Lesson Plan
Course Title: Principles of Manufacturing
Session Title: Step On It: A Footstool Project
Performance Objective:
After completing this lesson, students will use the machines they are approved to use and will produce a
footstool that will be graded by the criteria in the Footstool Grading Rubric.
Specific Objectives:
The students is able to:
 lay out the design for the footstool
 cut the designs out of the material
 sand parts for footstool
 assemble the footstool
 apply a protective coating on the footstool
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.
Principles of Manufacturing:

130.322(c)(9)(A)(B)(C)
…master relevant safety tests;
…analyze hazardous materials; and
…safely dispose of hazardous materials.

130.322(c)(11)(A)
…participate in the operation of a manufacturing project

130.322(c)(15)(A)(B)(C)
…apply an engineering approach to problem solving to improve a manufactured product;
…apply critical-thinking strategies to the analysis of proposed solutions; and
…apply decision-making techniques to engineering solutions.

130.322(c)(17)(A)(B)(C)
…demonstrate communication techniques consistent with industry standards;
…locate relevant information needed to solve problems;
…apply mathematics concepts to solve manufacturing problems;
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1
Interdisciplinary Correlations:
English:

110.42(b)(6)(A)(B) – Vocabulary Development
…expand vocabulary through wide reading, listening; and discussing;
…rely on context to determine meanings of words…
Mathematical Models with Applications:

111.36(c)(1)(A)
…compare and analyze various methods for solving a real-life problem;
Integrated Physics and Chemistry:

112.38(c)(1)(A)
…demonstrate safe practices during laboratory and field investigations;
Biology:

