Box Project
Welding
Lesson Plan
Performance Objective
Upon completion of this assignment, the student will be able to complete a welding Box Project to match the
criteria in the Box Project Rubric.
Specific Objectives
 Analyze an illustration
 Create prints with correct symbols and scaled measurements
 Construct a 5” X 3” divided metal box
Terms
 Print- a copy of a drawing or a plan (previously referred to as “blueprint”).
 Template- a shaped piece of metal, wood, plastic, or other material used as a pattern.
Time
It should take approximately five, 45-minute class periods.
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.
Welding
• 130.323 (c)
o 2) The student explores the employability characteristics of a successful worker in the global
economy. The student is expected to:
(A) explore academic knowledge and skills required for postsecondary education;
(B) identify employers' expectations to foster positive customer satisfaction;
(C) demonstrate the skills required in the workplace such as interviewing skills,
flexibility, willingness to learn new skills and acquire knowledge, self-discipline, selfworth, positive attitude, and integrity in a work situation;
(D) evaluate personal career goals;
(E) communicate effectively with others in the workplace to clarify objectives; and
(F) demonstrate skills related to health and safety in the workplace, as specified by
appropriate government regulations.
o (3) The student applies academic skills to the requirements of welding. The student is
expected to:
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(A) demonstrate effective communication skills with individuals from varied cultures
such as fellow workers, management, and customers;
(B) demonstrate mathematical skills to estimate costs;
(C) demonstrate technical writing skills related to work orders;
(D) apply accurate readings of measuring devices, both U.S. customary and metric;
(E) accurately use an appropriate tool to make measurements;
(F) compute measurements such as area, surface area, volume, and perimeter;
(G) determine how changes in dimension affect geometric figures;
(H) calculate problems using whole numbers, fractions, mixed numbers, and decimals;
(I) use a calculator to perform computations;
(J) perform conversions between fractions and decimals;
(K) understand the functions of angles;
(L) apply right triangle relationships using the Pythagorean Theorem;
(M) understand the parts of a circle;
(N) identify the most reasonable mathematical solution using estimation;
(O) use cross-sections of three-dimensional figures to relate to plane figures;
(P) describe orthographic views of three-dimensional figures; and
(Q) describe isometric views of three-dimensional figures.
o (4) The student knows the function and application of the tools, equipment, technologies, and
materials used in welding. The student is expected to:
(A) use welding equipment according to safety standards;
(B) properly dispose of environmentally hazardous materials used in welding; and
(C) use appropriate personal protective equipment as needed to follow safety
measures.
o (5) The student understands welding joint design, symbols, and welds. The student is expected
to:
(A) demonstrate knowledge of a welding blueprint;
(B) interpret blueprints, drawings, charts, and diagrams;
(C) analyze components of the welding symbol;
(D) analyze types of welding joints;
(E) analyze positions of welding; and
(F) identify types of welds such as fillet, groove, spot, plug, and flanged.
o (7) The student knows the concepts and intricacies of inspections and related codes. The
student is expected to:
(A) evaluate weld inspection processes; and
(B) analyze welding codes.
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
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(A) determine the meaning of grade-level technical academic English words in multiple
content areas (e.g., science, mathematics, social studies, the arts) derived from Latin,
Greek, or other linguistic roots and affixes.
o (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make
inferences and draw conclusions about expository text and provide evidence from text to
support their understanding. Students are expected to:
(D) synthesize and make logical connections between ideas and details in several texts
selected to reflect a range of viewpoints on the same topic and support those findings
with textual evidence.
o (11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand
how to glean and use information in procedural texts and documents. Students are expected
to:
(B) analyze factual, quantitative, or technical data presented in multiple graphical
sources.
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.
 Fabricate or alter parts at construction sites, using shears, hammers, punches, or drills.
Soft Skills
 Critical thinking
 Operation and control
 Monitoring
 Judgment and decision making
 Making decisions and solving problems
 Attention to detail
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.
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Preparation

