Christian Snead Subject: Life Skills 8
Number of Lessons: 5 - 6 Time in weeks: 1.1
Rationale: To teach students the
design concepts and their application to real-world design situations and to accurately represent objects in accordance to industry standards.
Students will be introduced to:
 geometric concepts
 fundamentals of graphic representation and presentation
 the relationship between real objects, 3-D visualizations (object space), and 2-D representations (paper space)
 accurate description of the size and shape of an object, using the principles of projection
 relating and understanding of drafting and design to personal, economic and societal considerations.
Students will be able to:
 determine the relative size and shape of surfaces as well as solids, using multi-view and pictorial representation
 create finished drawings of complex three-dimensional objects and spaces on two-dimensional surfaces
Overview: This unit is a direct lead in from our previous unit of Introduction to technology education, where the design process (IDEAL) was introduced.
Prerequisite Concepts and Skills: basic drawing skills
Teacher preparation required: handouts, former students samples
Resources: http://myclass.peelschools.org/sec/11/28370/Lessons/Technical%20Drawing%20Lessons/Orth ographic%20Projection%20Lesson%20revised.pdf
Cross –Curricular Connections: Math (scale drawings, geometric concepts, arithmetic, conversion and estimating techniques) and Art (computer aided drafting CAD graphical techniques to mentally visualize 3D objects).
UDL and DI strategies: For enrichment, students will be encouraged to use various computer software programs to create more elaborate drawings. Also, students who struggle with the
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basic drafting concepts or have difficulty with fine motor control will have adaptations made to the assignments.
Overview of Lessons:
Lesson #1
Introduction to Drafting and the basic drafting tools
(65 mins.)
Core Lesson Concepts:
* What is drafting?
* Why and when do we use drafting?
* Where is drafting used in our society?
PLO’s in lesson - Students will be introduced to:
 basic design concepts and their application to real-world design situations
 basic geometric concepts used in drafting
 basic tools used in drafting (T square, protractor, ruler, compass, paper, pencil)
 the relationship between real objects, 3-D visualizations (object space), and 2-D representations (paper space)
Instructional Objectives and Teaching Strategies:
*Introduce the concept of drafting to students.
*Familiarize students with tools required for drafting
Lesson Activities:
Materials specific to this lesson:
*Class discussion around where and how drafting applies in our lives.
*Discuss where drafting fits into the design process
*Students work on task (letter practice sheet)
Assessment Strategies:
Formative Assessment – students participate in class discussion and begin to explore how drafting impacts their world. Students also complete lettering practice sheet.

Hand out – letter practice sheet

Drawing board

Drafting tools: T square, protractor, ruler, compass, pencils
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Lesson #2 and #3
Title block, lines and angles
(130 mins. 2 classes)
Core Lesson Concepts:
* Introduce the title block and measurement concepts
* Introduce the basic lines used in drafting: guide line, object line, hidden line, and centre line, dimension line, extension line
*Explain why and when the drafting lines are needed in drafting
PLO’s in lesson: Students will be introduced to:
 basic design concepts and their application to real-world design situations
 basic tools used in drafting (T square, protractor, ruler, compass, paper, pencil)
 the relationship between real objects, 3-D visualizations (object space), and 2-D representations (paper space)
Instructional Objectives and Teaching Strategies:
*Introduce the title block, and drafting lines to the students
*Teach the various measurements and degrees in drafting
*Demonstrate how to make accurate angles using drafting tools
*Familiarize students with tools required for drafting
Lesson Activities:
Materials specific to this lesson:
*white board in classroom
*handout with drafting angles, title block, and drafting lines
*T square, ruler, protractor, ruler, paper, pencils
Assessment Strategies:
 students participate in class discussion
 students complete sheet with protractor angles title block and reproduce the drafting lines.

Hand out – drafting angles and drafting lines

Drawing board
 Drafting tools: T square, protractor, ruler, compass, pencils
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Lesson #4
Introduction to Orthographic Drawing
(65 mins)
Core Lesson Concepts:
* Introduce a multi-view drawing (orthographic drawings)
* Explain where, when, why and how orthographic drawings are used.
PLO’s in lesson: Students will be introduced to:
 comprehensive and conventional representation of objects for the purposes of production (i.e., details + assembly = simple to intermediate working drawings)
• scale representation of:
− complex 3-D details in orthographic
− simple objects in pictorial
Instructional Objectives and Teaching Strategies:
*Students will look at how to understand and view a multi-view drawing. Students will be able to accurately point out and a draw the side view, top view and front view of an object.
 Teacher explains principles of orthographic drawing.
 Teacher shows students the sample of the door stop orthographic drawing.
 Students have an opportunity to handle the door stop

Students work on reproducing the orthographic drawing of the door stop – they can used the hand out as their guide.
Lesson Activities:
Materials specific to this lesson:
*white board in classroom
*door stop (to be reproduced in orthographic drawing)
*paper and pencil and drafting tools (T-square, ruler)
*handout with orthographic picture of door stop, which students use as a guide
*handout of definitions and 3D picture of Porsche 911
Assessment Strategies:
 students participate in class discussion
 students complete sheet with protractor angles title block and reproduce the door stop object correctly. Teacher marks drawings on criterion referenced assessment rubric.
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Lesson #5
Introduction to Isometric Drawing
(65 mins)
Core Lesson Concepts:
* Introduce an isometric drawing
* Explain where, when, why and how isometric drawings are used.
PLO’s in lesson: Students will be introduced to:
 accurate description of the size and shape of an object, using the principles of projection
 clear communication of the relative size and shape of surfaces as well as solids, using multi-view and pictorial representation
 creation of finished drawings of complex three-dimensional objects and spaces on two-dimensional surfaces
Instructional Objectives and Teaching Strategies:
*Students will look at how to understand and view an isometric drawing.

Teacher explains principles of isometric drawing. Teacher reinforces concepts of orthographic drawings introduced in last lesson and shows how isometric drawings are an extension of this.

Teacher shows students the sample of the door stop isometric drawing.

Students work on reproducing the isometric drawing of the door stop – they can used the hand out as their guide.
Lesson Activities:
Materials specific to this lesson:
*white board in classroom
*door stop (to be reproduced in isometric drawing)
*paper and pencil and drafting tools (T-square, ruler)
*handout with isometric picture of door stop, which students use as a guide
Assessment Strategies:
 students participate in class discussion
 students complete sheet with protractor angles title block and reproduce the door stop object correctly. Teacher marks drawings on criterion referenced assessment rubric.
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