job skills training curriculum · rime wood in preparation for painting. p aint a completed...
TRANSCRIPT
P R O J E C T: D I S CO V E R Y
JOB SKILLS TRAINING CURRICULUM
S A M P L E S
EXCERPTS PROVIDED:
1. Competencies ..................................... (1 page front and back)
2. Outline Chart - Scope and Sequence ...... (3 pages front and back)
3. Pre-Post Test .......................................(1 page front and back)
4. First Look at Carpenter’s Helper ............(2 pages front and back)
5. Instructor’s Lesson Plan ....................... (1 page)
6. Student Instructions ............................ (1 page front and back)
7. Student Worksheets ............................ (2 pages front and back)
educationassociates.com | [email protected] | 800.626.2950 | Fax: 502.244.9144
1
CARPENTER’S HELPER
ENHANCED SKILLS TRAINING COMPETENCIES
Student applies shop and occupational safety skills:
1. Follows universal safety precautions
2. Displays a safe attitude when working
3. Performs work in a safe manner without being told.
4. Identifies potential dangers and understands their consequences in independent
work situations.
5. Uses hand tools safely and accurately.
6. Uses safety equipment appropriately.
7. Identify the types of signs and markings used on the job site.
Student demonstrates basic measuring skills for carpentry:
8. Identify the parts of the English measuring system.
9. Demonstrate an understanding of the metric system.
10. Identify the metric system and convert between the English system.
11. Identify the reasons for using the English and metric systems of measurement.
12. Describe the tools used in measuring activities.
13. Accurately measure, mark and cut wood.
14. Identify measurement tools used in carpentry.
15. Use mathematic computations and measurement skills in planning and designing
a workbench.
16. Identify and discuss geometric patterns that repeat or that have rotational or
reflective symmetry.
17. Calculate the area or perimeter of various two-dimensional shapes.
18. Understand the application of mathematic skills to the carpentry trade.
Student describes carpentry industry opportunities: 19. Demonstrate knowledge of job opportunities in carpentry.
20. Demonstrate knowledge of skills needed in the carpentry field.
Student describes the characteristics of building materials:
21. Describe and recognize different types of lumber.
22. Describe and recognize lumber definitions.
23. Identify lumber used in carpentry.
Student demonstrates competent and safe use of basic tools used in carpentry:
24. Use hand saws safely and accurately.
25. Check for level and square using a variety of squaring, plumbing and leveling
techniques and tools.
26. Identify hand tools used in carpentry.
27. Use a sander safely and accurately.
Student will be able to read basic blueprints:
28. Recognize and identify basic blueprint terms, components, and symbols.
2
29. Recognize different classifications of drawings.
30. Understand the difference in architectural and engineer scales.
Student will complete two wood projects.
31. Follow directions in building a carpentry project.
32. Prime wood in preparation for painting.
33. Paint a completed carpentry project.
34. Identify primers and paint used on the job site.
35. Safely use tools and equipment to complete a project.
Student will complete project cost sheet
36. Use math skills to compute cost of project.
Student will demonstrate writing skills and oral presentation skills
37. Demonstrate the ability to use writing skills.
38. Use writing skills to compare and contrast items used in the carpentry trade.
39. Develop and deliver a presentation promoting the career choice as a carpenter.
Student will demonstrate employability and life skills:
40. Completes a personal data sheet.
41. Completes a job application.
42. Conducts a job search.
43. Prepares a resume.
44. Prepares a cover letter.
45. Demonstrates effective interview skills.
46. Demonstrates effective job keeping skills.
47. Demonstrates life skills.
Student demonstrates work ethics/employability skills.
48. Reports to work area and dresses appropriately for work.
49. Has all supplies needed to perform work.
50. Starts work promptly.
51. Asks instructor for assistance if needed.
52. Stays on task.
53. Demonstrates correct social skills at all times.
54. Asks instructor for work assignment if necessary.
55. Cleans up work area at the end of the period without being asked.
56. Works cooperatively with others on group projects.
57. Works independently after being assigned a task.
58. Accepts constructive criticism.
59. Notifies school/employer of absence or tardiness.
60. Accepts and performs additional tasks willingly.
61. Examines personality traits important to business
62. Demonstrates knowledge of skills required of the occupation.
CARPE
NTER’S
HELPER
ENHANCED S
KILLS T
RAINING
90 D
AY C
URRICULUM
OUTLINE
DA
Y
LE
SS
ON
PLA
N
MA
TE
RIA
LS
PR
OV
ID
ED
IN
ST
RU
CT
OR
NO
TE
S
CO
MPE
TE
NCY
©E
duc
atio
n A
ssoc
iate
s, I
nc.
