1|P a g e

Department of College and Career Readiness

Woodworking Curriculum

5.0 Credits

Unit Four

2|P a g e

Woodworking

Course Description

The Woodworking course serves as in introduction to Woodworking in the field of construction. During the four units students will learn skills, methods, proper usage of tools and safety precautions that are necessary in the industry. The course begins with a study of safety in the workshop and the different materials available for construction. Next, the course focuses on project planning and the use of hand tools. Joinery and power tools are covered during the 3rd quarter. Finally, the year ends by covering assembly and finishing the projects. All the skills and techniques in the course are considered by industry professionals to be fundamental knowledge for student planning to advance in woodworking.

The course is built upon New Jersey Student Learning Standards and Common Career Technical Core Standards. Woodworking is a four-unit course for students in grades 9 though 12.

3|P a g e

Woodworking

Pacing Guide Unit Topic Suggested Timing

Unit 1 Safety and Materials approx. 10 weeks

Unit 2 Planning and Hand Tools approx. 8 weeks

Unit 3 Joinery and Power Tools / Machinery approx. 9 weeks

Unit 4 Assembly and Finishing approx. 8 weeks

4|P a g e

Educational Technology Standards 8.1.12.A.1, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.E.1, 8.1.12.F.1

Ø Technology Operations and Concepts

• Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

Ø Creativity and Innovation • Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Ø Communication and Collaboration

• Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Ø Digital Citizenship • Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Ø Research and Information Literacy

§ Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

Ø Critical Thinking, Problem Solving, Decision Making • Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or

social needs.

5|P a g e

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation. CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success. CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.

6|P a g e

CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. CRP9. Model integrity, ethical leadership and effective management. Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.

7|P a g e

CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals. CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks. CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

8|P a g e

Differentiated Instruction Strategies to Accommodate Students Based on Individual Needs

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for reports and projects

• Communication system between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword directions

• Mini-breaks between tasks

• Provide a warning for transitions

• Reading partners

Comprehension

• Precise step-by-step directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory learning

Recall

• Teacher-made checklist

• Use visual graphic organizers

• Reference resources to promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Tape recorder

• Spell-checker

• Audio-taped books

Tests/Quizzes/Grading

• Extended time

• Study guides

• Shortened tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured routine

• Simple and clear classroom rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

9|P a g e

Enrichment Strategies Used to Accommodate Based on Students Individual Needs: • Adaption of Material and Requirements

• Evaluate Vocabulary

• Elevated Text Complexity

• Additional Projects

• Independent Student Options

• Projects completed individual or with Partners

• Self Selection of Research

• Tiered/Multilevel Activities

• Learning Centers

• Individual Response Board

• Independent Book Studies

• Open-ended activities

• Community/Subject expert mentorships

10|P a g e

Assessments Suggested Formative/Summative Classroom Assessments • Timelines, Maps, Charts, Graphic Organizers

• Teacher-created Unit Assessments, Chapter Assessments, Quizzes

• Teacher-created DBQs, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, Political Cartoon, Radio, Song Analysis

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

11|P a g e

Interdisciplinary Connections

English Language Arts • Journal writing • Close reading of industry-related content • Create a brochure for a specific industry • Keep a running word wall of industry vocabulary Social Studies • Research the history of a given industry/profession • Research prominent historical individuals in a given

industry/profession • Use historical references to solve problems World Language • Translate industry-content • Create a translated index of industry vocabulary • Generate a translated list of words and phrases related to

workplace safety

Math • Research industry salaries for a geographic area and

juxtapose against local cost of living • Go on a geometry scavenger hunt • Track and track various data, such as industry’s impact on the

GDP, career opportunities or among of individuals currently occupying careers

Fine & Performing Arts • Create a poster recruiting young people to focus their studies

on a specific career or industry • Design a flag or logo to represent a given career field Science • Research the environmental impact of a given career or

industry • Research latest developments in industry technology • Investigate applicable-careers in STEM fields

12|P a g e

New Jersey Student Learning Standards

9.3 – Career Cluster: Architecture and Construction Career Cluster: Architecture and Construction (AC)

• 9.3.12.AC 1 Use vocabulary, symbols and formulas commonly used in design and construction. • 9.3.12.AC 2 Use architecture and construction skills to create and manage a project. • 9.3.12.AC 3 Comply with regulations and applicable codes to establish and manage a legal and safe workplace/jobsite. • 9.3.12.AC 6 Read, interpret and use technical drawings, documents and specifications to plan a project.