112.34(c)(1)(A)(B)
… demonstrate safe practices during laboratory and field investigations; and
… demonstrate an understanding of the use and conservation of resources and the proper
disposal or recycling of materials.
Teacher Preparation:
The teacher may want to review the other lessons listed below on plans and drawing from the University of
North Texas CTE Web site. The teacher will need to have the supplies in the lab. Some precutting may be
required if students are not qualified to use the miter saw and table saw. The teacher may want to make an
example of the footstool for the students to see. The Footstool Plans and Footstool Grading Rubric handouts
should be printed.
References:
1. Career and Technical Education (University of North Texas CTE Web Site)
Principals of Manufacturing:
http://www.cte.unt.edu/manufacturing/Prin_mfg_curr.html
o Plan of Procedures
o Using a Working Drawing
o Reading a Plan or Drawing
o Creating a Plan of Drawing
2. Lumber and Supply Store site
o Woodcraft
http://www.woodcraft.com/
o Rockler
http://www.rockler.com/
o Brazos Forest Products
http://www.brazosfp.com/sitemap.html
3. Woodworking Magazine sites
o Wood Magazine
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2
http://www.woodmagazine.com/
4. American Woodworker Magazine
http://americanwoodworker.com/default.aspx
5. Websites for finishing and Painting
http://www.naturalhandyman.com/iip/infxtra/infwoodfinishing.html
http://stores4furniture.com/how2paint.html
Instructional Aids:
1. Step On It: A Footstool Project PowerPoint presentation
2. Footstool Plans handout
3. Footstool Grading Rubric handout
Materials Needed:
1. Pencil
2. Notebook
3. 1X12X42 Pine board
4. Sandpaper
5. Finishing material
Equipment Needed:
1. Computer
2. Data projector
3. Scroll saw
4. Band saw
5. Drill press
6. Router
Learner Preparation:
Completion of all safety tests and completion of the sign project.
Introduction
Introduction (LSI Quadrant I):
SAY: Class, today we are going to start on the second project, a footstool.
SHOW: This is a finished example of the footstool you will be making.
ASK: Have you ever needed something to step up on to reach the top cabinet?
ASK: Have you sat down and wanted something to prop your feet on while you relax?
SAY: You will have the opportunity to make a footstool in class.
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
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I.
Proje
ect: A Foots
stool
A. Title
T
of the footsttool project
B. Explanation
E
C. Alternative
A
designs
Slide 1 Title
Slide 2
Slide 3
II. Foottstool Plans
A. Pictorial
P
plan
n
B. Exploded
E
vie
ew
C. Three
T
view plans
p
(top, end, rail)
D Bill
B of Materials
Slides 4-11
Th
he teacher w
will explain th
he
diffferent typess of drawingss and why
aB
Bill of Materrials is imporrtant to
prroducing anyy project.
III. Simp
ple Productio
on Steps
A. Beginning ste
eps
B. Sanding steps
C. Placing
P
screw
w holes in ra
ails
D. Counter
C
borin
ng for screws
E. Assembling
A
ra
ails and end
ds
F. Mounting
M
top on footstooll
G. Finishing
F
of fo
ootstool
Slides 12-20
Th
he instructorr will describe the
diffferent stepss in assembling the
foo
otstool. The
e teacher willl review
the
e need to sa
and with diffe
erent grits
of sand paperr. The need tto have a
wa
ay to mount the top to th
he
foo
otstool using
g screws forr the
pu
urpose of rem
moval later if needed
sh
hould be reviiewed also. The
tea
acher will re
eview the bassics of
fin
nishing from the “Finishin
ng a
Prroject” lesson.
IV. Reso
ources
A. Lumber and Supply
S
Store
e Sites
B. Woodworking
W
g Magazine Sites
S
Slide 21 and 2
22
.
Verrbal
Ling
guistic
Logical
Math
hematical
Visu
ual
Spa
atial
Music
cal
Rhyth
hmic
Bodily
Kinesth
hetic
Intrapersona l
Interpersonal
Naturalist
E
Existentialist
Applica
ation
Guided Practic
ce (LSI Quad
drant III):
The
e teacher willl give directions, if neede
ed, as the sttudents use machines, ccut out partss, sand, asse
emble and
finissh the footsto
ool.
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C
© Texas
T
Education
n Agency, 20112. All rights reeserved
4
Independent Practice (LSI Quadrant III):
The students will lay out their designs for the rails and ends of the footstool. The students will produce the
different parts, assemble, sand and finish their footstools.
Summary
Review (LSI Quadrants I and IV):
Question: Do you have a footstool at home?
Answer: Any answer is correct
Question: After finishing your first project, how do you feel about manufacturing a multiple part project?
Answer: Any positive answer is correct.
Question: Could you sell the footstool and make a profit?
Answer: Any answer is correct
Question: If not, what could you do differently to help you make a profit?
Answer: Any reasonable answer is correct.
Evaluation
Informal Assessment (LSI Quadrant III):
The students will be observed as they work on their footstool and clean the lab.
Formal Assessment (LSI Quadrant III, IV):
The teacher grades the footstool using the Footstool Grading Rubric for student grade.
Extension
Extension/Enrichment (LSI Quadrant IV):
The students will be able to select another multiple part project for manufacturing.
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Name__________________________
Part
Name
Top
End
Rail
Date______________ Period _________
Bill of Materials
Quality Thickness Width Length
1
2
2
¾”
¾”
¾”
11 ½”
10”
2”
14 “
8”
10 ½”
Total
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*prices may vary
Board
Footage
1.12
1.11
0.29
2.59
Cost
$1.67*
$1.86*
$0.44*
$3.77*
6
Name__________________________
Date______________ Period _________
Top Measurements
End Measurements
Rail
M
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Name__________________________
Date______________ Period _________
Use a drill press and drill two holes in each rail to install the top. The hole needs to be counter bored for the screw head.
3/8”
1”
Measure 1” in from each side of the top for placement of the rail/end assembly. Install 4 screws into the holes to hold the top to the assembly. The screws are #8 wood screws that are 2“ long. Ends/Rails
Screw
To
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8
Footstool Grading Rubric
Task Statement: Students will fill in the Matrix on the assignment.
Task Assignment: The student will manufacture the footstool project. The student will operate the equipment in the lab correctly and safely.
The students will have properly sanded the wood, assembled the parts correctly and smoothly applied a protective coating.
Criteria Concepts/Skills to be
Assessed
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Exemplary
4
Design of footstool
Not symmetrical
Symmetrical
Cuts match plans
No personalization
Cuts match plans
Personalized
(Possible 15 points)
(1-4 points)
(4-8 points)
(8-10 points)
(10-15 points)
Proper cutting of designs
Cuts misaligned
Cuts match plans
Cuts match plans
No personal design
Cuts match personal
design
(Possible 15 points)
(1-4 points)
(4-8 points)
(8-10 points)
(10-15 points)
Sanding
6 or more saw or file marks
5 or less saw or file
marks
No saw or file marks
Ten or less sanding
marks
No sanding marks
(Possible 15 points)
(1-4 points)
(4-8 points)
(8-10 points)
(10-15 points)
Assembly of parts
More than 1/8”
misalignment
Between 1/16” and
1/8” misalignment
Less than 1/16”
misalignment
Parts correctly
assembled
(Possible 15 points)
(1-4 points)
(4-8 points)
(8-10 points)
(10-15 points)
Protective Coating
Uneven with 4 or more
drips or runs
Uneven with 3 or
less drops or runs
Uneven with no drips or
runs
Smooth with no drips
or runs
(Possible 15 points)
(1-4 points)
(4-8 points)
(8-10 points)
(10-15 points)
Overall Appearance
Not completed
Overall appearance
FAIR
Overall appearance
GOOD
Overall appearance
EXCELENT
(10 to 14 points)
(Possible 25 points)
(1-10 points)
A = 66-100 points; B = 54-66 points; C = 30-54 points; D = 6-30 points
(14 to 16 points)
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Points
Earned
(16 to 25 points)
Total Points:
9