1
1-2
S
choo
l is
You
r J
ob!
Page
1
“Is
Sch
ool a
Rea
l J
ob?”
Han
dou
t
Pre-
test
” H
andou
t
Expl
ain
the
grad
ing
syst
em
and
cou
rse
expe
ctat
ions
.
Giv
e th
e Pr
etest
.
D
emon
stra
tes
wor
k e
thic
s/em
ploy
abilit
y
skills
3-5
S
afety
on
the
Job
Page
7
“Saf
ety
on t
he
Job
” H
andou
t
“Saf
ety
on t
he
Job
T
est”
Han
dou
t
(wit
h a
nsw
er k
ey)
Prov
ide
stud
ent
s w
ith a
n
over
view
of
bas
ic s
afet
y.
Dis
trib
ute
the
han
dou
t
“Saf
ety
on t
he
Job
” an
d
dis
cuss
wit
h t
he
clas
s.
Ad
min
iste
r th
e “S
afet
y on
th
e J
ob T
est”
F
ollo
ws
univ
ersa
l sa
fety
pre
caut
ions
.
D
ispl
ays
a sa
fe a
ttit
ude
when
wor
king
Pe
rfor
ms
wor
k in
a s
afe
man
ner
wit
hou
t
bei
ng t
old.
Id
enti
fies
pote
ntia
l dan
gers
and
und
erst
ands
their
con
sequ
enc
es
in
ind
epen
dent
wor
k si
tuat
ions
.
Id
enti
fies
the
type
s of
sig
ns a
nd
mar
king
s us
ed o
n th
e jo
b s
ite.
6-8
W
ood
shop
Saf
ety
Page
16
“Bas
ic W
oodsh
op
Saf
ety”
DV
D
“Arc
hit
ectu
re &
C
onst
ruct
ion
” D
VD
Stu
dent
s w
ill vi
ew
the
DV
Ds.
Aft
er v
iew
ing,
ask
the
stud
ents
to
wri
te a
20
0
wor
d e
ssay
on
what
they
saw
.
D
emon
stra
te a
bilit
y to
use
wri
ting
ski
lls.
F
ollo
ws
univ
ersa
l sa
fety
pre
caut
ions
.
D
ispl
ays
a sa
fe a
ttit
ude
when
wor
king
Pe
rfor
ms
wor
k in
a s
afe
man
ner
wit
hou
t
bei
ng t
old.
Id
enti
fies
pote
ntia
l dan
gers
and
und
erst
ands
their
con
sequ
enc
es
in
ind
epen
dent
wor
k si
tuat
ions
.
9-1
0
Mat
h S
kills
in
Car
pent
ry
Page
18
Tap
e m
easu
re
Rul
er
Yar
dst
ick
“Mat
h a
nd
Mea
suri
ng C
once
pts
Qui
z” H
andou
t
(wit
h a
nsw
er k
ey)
Revi
ew
meas
urem
ent
less
on in
Car
pent
ry I
.
Pres
ent
inf
orm
atio
n to
stud
ents
on
the
Eng
lish
metr
ic s
yste
m a
s ou
tlin
ed
in t
he
proc
edur
e.
Ident
ify
the
part
s of
the
Eng
lish
meas
urin
g sy
stem
.
Ident
ify
the
metr
ic s
yste
m a
nd c
onve
rt
bet
ween
the
Eng
lish
sys
tem
s.
Ident
ify
the
reas
ons
for
usin
g th
e
Eng
lish
and
metr
ic s
yste
ms
of
meas
urem
ent
.
Des
crib
e th
e to
ols
used
in
meas
urin
g
CARPE
NTER’S
HELPER
ENHANCED S
KILLS T
RAINING
90 D
AY C
URRICULUM
OUTLINE
DA
Y
LE
SS
ON
PLA
N
MA
TE
RIA
LS
PR
OV
ID
ED
IN
ST
RU
CT
OR
NO
TE
S
CO
MPE
TE
NCY
©E
duc
atio
n A
ssoc
iate
s, I
nc.