Career Pathway: Construction (CST)

• 9.3.12.AC-CST 5 Understand and apply practices and procedures required to maintain jobsite safety. • 9.3.12.AC-CST 7 Compare and contrast the building systems and components for a given project. • 9.3.12.AC-CST 8 Demonstrate the construction crafts required for each phase of a given project.

Career Pathway: Design/Pre-Construction (DES)

• 9.3.12.AC-DES 6 Apply the techniques and skills of modern drafting, design, engineering and construction to projects. • 9.3.12.AC-DES 8 Apply principles, conventions, standards, applications and restrictions pertaining to the selection and use of

construction materials, components and assemblies for project design.

Career Pathway: Maintenance/Operations (MO)

• 9.3.12.AC-MO 1 Recognize and employ universal construction signs and symbols to function safely in the workplace.

13|P a g e

NJSLS - English-Language Arts – Anchor Standards for Reading Key Ideas and Details:

• NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Craft and Structure:

• NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Integration of Knowledge and Ideas:

• NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

NJSLS - English-Language Arts – Anchor Standards for Writing Text Types and Purposes:

• NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Research to Build and Present Knowledge:

• NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation.

• NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

14|P a g e

NJSLS - English-Language Arts – Anchor Standards for Speaking and Listening Comprehension and Collaboration:

• NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

• NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

NJSLS – Mathematics Standards 2016 Number and Quantity:

• N.Q.A.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Geometry:

• G.CO.A.2. Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).

• G.CO.A.4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

• G.CO.D.12. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

15|P a g e

Common Career Technical Core (CCTC)

Career Cluster: Architecture and Construction Career Cluster: Architecture and Construction (AC)

• AC 1 Use vocabulary, symbols and formulas commonly used in design and construction. • AC 2 Use architecture and construction skills to create and manage a project. • AC 3 Comply with regulations and applicable codes to establish and manage a legal and safe workplace/jobsite. • AC 6 Read, interpret and use technical drawings, documents and specifications to plan a project.

Career Pathway: Construction (CST)

• AC-CST 5 Understand and apply practices and procedures required to maintain jobsite safety. • AC-CST 7 Compare and contrast the building systems and components for a given project. • AC-CST 8 Demonstrate the construction crafts required for each phase of a given project.

Career Pathway: Design/Pre-Construction (DES)

• AC-DES 6 Apply the techniques and skills of modern drafting, design, engineering and construction to projects. • AC-DES 8 Apply principles, conventions, standards, applications and restrictions pertaining to the selection and use of

construction materials, components and assemblies for project design.

Career Pathway: Maintenance/Operations (MO)

• AC-MO 1 Recognize and employ universal construction signs and symbols to function safely in the workplace.

16|P a g e

Course: Woodworking Unit: IV – Assembly and Finishing Grade Level: 9-12

Unit Overview: During Unit IV the students will learn methods of construction and assembly. They will analyze their impact on the strength and quality of a woodworking project. Students will also explore the use of various indoor and outdoor finishes, their application process and their impact on the durability of a piece. The students will also be able to demonstrate clean up procedures after applying wood finish. By the end of the Unit students will be able to properly assemble and finish their projects.

New Jersey Student Learning Standards (NJSLS): 9.3.12.AC 1, 9.3.12.AC 2, 9.3.12.AC 3, 9.3.12.AC 6, 9.3.12.AC-CST 5, 9.3.12.AC-CST 7, 9.3.12.AC-CST 8, 9.3.12.AC-DES 6, 9.3.12.AC-DES 8, 9.3.12.AC-MO 1 Common Career Technical Core (CCTC): AC 1, AC 2, AC 3, AC 6, AC-CST 5, AC-CST 7, AC-CST 8, AC-DES 6, AC-DES 8, AC-MO 1

Student Learning Objectives (SLOs) Essential Questions Skills & Indicators Sample Activities Resources

Door Assembly Demonstrate proper methods of construction and assembly for doors. NJSLS 9.3.12.AC 1 9.3.12.AC 2 9.3.12.AC 6 9.3.12.AC-CST 7 9.3.12.AC-CST 8 9.3.12.AC-DES 6 9.3.12.AC-DES 8 NJSLSA.R1. NJSLSA.R4.