Materials Needed
o Metal for each student (see materials list)
o Tools for each student
o Sample Box Print Views Handout
o Corner/Box Project Materials List
o Box Project Rubric

Equipment Needed
o Shop equipment
o Computer and projector

Learner
o Prior knowledge of shop safety, basic welding techniques, basic machine operation, hand tools
lesson, power tools lesson
Reference
 Althouse, A. D. & Turnquist, C.H. & Bowditch, W.A. & Bowditch, K.E. & Bowditch, M. A. (2012). Modern
Welding. (11th ed.) chapter 2. Tinley Park, IL: Goodheart-Willcox
Instructional Aids
 Templates slide presentation (Slides 2-9)
 Box Project Guidelines slide presentation (Slides 10-17)
 Sample Box Print Views Handout
 Corner/Box Project Materials List
 Box Project Rubric
Introduction
The purpose of this lesson is for the student to be able to complete a welding box project within guidelines
given.

Say
o Let’s say a shop foreman or your boss gives you a project and you have to build an item within the
guidelines given.

Ask
o What do you need to do to start the project?
o What are the steps to complete this project?
o What things must be considered before completion?

Show
o Example of a corner plate
o Box Project Rubric
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o Parts Template slide presentation and an example
o Box Project Guidelines slide presentation
Outline
MI
OUTLINE
NOTES TO TEACHER
I. Overview topics in Modern Welding (Chapter 2)
A. Views/orientation
B. Drawings made to scale
C. Title block
D. How to read measurements
Prior to lesson, teacher
decides if they will
provide the pre-cut
materials to
specifications, or if the
students will have to cut
the metal. See
Corner/Box Project
Materials List.
II. Show Templates slide presentation and an
example of a corner plate
III. Show and discuss the Parts Template (Slide 5)
A. Review Sample Box Print Views Handout
B. Do not pass out the Parts Template
IV. Students write an analysis, or plan for the steps to
complete the box project (guided practice)
V. Critical thinking exercise
A. Ask students to predict how to take the
corners and create a divided box
B. Class discussion of ideas
VI. Students draw the Parts Template (print) on paper
A. Obtain peer’s review to declare drawings have
correct symbols, scaled measurements, and
are accurate
B. Obtain peer’s signature and then the teacher’s
signature
VII. Students draw their own template (print) for a box
A. Teacher checks for accuracy
B. Reteach during redraws
For the corner
template, teacher may
use Templates slide
presentation or show an
actual example.
(Slides 2-9)
Distribute the
Corner/Box Project
Materials list and the
Sample Box Print Views
Handout.
The drawing of the
Parts Template is from
the Templates slide
presentation.
Show Box Project
Guidelines slide
presentation.
(Slides 1-17)
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MI
OUTLINE
NOTES TO TEACHER
VIII. Teacher shows the Box Project slide presentation
Distribute Box Project
Rubric.
IX. Students construct a 5” X 3” divided metal box
A. Discuss Box Project Rubric.
B. After successfully completing the prints,
students are ready for materials to build the
box
C. Cut pieces of metal for the box, or use pre-cut
material provided by teacher
D. Compare box pieces to template for size
accuracy
E. Build the corner and have teacher check for
accuracy (independent practice)
F. When box is tacked the students obtains the
teacher’s signature
G. Reconstruct box if it is inaccurate
H. Once signature is obtained, student welds box
together
Box pieces should be
ground and filed before
the next piece is cut.
When students build
corners, encourage
them to grind or file the
cut area to ensure that
it is square before
cutting the next piece.
XIII. Evaluation - Box Project Rubric
A. Print
B. Metal box
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Students will write an analysis, or plan for the steps they will take to complete the metal box project.
Independent Practice
Student will work on their metal box in the shop.
Summary
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Review
Teacher will ask students for specific questions about the project or guidelines.
Evaluation
Informal Assessment
After a teacher-determined period of time, each box is turned in (at whichever stage of completion) for
evaluative feedback. No rubric grade should be given at this time; however, a participation grade based upon
progress will be assessed.
Formal Assessment
Student completes box and turns in for a grade based upon the Box Project Rubric given to the student at the
beginning of the project.
Enrichment
Extension
Apply learning to future lessons and work/employment.
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Sample Box Print Views Handout
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Student Signature_________________________________________________________
Peer Signature ___________________________________________________________
Teacher Signature ________________________________________________________
PARTS TEMPLATE
Section
A, F
B, E
C, D
G, H
Size
5x3
2½x3
2½x2¾
4 ½ x 1- 3/16
Description
Sides
Ends
Inside dividers
Bottom
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Corner Materials List