2
9-1
0
con’
t
acti
viti
es.
Und
erst
and t
he
appl
icat
ion
of
mat
hem
atic
ski
lls
to t
he
carp
ent
ry t
rade.
11-1
3
Lum
ber
Man
ufac
turi
ng
Ter
ms
and
Def
init
ions
Page
24
“Lum
ber
D
efin
itio
ns”
Han
dou
t
“Lum
ber
Def
init
ions
S
tuden
t Q
uiz”
Han
dou
t (w
ith
answ
er k
ey)
Prov
ide
stud
ent
s w
ith
info
rmat
ion
on t
he
lum
ber
man
ufac
turi
ng p
roce
ss
and t
he
com
posi
tion
of
OS
B a
s ou
tlin
ed in
the
proc
edur
e.
Des
crib
e an
d r
ecog
nize
dif
fere
nt t
ypes
of lum
ber
.
Des
crib
e an
d r
ecog
nize
lum
ber
def
init
ions
.
14-1
6
Meas
urin
g an
d
Mar
king
Woo
d f
or
Cut
ting
Page
31
“Mea
suri
ng a
nd
Mar
king
V
ocab
ular
y”
Han
dou
t
“Mea
suri
ng a
nd
Mar
king
Woo
d”
Han
dou
t
Tap
e m
easu
re
Car
pent
ers
squa
re
Com
bin
atio
n
squa
re
Ham
mer
Nai
l re
mov
er t
ool
Chal
k line
Plum
b lin
e &
bob
D
iscu
ss v
ocab
ular
y te
rms
and d
efin
itio
ns w
ith
stud
ents
.
Pr
ovid
e th
em
wit
h
meas
urin
g m
ater
ials
and
hav
e th
em
wor
k th
roug
h
the
han
dou
t on
meas
urin
g
and m
arki
ng w
ood.
C
ircu
late
and
ass
ist,
dem
onst
rati
ng t
he
use
of
the
tool
s as
nee
ded
.
Acc
urat
ely
meas
ure, m
ark
and c
ut w
ood.
Und
erst
and t
he
appl
icat
ion
of
mat
hem
atic
skills
to
the
carp
ent
ry t
rade
17-1
9
Usi
ng H
and T
ools
Saf
ely
Page
39
“Han
d T
ool S
afet
y R
evie
w”
Han
dou
t
“Han
d T
ool S
afet
y
Revi
ew
the
han
d t
ool
safe
ty h
andou
t.
Dis
cuss
eac
h ite
m
Use
han
d t
ools
saf
ely
and
acc
urat
ely.
CARPE
NTER’S
HELPER
ENHANCED S
KILLS T
RAINING
90 D
AY C
URRICULUM
OUTLINE
DA
Y
LE
SS
ON
PLA
N
MA
TE
RIA
LS
PR
OV
ID
ED
IN
ST
RU
CT
OR
NO
TE
S
CO
MPE
TE
NCY
©E
duc
atio
n A
ssoc
iate
s, I
nc.
3
17-1
9
con’
t
Qui
z” H
andou
t
(wit
h a
nsw
er k
ey)
thor
ough
ly.
Ask
stu
dent
s to
com
plete
the
quiz
.
20
Fie
ld T
rip
to
Bui
ldin
g S
uppl
y
Sto
re
Page
47
N
one
Plan
a f
ield
tri
p to
a
bui
ldin
g su
pply
sto
re.
Stu
dent
s sh
ould
id
ent
ify
item
s in
les
sons
show
n
abov
e.
Ask
stu
dent
s to
wri
te
abou
t th
eir
fie
ld t
rip
expe
rienc
e.
Ident
ify
lum
ber
use
d in
carp
ent
ry.
Ident
ify
han
d t
ools
use
d in
carp
ent
ry.
Ident
ify
meas
urem
ent
too
ls u
sed in
carp
entr
y.
