Common Sheet Metal Seams
Flexible Manufacturing
Lesson Plan
Performance Objective
At the end of the lesson, students will demonstrate how to construct common sheet metal seams by
completing the Common Sheet Metal Seams Assignments #1 and #2, matching the criteria in the Common
Sheet Metal Seams Assignment Rubric.
Specific Objectives
 Identify common seams.
 Construct the common seams used in sheet metal development.
 Construct a small sheet metal box.
 Identify Personal Protective Equipment (PPD) needed to complete assignments.
 Demonstrate how to use tools and equipment safely.
Terms
 Flange- This is an edge folded to a 90° angle to make a corner or part of a seam.
 Flat locked seam- The edges are folded over and slid together to lock the seam.
 Grooved locked seam- The edges are folded over and slid together. A hand groover is used to flatten
the seam to lock it together.
 Helm- This is the edge of a piece of metal that is folded over on itself for strength and smoothness.
 Seam- This is a joint formed by two pieces of metal, overlapped and held in place by spot welds, rivets,
or bends.
 Single bottom seam- This is a seam used to seal a bottom into a part.
 Standing edge seam- A seam used in roofing to seal the edges of the metal panels.
 Wire rolled edge- This is the edge of a piece of metal that is wrapped around a piece of wire.
Time
It should take approximately three, 45-minute classes to teach the lesson and allow for lab time.
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.
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Flexible Manufacturing
 130.327 (c)
o (11) The student applies the knowledge and skills of sheet metal manufacturing in simulated
and actual work situations. The student is expect to:
(B) construct common sheet metal seams.
Interdisciplinary Correlations
Geometry
 111.41 (c)
o (1) Mathematical process standards. The student uses mathematical processes to acquire
and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace.
o (11) Two-dimensional and three-dimensional figures. The student uses the process skills in
the application of formulas to determine measures of two- and three-dimensional figures.
The student is expected to:
(A) apply the formula for the area of regular polygons to solve problems using
appropriate units of measure.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Sheet Metal Workers
O*Net Number: 47-2211.00
Reported Job Titles
Sheet Metal Mechanic; Sheet Metal Worker; Journeyman Sheetmetal Worker; HVAC Sheet Metal Installer
(Heating, Ventilation, and Air Conditioning Sheet Metal Installer); Sheet Metal Apprentice; Field Installer;
Sheet Metal Fabricator; Heating, Ventilation, Air Conditioning - Refrigeration Technician (HVAC-R Technician);
HVAC Technician (Heating, Ventilation, and Air Conditioning Technician); Sheet Metal Installer
Tasks
 Determine project requirements, including scope, assembly sequences, and required methods and
materials, according to blueprints, drawings, and written or verbal instructions.
 Lay out, measure, and mark dimensions and reference lines on material, such as roofing panels,
according to drawings or templates, using calculators, scribes, dividers, squares, and rulers.
 Fasten seams or joints together with welds, bolts, cement, rivets, solder, caulks, metal drive clips, or
bonds to assemble components into products or to repair sheet metal items.
 Install assemblies, such as flashing, pipes, tubes, heating and air conditioning ducts, furnace casings,
rain gutters, or downspouts in supportive frameworks.
 Convert blueprints into shop drawings to be followed in the construction or assembly of sheet metal
products.
 Fabricate or alter parts at construction sites, using shears, hammers, punches, or drills.
 Select gauges or types of sheet metal or nonmetallic material, according to product specifications.
 Maneuver completed units into position for installation, and anchor the units.
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

Transport prefabricated parts to construction sites for assembly and installation.
Drill and punch holes in metal, for screws, bolts, and rivets.
Soft Skills
 Critical Thinking
 Judgment and Decision Making
 Time
 Management
 Mathematics
 Active Listening
 Coordination
 Monitoring
 Reading Comprehension
 Speaking
 Critical Thinking
Accommodations for Learning Differences
These lessons accommodate the needs of every learner. Modify the lessons to accommodate your students
with learning differences by referring to the files found on the Special Populations page of this website.
Preparation
 Provide examples of the different types of common seams.
 Provide examples of completed projects.
 Prepare materials and equipment for students to make the projects.
References
 Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
 Common Seam Identification Sheet #1
 Common Seam Identification Sheet #2
 Common Seam Identification Sheet #1 Answer Key
 Common Seam Identification Sheet #2 Answer Key
 Small Sheet Metal Box Plan
 Common Sheet Metal Seams Assignment #1 and #2
 Common Sheet Metal Seams Assignment #1 and #2 Rubric
Introduction
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The purpose of this lesson is to help students understand and use various mounting procedures and cutting
operations in the lab.

Show
o The different examples of common sheet metal seams.

Ask
o Which hand tools could you use to develop these seams and helms?