How has door construction evolved over time? How is seasonal shrinking and expansion addressed in door construction? What door construction method produces the strongest most durable door? What door construction

§ Define: rail, stile, panel, flat panel, solid door, glued panel construction.

§ Identify the different parts of a door.

§ Explain the benefits of rail and style construction.

§ Create a working drawing for door construction.

§ Create a bill of materials for a wooden door.

Small Scale Door Model Create a small scale door to practice the assembly procedure. PowerPoint Presentation Create a PowerPoint presentation that shares the step-by-step process of building a wooden door. Class Debate

Simple Frame-and-Panel Doors in 30 Min http://www.woodmagazine.com/woodworking-tips/techniques/joinery/frame-and-panel-door-construction The Basics of Frame and Panel Construction http://www.startwoodworking.com/post/basics-frame-and-panel-construction

17|P a g e

NJSLSA.R7. NJSLSA.W2. NJSLSA.W7. NJSLSA.W8. NJSLSA.SL1. NJSLSA.SL2. N.Q.A.3. G.CO.A.2. G.CO.A.4. G.CO.D.12. CCTC AC 1 AC 2 AC 6 AC-CST 7 AC-CST 8 AC-DES 6 AC-DES 8

produces the most aesthetically pleasing door?

§ Create a plan of procedure for construction of a wooden door.

§ Demonstrate proper door assembly.

§ Explain why a panel is not glued to the rails and styles.

Lead a class debate on the best method of door construction. Include in debate points aesthetics and durability.

Stile and Rail Doors – How It’s Made https://www.youtube.com/watch?v=lVyMORhBJho

Tabletop Assembly Demonstrate proper methods of construction and assembly for tabletops. NJSLS 9.3.12.AC 1 9.3.12.AC 2 9.3.12.AC 6 9.3.12.AC-CST 7 9.3.12.AC-CST 8 9.3.12.AC-DES 6

How has tabletop construction evolved over time? How is seasonal shrinking and expansion addressed in tabletop construction? What method of construction method produces the strongest most durable tabletop?

§ Define: Dowelling jig, dowel pins, battery drill, glue, brush, wet paper towels, bar clamps, pipe clamps, screw blocks.

§ Explain glued panel construction.

§ Identify screw blocks. § Identify the different

parts of a tabletop. § Create a working

drawing for tabletop

Small Scale Tabletop Model Create a small-scale tabletop to practice the assembly procedure. Fastening Chart Create a chart to show various fasters used in tabletop construction. (biscuits, dowels, glue, dowel pins)

4 Tips for Gluing/Clamping a Tabletop https://www.youtube.com/watch?v=Jk7EHOQOZIQ 17 Ways to Fasten a Table Top http://www.craftsmanspace.com/knowledge/17-ways-to-fasten-a-tabletop.html

18|P a g e

9.3.12.AC-DES 8 NJSLSA.R1. NJSLSA.R4. NJSLSA.R7. NJSLSA.W2. NJSLSA.W7. NJSLSA.W8. NJSLSA.SL1. NJSLSA.SL2. N.Q.A.3. G.CO.A.2. G.CO.A.4. G.CO.D.12. CCTC AC 1 AC 2 AC 6 AC-CST 7 AC-CST 8 AC-DES 6 AC-DES 8

What method of construction produces the most aesthetically pleasing tabletop?

construction. § Create a bill of

materials for a wooden tabletop.

§ Create a plan of procedure for construction of a wooden tabletop.

§ Demonstrate proper tabletop assembly.

Interview Interview a carpentry worker. Ask about the methods they use when assembling doors, tabletops and cabinets.

The New Yankee Workshop by Norm Abram

Cabinet Assembly Demonstrate proper methods of construction and assembly of wall display cabinets. NJSLS 9.3.12.AC 1 9.3.12.AC 2 9.3.12.AC 6

How has cabinet construction evolved over time? How is seasonal shrinking and expansion addressed in cabinet door construction? What cabinet

§ Define: rabbeted back, dadoed shelves, butt joint carcass, rail and stile, dowelled doorframe.

§ Identify the different parts of a wall display cabinet.