Each student will need
o A piece of ¼” plate metal 8.5” X 11” (the size of a sheet of paper)
o Appropriate tools to finish the box project to completion
o Plate metal cut to the following sizes
o 3” X 5” piece
o 2 ½” X 1 ¾” piece
o 2” X 4” piece
Box Project Materials List

Each student will need
o A sheet of plate metal to cut pieces from or
o The following pre-cut materials to use
o Two pieces of ¼” plate metal cut to 3” X 5” (for use as sides)
o Two pieces of ¼” plate metal cut to 2 ½” X 3” (for use as ends)
o Two pieces of ¼” plate metal cut to 2 ½” x 2 ¾” (for use as inside dividers)
o Two pieces of ¼” plate metal cut to 1-3/16” X 4 ½” (for use as bottom piece
adjusting for 1/8” gap in center)

Each student will use the appropriate tools to finish the project to completion.
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Box Project Rubric
Task Statement: Students will produce a divided box from sheet metal.
Task Assignment: Students work as individuals to create accurate prints with correct measurements and construct a 5” X 3” divided box out of metal.
Criteria Concepts/Skills to
be Assessed
Drawing
Criteria Categories
(Novice to Exemplary)
Novice
1
Attempt to make
drawing
Developing
2
No part of the drawing is
more than 1/8” off
(20 possible points)
Measurement
(1-5 points)
Attempt to make
close measurements
(20 possible points)
Labeling
(1-5 points)
Labeling has many
mistakes
(6-10 points)
Measurements are
within 1/8” tolerance
over 80% of the time;
measurements are equal
diagonally; no
measurements over ¼”
tolerance
(6-10 points)
Labeling has several
mistakes
(20 possible points)
Box Level
(1-5 points)
Box is not level
(6-10 points)
Box is somewhat level
Accomplished
3
Drawing is within 1/8”
tolerance approximately
70% of the time
(11-15 points)
Measurements are equal
diagonally; measurements
are within 1/8” tolerance
over 90% of time; no
measurement should
exceed 3/16” tolerance
Exemplary
4
Drawing is exact to scale
over 90% of box (1 inch
= 1 inch)
(16-20 points)
Measurements are
within 1/16” over 90%
of box; no measurement
over 1/8” at any point
(11-15 points)
Most labeling is correct
with minimal mistakes
(16-20 points)
All labeling is accurate
Points
Earned
(11-15 points)
(16-20 points)
Box is fairly level with little Box sits perfectly level
or no rocking/wobbling
without any wobbling);
has no bead on bottom
(20 possible points) (1-5 points)
(6-10 points)
(11-15 points)
(16-20 points)
Overall appearance Has many problems
Has grinding marks; a few Very clean with minimal
All metal looks like one
of box
with overall work
problem welds; some
digs or inclusions
piece; very clean; no
and/or appearance
issues with work and/or
welds showing
appearance
(20 possible points) (1-5 points)
(6-10 points)
(11-15 points)
(16-20 points)
A = 64-100 points; B = 44-60 points; C = 24-40 points; D = 0-20 points
Total Points: ____________
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