander
  4. Mortising Machine
  5. Miter
  6. Router Table
/ Competencies/Skills:
Safely set up and operate the following machines for advanced machinery set up.