Lesson Plan : Drafting And Design
Teacher Name: | James Craster |
Grade: | Grade 9-10 |
Subject: | Vocational Ed. |
Topic: | Drafting, Computer Aided Design |
Content: | Performance, Gasket Drawing, Key vocabulary: Circle tangent, angle, offset, symmetrical, radius, diameter |
Goals: | Students will use drafting tools appropriately with increasing skill and precision |
Objectives: | Students will analyze a diagram, determine requirements and use drafting tools to create a prototypical part (M5.01.03) Students will adhere to professional behavior contract |
Materials: | Computer and AutoCAD software, A-4 sized paper, printer, drawing board, T-square, drafter's tool kit |
Introduction: | Classroom Norms - 1. Bags away, sitting in seats for morning announcements 2. Take attendance 3. After announcement, students retrieve boards and boxes or take assigned computer station Welcome: State standardized objective verbatim: Students will analyze a diagram, determine requirements and use drafting tools to create a prototypical part. Translate into other words Copy a Gasket drawing Read and explain: Big idea, Enduring Understanding, Essential Question Warm-up: Paper, name and date. Question: Using four straight lines and without lifting your paper, connect all nine dots If students struggle, add the hint "Think outside the box" Explain how engineers and problem solvers have to routinely do this COLLECT PAPERS! |
Development: | Access previous knowledge - You are getting quite proficient with circles, tangents and angles. Today our drawing just requires a slight increase in complexity. Please remember to use your conversion charts and apply the terms radius and diameter appropriately Distribute Gasket drawing - DO NOT BEGIN DRAWING Strategies for success - Question: What is a point of origin? ANS: A defined beginning point Question: Where would be a good one for this drawing? ANS: Vary, but the largest circle is a good example Alternatively, any other point that can be reference to all others |
Practice: | Using the white board, draw the starting point the students named Question: Next step? ANS: vary, but invite student to draw his/her answer with a different color marker. Continue method until complete |
Accommodations: | Break - have students get out of their chairs and get a word find / crossword / worksheet. Allow 10 minutes work Return to drawing Try pairing students who may need assistance or require additional skill modeling Give alternate assignment for faster students |
Checking For Understanding: | Is the drawing matching the template? Why or why not? Offer tips sparingly if students are truly stuck or frustrated |
Closure: | Self-assessment - How satisfied are you with your work? Strengths? Improvement? Now you will be able to translate your skills to for drawing like the Casting we will be doing next time |
Evaluation: | Informal assessment consists of my group/student table observations and suggestions. How well this goal is met can be measured by drawing accuracy, neatness and overall image quality. Formal assessment consists of collecting and evaluating the drawings for classroom activity points (20 Max) Documents are added to portfolios for reflective activities |
Teacher Reflections: |
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