21-
24
U
sing
Han
d S
aws
Page
48
“Usi
ng H
and S
aws
to C
ut L
umb
er”
Han
dou
t
Fol
din
g
wor
kbenc
hes
Cro
ss c
ut s
aw
Mit
er s
aw
Orb
ital
san
der
San
din
g blo
ck
Tap
e m
easu
re
Car
pent
er’s
squ
are
Saf
ety
gog
gles
Wor
k gl
oves
S
andpa
per
Dis
trib
ute
the
han
dou
t
and m
ater
ials
fro
m k
it.
Cir
cula
te a
nd a
ssis
t as
stud
ents
wor
k th
roug
h
each
ste
p on
the
han
dou
t.
Dem
onst
rate
pro
per
tech
niqu
es
as n
eed
ed.
Acc
urat
ely
meas
ure,
mar
k an
d c
ut w
ood.
Use
han
d s
aws
safe
ly a
nd a
ccur
atel
y.
Use
san
der
saf
ely
and a
ccur
atel
y.
25
-32
Bui
ldin
g a
Saw
Hor
se
Page
52
“Bui
ldin
g A
Saw
H
orse
” H
andou
t
Cro
ss c
ut s
aw
Nai
l se
t
Stu
dent
s w
ill us
e th
e
han
dou
t “B
uild
ing
a S
aw
Hor
se”
to c
ompl
ete
the
proj
ect.
Acc
urat
ely
meas
ure,
mar
k an
d c
ut w
ood.
Use
han
d s
aws
safe
ly a
nd a
ccur
atel
y.
Use
san
der
saf
ely
and a
ccur
atel
y.
Fol
low
dir
ecti
ons
in b
uild
ing
a ca
rpent
ry
CARPE
NTER’S
HELPER
ENHANCED S
KILLS T
RAINING
90 D
AY C
URRICULUM
OUTLINE
DA
Y
LE
SS
ON
PLA
N
MA
TE
RIA
LS
PR
OV
ID
ED
IN
ST
RU
CT
OR
NO
TE
S
CO
MPE
TE
NCY
©E
duc
atio
n A
ssoc
iate
s, I
nc.
4
25
-32
con’
t
Orb
ital
san
der
Car
pent
er’s
squ
are
Ham
mer
Saf
ety
gog
gles
Wor
k gl
oves
San
dpa
per
Cir
cula
te a
nd a
ssis
t as
stud
ents
pro
ceed
thro
ugh
the
acti
vity
.
Chec
k fo
r ac
cura
cy in
meas
urin
g an
d s
afel
y
cutt
ing
woo
d.
proj
ect.
33
F
irst
Six
Week
s
Exam
34
-35
Pr
imin
g an
d P
aint
ing
Def
init
ions
Page
61
“Pri
min
g an
d
Pain
ting
Ter
ms
and
Def
init
ions
”
Han
dou
t
“Pri
min
g an
d
Pain
ting
Ter
ms
and
Def
init
ions
Qui
z”
Han
dou
t (w
ith
answ
er k
ey)
Prov
ide
stud
ent
s w
ith t
he
han
dou
t “P
rim
ing
and
Pain
ting
Ter
ms
and
Def
init
ions
.”
Revi
ew
eac
h o
f th
e te
rms
and d
iscu
ss s
tud
ent
s’
prio
r ex
peri
ence
s in
prim
ing
and p
aint
ing.
Giv
e th
e st
uden
ts t
he
quiz
.
Prim
e w
ood in
prep
arat
ion
for
pain
ting
.
Pain
t a
com
plet
ed c
arpe
ntry
pro
ject
.
36
-38
Job
Shad
owin
g
Page
67
Non
e
Fol
low
pol
icy
of s
choo
l to
set
up j
ob s
had
owin
g,
tran
spor
tati
on, et
c.
For
hom
ew
ork,
ask
stud
ents
to
com
plet
e a
wri
ting
ass
ignm
ent
on
the
expe
rienc
e.
Dem
onst
rate
kno
wle
dge
of
job
oppo
rtun
itie
s in
car
pent
ry.
Dem
onst
rate
kno
wle
dge
of
skills
nee
ded
in t
he
carp
entr
y fi
eld.
39
Fie
ld T
rip
to P
aint
Sto
re
Page
69
Non
e
Plan
a f
ield
tri
p to
a p
aint
stor
e.