§ Identify the necessary hardware in creating

Pre-Plan Cabinet Construction Pre-plan cabinet construction. Include in the planning; a plan of procedure, a materials list, parts list, and a working drawing. PowerPoint

The New Yankee Workshop -101- Medicine Cabinet (Part 1) https://www.youtube.com/watch?v=i-buKq3rbBg&t=470s Building Plywood Upper Kitchen

19|P a g e

9.3.12.AC-CST 7 9.3.12.AC-CST 8 9.3.12.AC-DES 6 9.3.12.AC-DES 8 NJSLSA.R1. NJSLSA.R4. NJSLSA.R7. NJSLSA.W2. NJSLSA.W7. NJSLSA.W8. NJSLSA.SL1. NJSLSA.SL2. N.Q.A.3. G.CO.A.2. G.CO.A.4. G.CO.D.12. CCTC AC 1 AC 2 AC 6 AC-CST 7 AC-CST 8 AC-DES 6 AC-DES 8

construction method produces the strongest most durable cabinet? What cabinet construction produces the most aesthetically pleasing cabinet?

a wall display cabinet. § Create a working

drawing for wall display cabinet construction.

§ Create a bill of materials for a wooden wall display cabinet.

§ Create a plan of procedure for construction of a wooden wall display cabinet.

§ Demonstrate proper wall display cabinet assembly.

Create a PowerPoint presentation explaining step by step how to assemble and construct a wall display cabinet. Cabinet Inspection While at your house or the house of a family member, inspect their cabinets to determine what method was used to construct them. Write a short report presenting your findings.

Cabinets http://www.rockler.com/how-to/building-plywood-upper-kitchen-cabinets/ Simple Storage Cabinet http://www.familyhandyman.com/woodworking/projects/simple-storage-cabinet/view-all

Interior vs. Exterior Finishes Analyze the impact of wood finish on the durability of wooden projects and identify solvents for use in

What types of finishes would be used for an interior type project? What type of finishes would be used for a project exposed to the

§ Define: oil based, water based, polyurethane, varnish, stain, clear wood finish, French polish, paint, lacquer, thinner, wax,

Wood Finish Card Collection Create a wood finish sample card collection for the workshop. Research each brand of stain or paint and notate

How to Prepare Wood Before Staining http://www.minwax.com/how-to-finish-wood/wood-finishing-basics/

20|P a g e

finishes. NJSLS 9.3.12.AC 1 9.3.12.AC 2 9.3.12.AC-CST 8 9.3.12.AC-CST 9 9.3.12.AC-DES 6 9.3.12.AC-DES 8 NJSLSA.R1. NJSLSA.R4. NJSLSA.SL1. NJSLSA.SL2. CCTC AC 1 AC 2 AC-CST 8 AC-CST 9 AC-DES 6 AC-DES 8

weather outside? What are the types of solvents used in various finishes?

applicator, buffing cloth.

§ Identify various types of finishes and stains.

§ Identify the differences between interior and exterior finishes.

§ Identify the differences between stain and paint.

§ Identify the differences between paint and primer.

§ Identify the differences between latex and oil based paint.

§ Select appropriate finishes for given projects.

pros and cons of each brand. Materials List Correctly estimate how much stain or paint will be necessary to complete a certain project. Environment Elements Experiment Stain and paint small pieces of scrap wood with many types of stain or paint. (including interior and exterior finishes) Leave the wood samples out in the elements and record the affects with a journal and pictures.

Staining and Finishing Wood https://www.youtube.com/watch?v=-qnjLSdHb4U How to Stain Wood / Wood Staining Tips http://www.minwax.com/how-to-finish-wood/staining-wood/

Application Techniques Demonstrate proper techniques for applying finish to a project. NJSLS 9.3.12.AC 1 9.3.12.AC 2 9.3.12.AC-CST 8

What techniques are used to apply finish to a product? How does the technique used to apply finish affect the aesthetic appeal of a project? How does the technique

§ Identify the steps to finishing wood projects.

§ Compare and Contrast different types of applicators, brushes, sponges, rags, etc.

§ Explain why softwood may become blotchy

Finish Applicator Chart Create a chart that matches various forms of application, brushes, sponges, rags, etc, with the appropriate project and finish. Demonstration of Application (1)

How to Finish Wood in 3 Easy Steps https://www.youtube.com/watch?v=kt7lrXy7D9A Finishing for First Timers http://www.popularwoodworking.com/techniques/finishing/finishing-for-

21|P a g e

9.3.12.AC-CST 9 9.3.12.AC-DES 6 9.3.12.AC-DES 8 NJSLSA.R1. NJSLSA.R4. NJSLSA.SL1. NJSLSA.SL2. CCTC AC 1 AC 2 AC-CST 8 AC-CST 9 AC-DES 6 AC-DES 8

used to apply finish affect the durability factor of a project?

if stained and how to avoid a blotchy finish.

