Lesson Plan
Course Title: Construction Management
Session Title: Carpentry Tools and Technologies
Lesson Duration: 45 minutes to 1 hour, can be extended over several classes if following
Extension/Enrichment section.
Performance Objective:
After completing this lesson the student will be able to demonstrate use and maintenance of
basic construction carpentry tools.
Specific Objectives:





The student will demonstrate proper use of basic carpentry tools
The student will demonstrate the use of various basic carpentry tools
The student will identify various resources to learn about carpentry tools
The student will demonstrate proper carpentry tool maintenance
The student will evaluate and select carpentry tools for their intended purposes
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.49 (c)(20)(A)
…safely use hand and power tools and equipment commonly employed in carpentry…
130.49 (c)(20)(B)
…properly handle and dispose of environmentally hazardous materials used in carpentry…
130.49 (c)(20)(C)
…safely use the different types of scaffolding employed in building carpentry…
130.49 (c)(20)(D)
…demonstrate knowledge of new and emerging technologies that may affect construction
carpentry…
Interdisciplinary Correlations:
Social Studies
113.42 (c)(27)(A)
…identify the origin and diffusion of major ideas in mathematics, science, and technology that
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occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic
caliphates between 700 and 1200 and in China from the Tang to Ming dynasties…
113.42 (c)(27)(B)
…summarize the major ideas in astronomy, mathematics, and architectural engineering that
developed in the Maya, Inca, and Aztec civilizations…
113.42 (c)(28)(A)
…explain the role of textile manufacturing and steam technology in initiating the Industrial
Revolution and the role of the factory system and transportation technology in advancing the
Industrial Revolution…
113.42 (c)(28)(B)
…explain the roles of military technology, transportation technology, communication
technology, and medical advancements in initiating and advancing 19th century imperialism…
113.42 (c)(28)(C)
…explain the effects of major new military technologies on World War I, World War II, and the
Cold War…
113.42 (c)(28)(D)
…explain the role of telecommunication technology, computer technology, transportation
technology, and medical advancements in developing the modern global economy and
society…
Occupational Correlations: (reference O-Net http://www.onetonline.org/)
47-1011.00 – First-Line Supervisors of Construction Trades and
Extraction Workers – bright outlook
Sample of Reported Job Titles:
Construction Supervisor, Construction Foreman, Construction Superintendent, Project Manager,
Field Supervisor
Task:
Assign work to employees, based on material or worker requirements of specific jobs (TEKS
130.49.C 31.b, c, e, g, h)
Read specifications, such as blueprints, to determine construction requirements or to plan
procedures (TEKS 130.49.C 23.a, b, c, d, e, f)
Coordinate work activities with other construction project activities (TEKS 130.49.C 17.a, b, c, d)
Knowledge:
Mechanical — Knowledge of machines and tools, including their designs, uses, repair, and
maintenance (TEKS 130.49.C 20.a, b, d)
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Design — Knowledge of design techniques, tools, and principles involved in production of
precision technical plans, blueprints, drawings, and models (TEKS 130.49.C 23.a, b, c, d, e, f)
Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their
applications (TEKS 130.49.C 2.b)
Engineering and Technology — Knowledge of the practical application of engineering science
and technology. This includes applying principles, techniques, procedures, and equipment to
the design and production of various goods and services (TEKS 130.49.C 35.a, b, c)
Soft Skills:
Active Listening, Coordination, Critical Thinking, Speaking, Time Management
Teacher Preparation:
The purpose of this lesson is to introduce the student to basic carpentry tools used in
construction. Depending on the resources of the teacher/classroom, the lesson can be
accommodated to that environment. It would be suggested to have actual tool scenarios
available for student hands on interaction. Example, have a board with nails to hammer, have
screws ready to use with drill, have a level to use on tables, etc.
The delivery and direction of this lesson will depend greatly on the resources available to the
teacher.
Teacher will review the terms in the outline, PowerPoint and handouts to become familiar with
lesson.
Teacher should be familiar with basic safety rules and purpose of power/hand carpentry tools.
Teacher should bring in a variety of carpentry tools for use/observation from the student or find
a location that is accessible for students to utilize during lesson delivery.
Teacher could secure a carpenter or shop teacher that has resources and deeper knowledge of
basic power/hand carpentry tools.
References:
Early, Joanne. Construction Tools: Pebble Plus, 2008. Print
www.careerplanner.com
www.guildmc.com
www.buildsafe.org
www.toolbarn.com
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www.stanleytools.com
www.johnsonlevel.com
www.dewalt.com
www.toolup.com
http://www.toolsofthetrade.net/
Instructional Aids:
1. Display for PowerPoint, websites, pictures
2. Reference books (if needed)
3. Reference websites (if needed)
Materials Needed:
1. Paper
2. Pens, pencils
Equipment Needed:
1.
2.
3.
4.
Work surface for tools
Various power carpentry tools (as needed)
Various hand carpentry tools (as needed)
Various safety equipment (as needed)
Learner Preparation:
Discuss rules and guidelines for handling carpentry tools and equipment.
Discuss safety features and rules for handling carpentry tools and equipment.
Discuss rules and guidelines for computer lab use.
Introduction
Introduction (LSI Quadrant I):
SHOW: Throughout the introduction, show pictures of different carpentry tools, equipment and
construction sites. Allow students to ask questions and discuss if they are unclear or curious.
ASK: Has anyone ever used tools to build something? Can you give me an example of a tool?