Arr
ange
for
som
eone
at
the
pain
t st
ore
to g
ive
the
Ident
ify
prim
ers
and p
aint
s us
ed o
n th
e
job s
ite.
CARPE
NTER’S
HELPER
ENHANCED S
KILLS T
RAINING
90 D
AY C
URRICULUM
OUTLINE
DA
Y
LE
SS
ON
PLA
N
MA
TE
RIA
LS
PR
OV
ID
ED
IN
ST
RU
CT
OR
NO
TE
S
CO
MPE
TE
NCY
©E
duc
atio
n A
ssoc
iate
s, I
nc.
5
39
con
’t
stud
ents
a g
uided
tou
r
and d
iscu
ss t
he
pain
ts a
nd
prim
ers
and t
ools
use
d.
Stu
dent
s sh
ould
mak
e a
list
of
all th
e ty
pes
of
pain
t th
at a
re a
vailab
le.
Ask
stu
dent
s to
wri
te
abou
t th
eir
expe
rienc
e.
40
-42
Prim
ing
and P
aint
ing
a S
aw H
orse
Page
70
“Pri
me
and P
aint
a
Saw
Hor
se”
Han
dou
t
Orb
ital
san
der
Saf
ety
gog
gles
Pain
t B
rush
Vin
yl g
love
s
San
din
g blo
ck
San
dpa
per
Dro
p cl
oth
Dis
trib
ute
the
“Pri
me
and
Pain
t a
Saw
Hor
se
Han
dou
t.”
Hav
e st
uden
ts
follow
the
steps
in
the
proc
edur
e.
Cir
cula
te a
nd a
ssis
t as
the
stud
ents
mov
e th
roug
h
the
steps
in
the
proj
ect.
Chec
k th
eir
wor
k fo
r
com
plete
ness
.
Prim
e w
ood in
prep
arat
ion
for
pain
ting
.
Pain
t a
com
plet
ed c
arpe
ntry
pro
ject
.
Use
san
der
saf
ely
and a
ccur
atel
y.
Use
saf
ety
equi
pment
app
ropr
iate
ly.
43
-45
Pl
anni
ng a
nd
Des
igni
ng a
Wor
kben
ch
Page
74
“Pla
nnin
g an
d
Des
igni
ng a
W
orkb
ench
In
stru
ctio
n S
hee
t”
Han
dou
t
“Wor
kben
ch P
arts
D
iagr
am”
Han
dou
t
“Wor
kben
ch C
ost
Shee
t” H
andou
t
Tap
e m
easu
re
Stu
dent
s sh
ould
use
the
“Pla
nnin
g an
d D
esi
gnin
g a
Wor
kben
ch I
nstr
ucti
on
Shee
t” a
nd t
he
“Wor
kbenc
h P
arts
Dia
gram
” to
com
plet
e th
e
acti
vity
.
Use
mat
hem
atic
com
puta
tion
s an
d
meas
urem
ent
skills
in
plan
ning
and
des
igni
ng a
wor
kbenc
h.
Use
mat
hem
atic
skills
to
com
pute
the
cost
of
a pr
ojec
t.
Und
erst
and t
he
appl
icat
ion
of
mat
hem
atic
ski
lls
to t
he
carp
ent
ry t
rade.
CARPE
NTER’S
HELPER
ENHANCED S
KILLS T
RAINING
90 D
AY C
URRICULUM
OUTLINE
DA
Y
LE
SS
ON
PLA
N
MA
TE
RIA
LS
PR
OV
ID
ED
IN
ST
RU
CT
OR
NO
TE
S
CO
MPE
TE
NCY
©E
duc
atio
n A
ssoc
iate
s, I
nc.
6
46
-47
Com
pare
and
Con
tras
t
Page
80
Non
e
Ask
the
stud
ent
s to
wri
te
a 2
00
wor
d
com
pare
/con
tras
t of
tw
o
unlike
thin
gs t
hey
hav
e
lear
ned in
Car
pent
ry I
I.
Use
wri
ting
ski
lls
to c
ompa
re a
nd
cont
rast
ite
ms
used
in
the
carp
ent
ry
trad
e.
