Lesson Plan
Course Title: Engineering Design and Presentation
Session Title: 2 Dimensional Drawing
Performance Objective:
Upon completion of this assignment, the student will be able to construct a 2 Dimensional Drawing
in pencil and CAD that accurately and neatly meets the specifications in Diagrams 1-6 of this
lesson.
Specific Objectives:
Students will be able to:
 Define terms associated with the lesson.
 Identify tools used in drawing model.
 Lay out overall shape, length, and height in pencil then CAD.
 Lay out overall shape to dimensions in pencil then CAD.
 Dimension length and height in pencil then CAD.
 Dimension length & width of drawing in pencil then CAD.
 Finish drawing, as shown in pencil and then CAD.
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.
Engineering Design and Presentation:

130.365 (c)(1)(B)(E)(G)(H)
...identify employment and career opportunities;
...identify and use appropriate work habits;
...discuss ethical issues related to engineering and technology and incorporate proper
ethics in submitted projects;
...demonstrate respect for diversity in the workplace;

130.365 (c)(3)(A)(B)(C)(D)
...use time-management techniques to develop and maintain work schedules and meet
deadlines;
...complete work according to established criteria;
...participate in the organization and operation of a real or simulated engineering project;
...develop a plan for production of an individual product.

130.365 (c)(5)(E)(G)(I)(J)
...project points and construct lines to build geometric forms;
...draw developments using radial line, parallel line, and triangulation methods;
...prepare and revise annotated multi-dimensional production drawings in computer-aided
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drafting and design to industry standards;
...demonstrate knowledge of effective file structure and management.

130.365 (c)(6)(B)(C)(D)(E)(F)
...think critically, identify the system constraints, and make fact-based decisions;
...use rational thinking to develop or improve a product;
...apply decision-making strategies when developing solutions;
...use an engineering notebook to record prototypes, corrections, and/or mistakes in the
design process;
...use an engineering notebook to record the final design, construction, and manipulation of
finished projects.

130.365 (c)(7)(A)(B)(C)(D)
...use a variety of technologies to design components;
...use tools, laboratory equipment, and precision measuring instruments to develop
prototypes;
...research applications of different types of computer-aided drafting and design software;
...use multiple software applications for concept presentations.

130.365 (c)(8)(A)(B)(C)(D)
...interpret engineering drawings;
...identify areas where quality, reliability, and safety can be designed into a product;
...improve a product design to meet a specified need;
...produce engineering drawings to industry standards;

130.365 (c)(9)(A)(B)(C)
...identify and describe the steps needed to produce a prototype;
...identify and use appropriate tools, equipment, machines, and materials to produce the
prototype;
...present the prototype using a variety of media.
Interdisciplinary Correlations:
English:

110.42(b)(6)(A)(B)
…expand vocabulary through wide reading, listening, and discussing;
…rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary;

110.42(b)(7)(A)(I)(J)
…establish a purpose for reading such as to discover, interpret, and enjoy;
…use study strategies such as skimming and scanning, note taking, outlining, and using
study-guide questions to better understand texts;
…read silently with comprehension for a sustained period of time;
Mathematical Models with Applications:

111.36(b)(1)(A)(B)(C)
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2
…compare and analyze various methods for solving a real-life problem;
…use multiple approaches (algebraic, graphical, and geometric methods) to solve
problems from a variety of disciplines;
…select a method to solve a problem, defend the method, and justify the reasonableness
of the results;

111.36(b)(2)(A)(B)(C)(D)
…interpret information from various graphs, including line graphs, bar graphs, circle
graphs, histograms, scatter plots, line plots, stem and leaf plots, and box and whisker plots
to draw conclusions from the data;
…analyze numerical data using measures of central tendency, variability, and correlation in
order to make inferences;
…analyze graphs from journals, newspapers, and other sources to determine the validity of
stated arguments;
…use regression methods available through technology to describe various models for
data such as linear, quadratic, exponential, etc., select the most appropriate model, and
use the model to interpret information;