SAY: There are all kinds of tools, machines and equipment available to our trade workers today,
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especially in the field of carpentry. Screwdrivers, hammers, wrenches, these are all known as
hand tools. A drill, rotary saw or planner is known as a power tool. These are all different types
of tools used for carpentry and at a construction site.
ASK: Do you know the function and purpose of some of these basic carpentry tools?
SAY: Each tool has a specific purpose and function. You may wonder why there are many
different sizes, lengths, shapes and heads of a screwdriver. They each have a specific function
for different purposes. You always want to use the right tool for the job.
ASK: Do you know how to select the proper tool? Do you know where to find out?
SAY: If you were putting together a birdhouse, you may use a small hammer and nails. But if
you were building a storage shed, you might want to use a pneumatic nailer. You would not
need to use a full sized pneumatic nailer to build a small birdhouse. The use of a “power” tool on
such a small scale project could actually destroy the project rather than build it.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
Notes to Instructor
I. Cover the concept of carpentry tools in general.
Use PowerPoint and
websites as aid.
II. Cover the evolution of carpentry tools and their
uses.
Use PowerPoint,
websites and
carpentry tools as aid.
III. Cover the differences of power tools versus hand
tools.
Use PowerPoint,
websites and
carpentry tools as aid.
IV. Demonstrate the use of certain carpentry tools
and their proper safe use.
Use PowerPoint,
websites and
carpentry tools as aid.
(Depending on teacher
resources, various
tools and equipment
could be used for
demonstration)
V. Explain that each student (or group) is to work with
This is where the most
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the various carpentry tools and demonstrate their
functions and purposes.
A. Assign teams (if needed)
B. Hand out carpentry tools/equipment
C. Give time for independent work and
exploration
D. Refocus class for discussion and findings
VI. Discuss with students safety issues, carpentry tool
education and the future of carpentry tools. How does
the future of materials change the use of carpentry
tools?
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
time will be used. Give
a definite stop time to
allow for discussion
and evaluation.
Allow students to lead
discussions. Point out
main points and
characteristics of
carpentry tools.
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will demonstrate the use of some basic carpentry tools and/or equipment.
Optional: Students can be broken into small teams or groups for this exercise.
Independent Practice (LSI Quadrant III):
Student will be given time to perform some basic operations with the tools available.
This is an excellent time for teacher to observe students and document with camera or other
device. This type of documentation is important for displays or reference.
Summary
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Review (LSI Quadrants I and IV):
Question: Have you ever seen or used some of the carpentry tools before?
Question: Are there some new carpentry tools that you discovered today?
Question: Do you have a better understanding of using the right tool for the job?
Question: Do you understand how using the right tool for the job is beneficial and safe?
Evaluation
Informal Assessment (LSI Quadrant III):
Instructor should observe the students’ independent practice time and note the issues or
questions that arise. These should be addressed or brought up during summary time.
Formal Assessment (LSI Quadrant III, IV):
Student/group can receive a grade from direct observation from the teacher.
Student/group can be asked to present to class and answer questions about tools.
Extension
Extension/Enrichment (LSI Quadrant IV):
This lesson could be expanded into a longer time frame project. Students could be assigned a
specific carpentry tool or type of carpentry tool and have to research its functions and uses.
Students can be assigned a longer project with the wrong kind of tool, then given the right
carpentry tool and asked to present the difference in ease of use.
Students can be asked to research for some new technology in the carpentry tool field.
Students can be given a specific carpentry tool and research the history and the changes of the
tool. What are its uses or will it be used in the future, etc?
Students could be asked to present their ideas of the future and what tools of the future may
look like and function.
Students could be asked to research current trends and material types, and then predict what
the future of tools would look like in the future.
Teacher can arrange for a visit from a tool manufacturer/construction worker to bring and talk
about tools.
Teacher could arrange an actual visit to a construction site or construction company.
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Construction Management
Carpentry Tools and Technologies
Handout
Concepts:
Tool Selection: understanding that there is the right tool for each and every job.
This also leads to proper safety measures and tool effectiveness
Vocabulary:
Power Tool:
is a tool powered by an electric motor, a compressed air motor,
battery operated or a gasoline engine.
Hand Tool:
is a device for performing work on a material or a physical system
using only hands
Safety:
the state of being certain that adverse effects will not be caused by
some agent under defined conditions
Maintenance: Actions performed to keep some machine or system functioning or
in service
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Rubric Template
Task Statement: __Carpentry Tools and Technologies_______
Task Assignment: _______________________________________
Criteria Concepts/Skills to
be Assessed
Followed directions
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Exemplary
4
(Possible 4
points)
No
understanding
and did not
follow
directions for
lesson
Understood
and followed
some
directions for
lessons
Understood and
followed most
directions for
lesson
Understood
and followed all
directions for
lesson
Proper handling of
tools
Did not use
tools
Improperly
handled tools
Properly
handled tools
Accurately
handled tools
Did not
understand the
use of tools
Understood
some of the
uses of tools
Understood
most of the uses
of tools
Understood the
proper use of
tools
Did not select
any tools
Improperly
selected tools
Properly
selected tools
Accurately and
properly
selected tools
No
understanding
of tool
maintenance
Some
understanding
of tool
maintenance
Understanding
of tool
maintenance
Accurately
demonstrated
understanding
of tool
maintenance
(Possible 4
points)
Understanding of
proper uses of
tools
(Possible 4
points)
Understanding of
proper tool
selection
(Possible 4
points)
Understanding of
proper tool
maintenance
(Possible 4
points)
A = 20 – 17 points
Total Points: 20
B = 16 – 13 points
C = 12 – 9 points
D = 8 – 5 points
F = 4 – 0 points
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Points
Earned