48
-49
Ref
lect
ive
Sym
metr
y
Page
82
“Tw
o D
imen
sion
al
Mat
hem
atic
al
Shap
es”
Han
dou
t
“Ref
lect
ive
Sym
met
ry”
Han
dou
t
“Shap
es W
ord
Scr
amble
” H
andou
t
Prov
ide
the
stud
ent
s w
ith
the
han
dou
t “T
wo
Dim
ens
iona
l M
athem
atic
al
Shap
es”.
Dis
cuss
the
shap
es a
nd
thei
r at
trib
utes
, as
kin
g
stud
ents
to
ident
ify
carp
entr
y pr
ojec
ts o
r
bui
ldin
g si
tes
that
may
use
the
shap
es
in
cons
truc
tion
pro
ject
s.
Gui
de
them
thro
ugh t
he
proc
edur
es lis
ted.
Ident
ify
and d
iscu
ss g
eom
etri
c pa
tter
ns
that
rep
eat
(sh
ow t
rans
lati
on),
or
that
hav
e ro
tati
onal
or
refl
ecti
ve s
ymm
etry
.
Und
erst
and t
he
appl
icat
ion
of
mat
hem
atic
ski
lls
to t
he
carp
ent
ry t
rade.
50
-52
F
indin
g th
e
Peri
met
ers
and
Are
as
Page
92
“How
to
Fin
d t
he
Peri
met
er a
nd
Are
a” H
andou
t
“Fin
din
g th
e Pe
rim
eter
and
Are
a Q
uiz”
Han
dou
t
(wit
h a
nsw
er k
ey)
Giv
e th
e st
uden
ts t
he
“How
to
Fin
d t
he
Peri
met
er a
nd A
rea”
han
dou
t to
und
erst
and
the
meth
od u
sed t
o fi
nd
the
peri
met
er.
Stu
dent
s m
ay w
ork
in
grou
ps o
r te
ams
to
com
plete
the
acti
vity
.
Cal
cula
te t
he
area
or
peri
mete
r of
vari
ous
two-
dim
ensi
onal
shap
es.
Dem
onst
rate
an
und
erst
andin
g of
the
metr
ic s
yste
m.
Und
erst
and t
he
appl
icat
ion
of
mat
hem
atic
ski
lls
to t
he
carp
ent
ry t
rade.
53
-55
Read
ing
Blu
epr
ints
Page
10
1
“Blu
epri
nt S
ymbol
s”
Han
dou
t
Prov
ide
stud
ent
s w
ith
han
dou
ts a
nd d
iscu
ss
Rec
ogni
ze a
nd ident
ify
bas
ic b
luep
rint
term
s, c
ompo
nent
s, a
nd s
ymbol
s.
©, Education Associates, Inc. 4
Name: ___________________________________ Date: _________
CARPENTER’S HELPER – ENHANCED SKILLS
PRE-TEST Directions: Read each item and circle the letter of the choice that best
completes the statement or answers the question
1. In most cases, informational signs are:
a. red in color.
b. blue in color.
c. green in color.
d. orange in color.
2. OSB stands for:
a. Oriented Strand Board
b. Oriented Strand Bonded
c. Oriented Special Bond
d. Oriented Special Board
3. Horseplay on the job…
a. is a poor work habit.
b. is a good work habit.
c. is permitted on the job.
d. is okay on a break.
4. The prefix “milli” means:
a. one hundredth.
b. one thousandth.
c. one tenth.
d. one eighth.
5. An inch is comprised of:
a. five equal parts.
b. ten equal parts.
c. four equal parts.
d. sixteen equal parts.
©, Education Associates, Inc. 5
6. One yard converts to:
a. one millimeter in the metric system.
b. two millimeters in the metric system.
c. one meter in the metric system.
d. does not convert in the metric system.
7. The term bullnose means:
a. a squared end on a piece of lumber.
b. a rounded end on a piece of lumber.
c. a cut on the end of a piece of lumber.
d. none of the above.
8. “King Henry died Monday drinking chocolate Milk” is an easy way to
remember :
a. the order of measurement on a tape measure.
b. the order of measurement on a level.
c. the order of measurement on a plumb.
d. the order of measurement in the metric units.
9. Always use tools with;
a. your wrist bent.
b. your arm straight.
c. your back bent.
d. your wrist straight.