§ Identify the advantages of applying polyurethane after a finish.

§ Demonstrate the proper application of finishing products including stain, clear wood finish,

§ Demonstrate the proper application of polyurethane,

§ Demonstrate the proper application of paint.

Using scrap wood, demonstrate proper application technique for stains and paints. Demonstration of Application (2) Using scrap wood, demonstrate proper application technique for polyurethane.

first-timers How to Apply Polyurethane http://www.familyhandyman.com/woodworking/staining-wood/how-to-apply-polyurethane/view-all

Cleanup Procedures Demonstrate the procedures for cleaning up after applying finish to a project and chemical safety guidelines. NJSLS 9.3.12.AC 1 9.3.12.AC 3 9.3.12.AC-CST 5 9.3.12.AC-MO 1 NJSLSA.R1. NJSLSA.R4.

What are the procedures for cleaning up after applying finish to a project? What guidelines for chemical safety must be followed when cleaning up wood finish? What dangers are present in an unclean workshop?

§ Define MSDS safety sheet, solvent.

§ Identify workshop hazards related to wood finishes.

§ Explain why proper disposal of oil-soaked rags is important.

§ Demonstrate how to dispose of oil-soaked rags.

§ Explain how and when to use a solvent to clean stain.

Chemical Safety Checklist Create a Chemical Safety Checklist to be posted in the workshop. Caution Signs Create a Caution Signs about the dangers of improper Oil-Soaked Rag disposal. Step-by-Step PowerPoint

Cleaning Oil Stain and Finish Brushes http://www.woodworkersjournal.com/cleaning-oil-stain-finish-brushes/ How to Maintain Your Finish Brush http://www.finewoodworking.com/2010/08/09/how-to-maintain-your-finish-brush How to Safely (and not

22|P a g e

Unit 4 Vocabulary applicator bar clamps battery drill brush buffing cloth butt joint clear wood finish French polish dado dowel pins dowelled doorframe dowelling jig flat panel glue glued panel construction lacquer MSDS safety sheet

oil based paint panel pipe clamps polyurethane rabbet rail screw blocks solid door solvent stain stile thinner varnish water based wax

NJSLSA.W2. NJSLSA.W7. NJSLSA.W8. NJSLSA.SL1. NJSLSA.SL2. CCTC AC 1 AC 3 AC-CST 5 AC-MO 1

§ Demonstrate how to clean brushes.

§ Demonstrate how to complete a MSDS safety sheet.

Create a step-by-step PowerPoint about the best way to clean brushes after finishing a piece of wood. MSDS Safety Sheet Correctly complete an MSDS Safety Sheet.

so safely) Dispose of Oil-Soaked Rags http://www.finewoodworking.com/2009/05/08/how-to-safely-and-not-so-safely-dispose-of-oil-soaked-rags

23|P a g e

Suggested Unit Projects Choose At Least One

Demonstration Project Research, plan, and build a door, tabletop or cabinet. In the project include… 1) Bill of Materials 2) Plan of Procedure 3) Working Drawing. 4) Use hand and power tools 5) Finish the project with stain or paint. During the process keep notes and pictures on each step.

Workshop Safety Inspection and Paper Thourghly inspect the school woodshop, identify present hazards and safety concerns. Write a paper addressing these issues, explaining why they are dangerous and including your recommendations on how to fix them.

Suggested Structured Learning Experiences Tri-State Window and Door Factory Address: 120 Mt Prospect Ave, Clifton, NJ 07013 Phone:(973) 471-5500 (Request tour of Door Factory) Greenbaum Interiors (Request Workshop Tour & Inspect Furniture for Joinery) 101 Washington Street Paterson, NJ 07505 Phone: 973-279-3000

Ricciardi Brothers Paint Shop Address: 425 McBride Ave, Paterson, NJ 07501 Phone:(973) 345-4444 Professional Woodworkers Guild of Upper New Jersey The Black River Barn 1178 Route 10 West, Randolph, NJ The Home Depot 75 McLean Blvd, Paterson, NJ 07514 Phone Number: (973) 357-1305