Lesson Plan
Course Title: Advanced Welding
Session Title: Candle Holder (Project)
Lesson Duration:
2 days to 1 week (varies by number of students and skill level)
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Develop welding skills and complete a specific project using those skills.
Specific Objectives:
Upon completion of this lesson, the learner will be able to:
 Identify all materials needed for this project.
 Identify all safety procedures needed.
 Use a cutting torch to cut straight lines (or Designs) in a vegetable can
 Safely bend the can so that it bulges out in order to make the project more
appealing.
 Paint the can if necessary.
 Describe the process and what they did.
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.
Advanced Welding:

130.324(c)(2)(A)(B)(C)(D)(E)(F)
…apply academic knowledge and skills required for postsecondary education;
…use employers' expectations to evaluate student performance and customer
satisfaction;
…demonstrate the skills required in the workplace such as interviewing skills,
flexibility, willingness to learn new skills and acquire knowledge, self-discipline,
self-worth, positive attitude, and integrity in a work situation;
…evaluate progress toward personal career goals;
…communicate effectively with others in the workplace to clarify objectives; and
…apply knowledge and skills related to health and safety in the workplace, as
specified by appropriate government regulations.

130.324(c)(3)(A)(B)(C)(D)(E)(F)(G)(H)(I)
…differentiate effective communication skills with individuals from varied cultures
such as fellow workers, management, and customers;
…demonstrate mathematical skills to estimate costs;
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…determine the impact of inaccurate readings of measuring devices on cost
estimates;
…justify the selection of a tool to make accurate measurements;
…compute measurements such as area, surface area, volume, and perimeter;
…calculate problems using whole numbers, fractions, mixed numbers, and
decimals;
…use a calculator to perform advanced computations;
…apply right triangle relationships using the Pythagorean Theorem; and
…defend the choice of a mathematical solution using estimation.

130.324(c)(4)(A)(B)(C)(D)(E)
…use welding equipment according to safety standards;
…dispose of environmentally hazardous materials used in welding;
…determine the performance impact of emerging technologies in welding;
…use appropriate personal protective equipment to follow safety measures; and
…investigate the use of automated welding machines such as numerical control,
computer numerical control, and robotics-controlled welding machines.

130.324(c)(5)(A)(B)
…use knowledge of welding blueprints to complete an advanced project; and
…inspect projects using welding blueprints.

130.324(c)(7)(A)(B)(C)
…inspect welding projects of team members;
…use advanced codes for weld inspections; and
…critique welds of team members.
Interdisciplinary Correlations:

English:
110.42(6) – Reading/word identification/vocabulary development
110.42(6)(A)(B)
…expand vocabulary development through wide reading, listening, and
discussing;
…rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning of words, and technical vocabulary;
Instructor/Trainer
References:
Instructor experience.
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Instructional Aids:
1. Candle Holder PowerPoint Presentation
2. Candle Holder PowerPoint Presentation Slides
3. Candle Holder PowerPoint Presentation Handouts
4. Candle Holder PowerPoint Presentation Notes
5. Finished product for example (if one is available)
Materials Needed:
1. Vegetable can of any size
2. Welding tip
3. Welding gloves
4. Pliers
5. Cutting hood/goggles
6. Spray paint (if desired)
Equipment Needed:
1. Computer
2. Projector
3. Oxy-acetylene rig
Learner
Prior knowledge of welding and cutting techniques and procedures.
Prior to the lesson, have the students bring empty (clean) vegetable cans from home.
You could also ask the cafeteria to save their cans.
Introduction
Introduction (LSI Quadrant I):
This is a great holiday gift project (Christmas, Mother’s Day, etc…) for the kids to do.
Some students may like this project better than others. It creates a fun environment
when using the cutting torch and shop materials. This project is also a good way to
teach the kids how to cut a straight line.
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A suggested way to start is by talking about arts and crafts. Right now there is a huge
demand for anything rustic. This project falls under the rustic category. Inform the
learners that there is more to welding and cutting than just “welding and cutting”. Money
can be made by doing metal arts and crafts.
Outline
Outline (LSI Quadrant II):
Introduction.
Review all the safety procedures and equipment
usage procedures.
Show PowerPoint.
Demonstration:
1. Place a can on the cutting or welding table.
2. Find a starting point in the middle of the can.
3. Lower the welding tip down towards the can.
4. The neutral blue flame should slight
penetrate through the can
5. Cut a straight line through the ribs of the can
stopping where the ribs stop.
6. Pick the tip up.
7. Move about a 1/8 inch over and cut another
line.
8. Repeat this process until the can has been
completely cut through all the way around.
9. After the can has cooled, place one hand on
the inside of the can and begin bending and
prior outward so that a slight bulge begins to
form in the middle of the can.
10. When you can no longer use your hands,
apply slight pressure to both ends of the can
until the desired bulge has been achieved.
Instructor Notes:
This lesson will help the
student learning welding to
increase their speed and
proficiency.
1. Make sure all paper
and glue has been
removed from the
outside of the can
2. I have found it easier
to start in the middle
of the can rather than
on the ends
3. Be ready to cut once
the tip has penetrated
the can, otherwise the
metal will melt too fast
4. Most vegetable cans
are ribbed. The ribs
make it easier for the
kids to see the
stopping point
5. Make sure that the tip
is picked straight up
at each end so that
the can will not
continue to melt in
undesired areas.
6. Roll the can over and
continue process
7. Make sure the kids
use gloves when
handling and bending
the bulges because
the can will be sharp
8. Bending from the
inside is sufficient
when utilizing smaller
cans, but the bigger
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11. If the bulge seems “lopsided” use your
hands once
12. Finally apply paint using the spray paint if
deemed necessary.
Ask if there are any questions.
(gallon size cans will
require pressure at
both ends.
9. It may take several
attempts to perfect
this project.
10.Other designs can
be used rather
straight lines. (exp.
Hearts, stars or other
shapes
11. Refer to power point
pics if more detailed
information is
required
12. Be sure to check out
the follow up lesson
regarding this project
titled “Celebration
Lights Lesson Plan.
Application
Guided Practice (LSI Quadrant III):
Teacher works through problems/activity as students observe/follow along and record
process/solution and/or take notes.
Independent Practice (LSI Quadrant III):
Students work independently or collaboratively (pairs, small groups, large groups,
teams, etc.) to complete a new assignment similar to the guided practice assignment
and related to the lesson objective.
The major difference between the two application components is that independent
practice is usually graded and recorded, though typically carries a less significant weight
than a final, formal evaluation activity. Be sure to include all handouts, printed
directions, and criteria on which practice assignment will be evaluated.
Summary
Review (LSI Quadrants I and IV):
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Ask learners if they have any questions
Have each student state one fact that he/she learned during the lesson
Restate lesson objectives or have students recall lesson objectives.
Evaluation
Informal Assessment (LSI Quadrant III):
Select one of the following methods (or a similar method) for conducting informal
evaluation of student understanding and/or learning prior to formal evaluation for
grading purposes:
•
Teacher will monitor student progress during independent practice/application
and provide independent re-teach/redirection as needed.
•
Students will complete “XYZ assignment” as a class work grade.
•
Teacher will conduct periodic progress checks and provide students with
feedback in the form of an objective and/or subjective checklist based on
project/assignment criteria (be sure to include a copy of the suggested
instrument to be used and align criteria with formal assessment).
Formal Assessment (LSI Quadrant III, IV):
Demonstration of process or experiment – be sure to include printed directions for
students as well as an evaluation checklist to be used to evaluate the demonstration.
Extension/Enrichment (LSI Quadrant IV):
•
Peer teaching, tutoring, mentoring in welding.
•
Creating a new product and/or performing a curriculum-related service for a
paying customer.
•
Applying learning/content to personal life (work or home) or other projects that
the student wished to develop.
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Student Assignment
1. Place a can on the cutting or welding table.
2. Find a starting point in the middle of the can.
3. Lower the welding tip down towards the can.
4. The neutral blue flame should slight penetrate through the can.
5. Cut a straight line through the ribs of the can stopping where the ribs stop.
6. Pick the tip up.
7. Move about a 1/8 inch over and cut another line.
8. Repeat this process until the can has been completely cut through all the way
around.
9. After the can has cooled, place one hand on the inside of the can and begin bending
and prior outward so that a slight bulge begins to form in the middle of the can.
10. When you can no longer use your hands, apply slight pressure to both ends of the
can until the desired bulge has been achieved.
11. If the bulge seems “lopsided” use your hands once more and bend to even the
bulge back out.
12. Finally apply paint using the spray paint if deemed necessary.
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