10. The perimeter of a rectangle is found by:
a. subtracting the length of one side from the length of the opposite
side.
b. adding the widths of its sides.
c. subtracting the width of its sides from the length of its sides.
d. adding the lengths of its sides
1
“FIRST LOOK AT
CARPENTER’S HELPER”
ENHANCED SKILLS TRAINING
Copyright, Education Associates, Inc.
Safety signs – Safety signs are often white signs with green letters such as where to get first aid.
Exit signs are signs showing you how to leave the building and are often in red and white.
Days 3-5 “Safety on the Job”
2
Caution signs – Caution signs tell you to be carefulfor safety reasons.
“Watch Your Step” and “Wet Floor” are caution signs. They are usually yellow and black.
Days 3-5 “Safety on the Job” Con’t
Informational signs – Informational signs are usually blue signs. Examples of informational signs are “For Employees Only” or “No Trespassing”
Days 3-5 “Safety on the Job” Con’t
3
Danger signs – Danger signs usually tell you about an immediate danger. Examples of danger signs are “High Voltage” or “Flammable”; these signs are often red, black, and white signs.
Days 3-5 “Safety on the Job”
Temporary warnings – Temporary warning signs like “Out of Order” are put up and then taken down when they are no longer needed.
Days 3-5 “Safety on the Job” Con’t
4
Basic Measuring Tools:
• Ruler -- a tool that is 12 inches long is called a ruler.
• Yardstick -- a tool that is 3 feet long is called a yardstick.
Days 9-10 “Math Skills in Carpentry”
Days 9-10 “Math Skills in Carpentry” Con’t
Basic Measuring Tools:
• Tape measure -- a small, flexible measuring tool with a tape that can be in inches or centimeters is called a tape measure.
©, Education Associates, Inc. 74
DAYS 43-45
LESSON PLAN – PLANNING AND DESIGNING A WORKBENCH
COMPETENCIES
Use mathematic computations and measurement skills in planning and
designing a workbench.
Use mathematic skills to compute the cost of a project.
Understand the application of mathematic skills to the carpentry trade.
OBJECTIVE – Students will:
Use mathematic computations to design a workbench plan.
Use measurement skills to identify lumber needed for a workbench.
MATERIALS NEEDED FROM THE KIT:
1. “Planning and Designing a Workbench Instruction Sheet” Handout
2. “Workbench Parts Diagram” Handout
3. “Workbench Cost Sheet” Handout
4. Tape measure
MATERIALS YOU NEED TO GET:
1. Pencil
2. Paper
LENGTH: Three class periods
PROCEDURE:
1. NOTE: This workbench is a different one from the workbench they will
build in Days 60-71. Distribute the handouts. Students should use the
“Planning and Designing a Workbench Instruction Sheet” Handout and the
“Workbench Parts Diagram” Handout to complete the activity.
2. Distribute the “Workbench Cost Sheet” handout. Ask students to
complete the activity.
EVALUATION:
Successful completion of student handouts.
©, Education Associates, Inc. 75
PLANNING AND DESIGNING A WORKBENCH
Student Instructions
Student Name __________________________________ Date: ___________
1. You will begin the planning and design of a workbench. The size of your
completed workbench should be 24” deep, 34” high and 60” long.
2. Use the “Workbench Parts Diagram” handout to identify the specific
calculations you will need to make for your bench.
3. Calculate the amount of wood you will need (by type) for your project.
4. Remember, you will need all of the wood pieces listed on the “Workbench Parts Diagram” handout (count the top substrate as 1 piece) to complete this
project.
5. Identify the cost of all the materials needed for the workbench using the
“Workbench Cost Sheet” handout. Add local sales tax and determine the
total cost.
6. Ask your instructor to check your work.
©, Education Associates, Inc. 76
Student Instructions - Workbench Parts Diagram
1. Plywood cover for the top (1) is equal to the
overall width of the workbench by the
overall depth. An example would be 60”
by 30 ½”.
2. Calculate the length of the 2 x 4’s for the
top substrate by subtracting 3” from the
overall length. Example: 60”-3” = 57”.
3. Calculate the number of 2 x 4’s needed for
the top substrate by subtracting 3” from the
depth and then dividing that number by 1.5.