Say
o
o

When you begin working with the sheet metal tools and equipment, remember that it has sharp
edges and will cut you.
Always wear your Personal Protective Equipment (PPE) and be careful.
Ask
o What machines or equipment might you need to develop these seams?
Outline
MI
OUTLINE
NOTES TO TEACHER
I.
Introduction
A. Terms
B. Sheet metal tools
C. Equipment
D. Safety
E. Assignment
The teacher will show
an example of the
different types of seams
and the box project for
the students to
examine.
II.
Terms
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Students will complete
the Common Seam
Identification Sheets #1
and #2 while watching
the Common Sheet
Metal Seams slide
presentation. The
sheets will be turned in
for a grade.
Seam
Helm
Flange
Wire rolled edge
Flat lapped seam
Corner lapped seam
Flat locked seam
Grooved locked seam
Grooved corner seam
Standing edge seam
Begin slide
presentation.
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MI
NOTES TO TEACHER
OUTLINE
III.
IV.
Definitions of different
seams (Slides 2-11)
Tools and Equipment
A. Tin snips
B. Hand seamer
C. Hand groover
D. Sheet metal shear
E. Spot welder
F. Box and pan brake
Tools, equipment, and
safety
(Slides 12-21)
Assignments and rubric
(Slides 22-34)
Safety
A. Sharp edges will cut you
B. Always wear Personal Protective
Equipment (PPE)
V.
Assignments 1 and 2
A. Construct eight sheet metal seam and
helms examples
B. Construct small sheet metal box based on
the Small Sheet Metal Box Plan
VI.
Assessment
A. Common Sheet Metal Seams Identification
Worksheet
B. Seams Assignment Rubric
C. Sheet Metal Box Assignment Rubric
Distribute the Small
Sheet Metal Box Plan
and the Common Sheet
Metal Seams
Assignment #1 and #2,
and have students
complete the
assignments. Students
will refer to the Small
Sheet Metal Box Plan to
construct the box.
Grade the assignments
with the Common Sheet
Metal Seams
Assignment #1 and #2
Rubric.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will observe the students constructing the various types of sheet metal seams.
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Independent Practice
The students will complete the Sheet Metal Box project.
Summary
Review
The students will be able to describe the different types of sheet metal seams and where they are used.
Evaluation
Informal Assessment
The teacher will evaluate the students as they safely work in the lab.
Formal Assessment
 Seams Identification Sheet
 Seams Assignment and Rubric
 Sheet metal box Assignment and Rubric
Enrichment
Extension
The students will select and develop other projects using sheet metal seams learned in this lesson.
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Name _________________________________________
Date _____________ Period ______
Common Seam Identification Sheet #1
Complete the definition for the sheet metal terms (1-6) in the blanks provided.
1. Seam
______________________________________________
______________________________________________
______________________________________________
2. Helm
______________________________________________
______________________________________________
______________________________________________
3. Flange
______________________________________________
______________________________________________
______________________________________________
3. Wire Rolled Edge
______________________________________________
______________________________________________
______________________________________________
4. Flat Locked Seam
______________________________________________
______________________________________________
5. Grooved Locked
Seam
6. Standing Edge Seam
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Name _________________________________________
Date _____________ Period ______
Common Seam Identification Sheet #1 Answer Key
Complete the definition for the sheet metal terms (1-6) in the blanks provided.
1. Seam
These are joints formed by two pieces of metal, overlapped
and held in place by spot welds, rivets, or bends.
2. Helm
This is the edge of a piece of metal that is folded over
on itself for strength and smoothness.
3. Flange
This is an edge folded to a 90° angle to make a corner
or part of a seam.
3. Wire Rolled Edge
This is the edge of a piece of metal that is wrapped
around a piece of wire.
4. Flat Locked Seam
The edges are folded over and slid together to lock
the seam.
5. Grooved Locked
Seam
The edges are folded over and slid together. A hand
groover is used to flatten the seam to lock it together.
6. Standing Edge Seam
A seam used in roofing to seal the edges of the metal
panels.
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Name _________________________________________
Date _____________ Period ______
Common Seam Identification Sheet #2
Name the sheet metal seam shown in each picture (1-6) under each picture shown.
1. _____________________________________
2. ______________________________________
3. ____________________________________
4. _____________________________________
5. ____________________________________
6. ____________________________________
7. __________________________________
8. ___________________________________
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Name _________________________________________
Date _____________ Period ______
Common Seam Identification Sheet #2 Answer Key
1. ____Standing Seam_______________________
2. ________Helm_________________________
3. ________Flange_________________________
4. _______Flat Locked Seam__________________
5. _________Lapped Seam___________________
6. ______Grooved Locked Seam_______________
7. ______Corner Lapped Seam________________
8. _______Single Bottom Seam_______________
Grading key: 0 = 100
-5 = 38
-3 = 63
-8 = 0
-1 = 88
-6 = 25
-2 = 75
-7 = 13
-4 = 50
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Name _________________________________________
Date _____________ Period ______
Common Sheet Metal Seams Assignment Rubric
Assignment 1 Rubric
Develop eight examples of different sheet metal seams and helms. Mount them on a suitable backing with
each example labeled. Using (eight or more) 3” X 5” pieces of sheet metal, produce the following:
o ¼” helm
o Corner lapped seam
o Flat locked seam
o Grooved locked seam
o Standing seam
o Three more seams of your choice
Example #
1
2
3
4
5
6
7
8
Name of Seam
Smooth Bend
(3 pts)
Correct
Development
(8 pts)
Label (4 pts)
Total
¼” helm
Corner lapped seam
Flat locked seam
Grooved locked seam
Standing seam
Total
Assignment 2 Rubric
Small Sheet Metal Box
1. The box is the size specified
in the plans.
2. The seams are the correct size.
3. The helms are the correct size.
4. The seams are correctly bent.
4. The helms are correctly bent.
5. The bends are smooth.
___ Yes (12 points)
____ No (0 points)
Points
___________
(4 seams; 4 points for each smooth bend)
(4 helms; 4 points for each smooth bend)
(4 seams; 2 points for each smooth bend)
(4 helms; 2 points for each smooth bend)
(8 bends; 5 points for each smooth bend)
___________
___________
___________
___________
___________
Total
___________
Comments________________________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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