111.36(b)(3)(A)(B)(C)
…formulate a meaningful question, determine the data needed to answer the question,
gather the appropriate data, analyze the data, and draw reasonable conclusions;
…communicate methods used, analyses conducted, and conclusions drawn for a dataanalysis project by written report, visual display, oral report, or multi-media presentation;
…determine the appropriateness of a model for making predictions from a given set of
data;

111.36(b)(4)(A)(B)
…compare theoretical and empirical probability;
…use experiments to determine the reasonableness of a theoretical model such as
binomial, geometric, etc.;
Teacher Preparation: The teacher should have all materials and equipment ready for class with
the tools that will be used in the lesson displayed for the students to see. The teacher should have
the Storyboard Diagrams 1-6 PowerPoint presentation ready.
References:
American National Standards Rules
CAD related software of teacher’s choice
Instructional Aids:
1. PowerPoint presentation of Diagrams 1-7, tools, and 2D drawings
2. Handout of Drafting Tools and Instruments
3. Handout of 2D drawings from PowerPoint presentation
4. 2D Rubric
Materials Needed:
1. CAD Software
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2. Paper & Pencil
3. Student handouts
Equipment Needed:
1. Overhead or LCD projector
2. Computer
3. Drafting board
4. 30,60, 45 degree angles
5. T-square
Learner Preparation: The student should have knowledge of basic drafting skills for board work
and basic computer and CAD software skills for computer application; and, previous knowledge of
dimensioning to American National Standards Rules.
Introduction
Introduction (LSI Quadrant I):