Example: (30-3) ÷ 1.5 = Number of 2x4's
for the top = 27 ÷ 1.5 =18
4. Calculate the length of the long 2x8 top rails
by using the overall width of the bench.
Example: 60 = 60.” (Regardless of other
dimensions the bench will require two long
2x8 top rails)
5. Calculate the length of short 2x8 top rails
by using the overall depth of the bench
minus 3”. Example: 30-3=27." (Regardless
of other dimensions the bench will require
two short 2x8 top rails.)
6. Calculate the length of 2x4 rail stretchers by
using the overall depth of the bench minus
3”. Example: 30-3= 27." The bench should
have at least two rail stretchers, positioned
1/3 of the way in from each edge of the
bench.
7. Calculate the length of the 2x4 legs by
subtracting 4” from the overall height of the
bench. Example: 34-4=30" Regardless of
other dimensions the bench will require
eight 2x4 leg pieces.
8. Calculate the length of the long 2x4 bottom
rails by subtracting 6” from the overall
width. Example: 60-6=54." Regardless of
other dimensions the bench will require two
long 2x4 bottom rails.
9. Calculate the length of the short 2x4 bottom
rail by subtracting 9” from the overall depth
of the bench. Example: 30-9= 21."
Regardless of other dimensions the bench
will require two short 2x4 bottom rails.
©, Education Associates, Inc. 77
Workbench Parts Diagram Worksheet
1. Record the overall depth of the workbench: _________________
2. Record the overall length of the workbench: _________________
3. Record the overall height of the workbench: _________________
4. Calculate the length and width for the plywood top (Part #1) and record
below.
5. Calculate the length of the 2 x 4’s for the top substrate by subtracting 3”
from the overall length (Part #2) and record below.
6. Calculate the number of 2 x 4’s needed for the top substrate substrate by
subtracting 3” from the depth and then dividing that number by 1.5 (Part
#3) and record below.
7. Calculate the length of the two long 2 x 8 top rails (Part #4) and record
below.
8. Calculate the length of the two short 2 x 8 top rails (Part #5) and record
below.
9. Calculate the length of the two 2 x 4 rail stretchers (Part #6) and record
below.
10. Calculate the length of the four 2 x 4 legs (Part #7) and record below.
11. Calculate the length of the two long 2 x 4 bottom rails (Part #8) and
record below:
12. Calculate the length of the two short 2 x 4 bottom rails (Part #9) and
record below.
©, Education Associates, Inc. 78
Workbench Parts Diagram Worksheet
13. Label the workbench diagrams (shown below) by identifying the parts shown
on both sides of the bench. Use the lines provided to label and write the
measurements.
©, Education Associates, Inc. 79
Workbench Cost Worksheet
Complete this cost sheet by inserting the materials you will need to build your
workbench. You will need to determine the number of 2 x 4’s and 2 x 8’s
required for the project. Remember each leg will require two pieces of wood.
List every type of material you will need to purchase. Extend out the total cost
for each type of material by multiplying the total pieces of wood by the prices
given below. Add your state sales tax in the space provided and determine the
final total cost for the project. The cost of screws has been inserted for you.
Price List:
3/4” Plywood Sheet: $ 25.00
2 x 4’s: $ 6.00
2 x 8’s: $ 12.00
3” Wood Screws: $ 20.00
16 3/8” x 4” carriage bolts with washers and nuts: $ 8.00
Wood glue: $ 4.00
Quantity Description Price Total
1 Box of 3” Wood Screws 20.00
20.00
Subtotal
Sales Tax
Total
©, Education Associates, Inc. 96
Finding the Perimeter and Area
Student Name __________________________ Date ______________
Work in cooperative groups to solve the problems on this quiz. Share your ideas
and use the student handout to assist you if needed. Ask your instructor for
additional assistance if needed.
1. ABCD is a rectangle. The length of AB is 6cm. The area of ABCD is
42cm2. Use this information to calculate the following:
(a) the length of AD
(b) the perimeter of ABCD.
Suppose AD, the height, is xcm. The base is 6cm.
Area = base x height.
a.) Calculate the height and write the answer here:
_______________
b.) Calculate the perimeter and write the answer here:
_____________
2. Calculate the perimeter and the area of the shape below:
D