SAY: Today we are going to discuss how to lay out a 2 dimensional drawing.
ASK: What do you think a 2 dimensional drawing is used for?
SHOW: PowerPoint slides of 2 dimensional drawings; and, distribute handout printed from
slides on 2 dimensional drawings.
ASK: How would an engineer use 2 dimensional drawings?
SHOW: The tools displayed in the classroom to be used in sketching and drawing.
SAY: In this lesson, you will sketch a 2 dimensional drawing using pencil and paper to
match Diagrams 1-6 in the slide presentation; then, you will draw a 2 dimensional drawing
using CAD.
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. Define terms associated with the lesson.
A. Length
B. Height
C. Dimension
.
Distribute handouts of
Diagrams 1-6, tools and 2D
drawings.
Start PowerPoint Storyboard
presentation to be used
throughout the lesson.
Teacher will discuss terms
used in lesson.
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II. Identify tools used in drawing model.
A. Drafting board
B. 30, 60, 45 degree angles
C. T-square
Teacher shows PowerPoint
slide showing picture of tools
and refers to actual tools
displayed in class.
III. Lay out overall shape, length, and height in
pencil and then CAD.
A. Lay out overall shape as shown to
scale as shown in Diagram 1.
B. Draw in overall length and extend
them down to overall height .50
spaces between segments as shown
in Diagram 2.
C. Draw in over all height and extend
them across to opposite side .50
spaces between segments as shown
in Diagram 3.
Students will complete
sketches of Diagrams 1-6 in
pencil; then, drawings of
Diagrams 1-6 using CAD.
It is recommended that
students complete all
diagrams in pencil before
completing diagrams using
CAD; however, it is to the
discretion of each teacher.
The teacher uses Diagrams
1, 2, 3 as standards to be
met by the students.
IV. Lay out overall shape to dimensions.
A. Construct L shape in each corner as
shown and as dimensioned in
Diagram 4.
Students will continue to
complete Diagrams in pencil;
and then using CAD.
The teacher uses
Diagram 4 as standard to be
met by the students.
V. Finishing drawing.
A. Finish drawing as shown in
Diagram 5.
VI. Dimension length and height of drawing.
A. Dimension drawing by placing length
on top of drawing.
B. Place height dimensions on right side
of drawing, according to American
National Standards Rules, as
shown in Diagram 6.
Students will finish diagrams
1-6 in pencil; then, diagrams
1-6 using CAD.
The teacher uses
Diagram 5 as standards to
be met by the students.
Students will continue to
complete Diagrams 1-6 in
pencil; then, Diagrams 1-6
using CAD.
The teacher uses
Diagram 6 as standards to
be met by the students.
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VII. Dimension length & width of drawing.
A. Diagram 6.
Students will continue to
complete diagrams 1-6 in
pencil; and then diagrams 16 using CAD.
The teacher uses Diagram 6
as standards to be met by
the students.
Application
Guided Practice (LSI Quadrant III):
The teacher uses PowerPoint Storyboard Diagrams 1-6 to guide the instruction. Diagram 7 is used
for extension and enrichment. The remaining slides are used to show drafting tools and
instruments, and 2D drawings as samples for the students to see as they are sketching and
drawing their own.
Independent Practice (LSI Quadrant III)
Students will practice 2 dimensional drawing in pencil and using CAD as guided by the teacher.
Summary
Review (LSI Quadrants I and IV):
The teacher will orally review the terms and tools used in this lesson with the students.
Evaluation
Informal Assessment (LSI Quadrant III):
The teacher monitors student progress throughout the guided practice, observes students
dimensioning, monitors progression and redirects as needed.
Formal Assessment (LSI Quadrant III, IV):
Finished 2 dimensional drawings in pencil and using CAD.
Extension
Extension/Enrichment (LSI Quadrant IV):
1. Identify 2 dimensional drawings used in industry in magazines.
2. Identify some of the industries that use 2 dimensional drawings.
3. Repeat assignment in solid form by adding width (Polyline extrude) as seen in
Diagram 7.
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Copyright ©
© Texas
Texas Education
Education Agency,
Agency, 2012.
2012. All
All rights
rights reserved.
reserved.
Copyright
7
2 Dimensional Drawing Rubric
Task Statement: Construct a 2 Dimensional Drawing.
Task Assignment: Construct a 2 Dimensional Drawing that accurately and neatly meets the specifications in Diagrams 1-6 of this lesson
by using pencil and then CAD.
Concepts/Skills to be
Assessed
Lay out overall shape, length, and
height in pencil then CAD
Novice
1
Pencil sketch
started
(Possible 15 points)
Lay out overall shape to
dimensions in pencil then CAD
(1-4 points)
Pencil sketch
started
(Possible 15 points)
Dimension length of line segment
in pencil then CAD
(1-4 points)
Line segments not
connected, double
lines, over run
corners
(1-4 points)
Line segments not
connected, double
lines, over run
corners
(1-4 points)
Pencil sketch
started
(Possible 15 points)
Dimension height of line segment
in pencil then CAD
(Possible 15 points)
Finish drawing, as shown, in
pencil then CAD
(Possible 25 points)
Neatness
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Pencil Sketch
Pencil and CAD lines
completed
going in the right
direction
(4-8 points)
(8-10 points)
Pencil Sketch
Pencil and CAD lines
completed
going in the right
direction
(8-10 points)
(4-8 points)
Less line segments
Lines are connected,
not connected, less
sharp, and intersect
double lines, less
over run corners
(4-8 points)
(8-10 points)
Less line segments
Lines are connected,
not connected, less
sharp, and intersect
double lines, less
over run corners
(4-8 points)
(8-10 points)
Pencil Sketch
Pencil and CAD lines
completed
going in the right
direction
(1-10 points)
(10 to 14 points)
Smudges, double
Less smudges, few
lines, light and
double lines, less
fuzzy lines
over run
(Possible 15 points)
(1-4 points)
(4-8 points)
A = 66-100 points; B = 54-66 points; C = 30-54 points; D = 6-30 points
(14 to 16 points)
No smudges, lines
intersect and are dark
and sharp
(8-10 points)
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Exemplary
4
Pencil and CAD
are accurate within
1/16 of an inch
(10-15 points)
Pencil and CAD
are accurate within
1/16 of an inch
(10-15 points)
Dark, sharp lines with
100% accuracy
(10-15 points)
Dark, sharp lines with
100% accuracy
(10-15 points)
Pencil and CAD
are 100% accurate
within dimension
given
(16 to 25 points)
Dark, sharp, accurate
lines
(10-15 points)
Total Points:
8
Points
Earned