MONDAY, 6/8/20

• OBJECTIVE: Students will learn woodworking skills by watching others do woodworking.
• THE LAST TWO WEEKS OF SCHOOL: Teachers have been instructed not to assign any new work for the last two weeks of school. Last week's two assignments are the last ones that will be placed in the grade book. That said, I strongly encourage you to watch the videos associated with the OPTIONAL two assignments linked to the right. They show two other woodworkers creating projects, and the steps they went through to do so. I suspect most of you will be able to glean some additional woodworking insight by watching them.
• MISSING WORK. The last day to turn in any missing distance-learning work, or to resubmit previously submitted work for additional credit, is Friday, 6/19/20. Mr. K has made at least one comment on EVERY assignment that has been turned in during distance-learning. Students receive emails for general Classroom comments he enters. You have seen these. If you received a "1" on an assignment (because you earned less than 60% of the possible points on that assignment), Mr. K has likely left numerous comments attached to your submitted document itself. Classroom DOES NOT generate an email for these types of comments You will need to open your assignment up to see these comments if you wish to address deficiencies in your past assignments.
• TIMES TO PICK UP YOUR PROJECTS: Mr. K will be at school from 4 - 6 PM on both Wednesday, 6/10, and Monday, 6/15 so students can come get partially completed and completed projects. The school will keep all wood earmarked for projects that have made minimal progress (because it can be used next year for other projects). Any materials left after Monday, 6/15, will be either disposed of or repurposed in future classes. If neither of these dates works for you, and there are materials you wish to pick up, please email Mr. K so that an alternative pick-up time can be arranged. Students coming to obtain materials on either date are asked to access the shop via the back door that can be accessed by going through the gated area (the gate will be open) behind the F-building. Students coming to pick up items are asked to wear face masks, and abide by appropriate social-distancing standards.

TUESDAY, 5/26/20

• OBJECTIVE: Students will learn fundamental steps in steam bending.
• OBJECTIVE: Students will learn woodworking skills by watching others do woodworking.
• The first assignment this week is the last assignment that focuses on a specific woodworking technique or skill. Recently the school acquired a steam box for steam bending wood. the steam generator was purchased, and the box itself was build by CV students Afon Blinov. If you like the possibilities that this technique makes possible . . . pay attention to what you see in the video, and start thinking about possible projects you might make at school in the future.
• The second assignment will be like all of the remaining assignments for the year -- watching others simply build projects and doing woodworking. Sometimes it is important to just watch others do woodworking. Unfortunately, during the school year, you really don't get a chance for this . . . mostly because Mr. K never has the time to get appropriate projects set-up and that allow him to follow through on them. So we turn to the next-best thing -- videos.
• Both assignments should be done on a Google Doc and submitted to Google Classroom on the correct assignment. The Google Classroom assignments won't be posted until 5/26.

MONDAY, 5/11/20

• OBJECTIVE: Students will learn how to fix common woodworking mistakes.
• OBJECTIVE: Students will understand the differences between various wood glues and how to apply glue in woodworking.
• This week's assignments focus on things you can do to fix common mistakes you might make while woodworking. Often, simple things can be done and you don't simply have to restart your project. It is pretty common to have to utilize glue when fixing some of these mistakes. Therefore, the first assignment has a focus on wood glue. The second assignment contends with mistake fixing.
• Both assignments should be done on a Google Doc and submitted to Google Classroom on the correct assignment. The Google Classroom assignments won't be posted until 5/11.

MONDAY, 4/27/20

• OBJECTIVE: Students will learn joinery techniques associated with fine woodworking.
• Perhaps more than anything else, joinery defines quality woodworking. Joinery takes practice. And joinery requires lots of techniques to insure that joints not only function, but look good as well. In the first assignment, you are asked to watch a couple of videos that document a woodworker making a couple of joints. It is absolutely amazing to watch his mastery, and I invite you to watch as many of his videos as you can. He produces some crazy joints! The second assignment focuses on the traditional dovetail joint. Yes, there are router jigs out there that allow you to make dovetail joints, but nothing is more satisfying than making these joints by hand. Many of the tips and techniques you will see in the videos for this week will carry over and apply to woodworking in general.
• Both assignments should be done on a Google Doc and submitted to Google Classroom on the correct assignment. The Google Classroom assignments won't be posted until 4/27.

MONDAY, 4/13/20

• OBJECTIVE: Students will expand their knowledge of woodworking through distance-learning activities.
• After looking at last week's completed surveys and assignments, it looks to me like:

1. Many students would like to try and build something at home.
2. Some students have resources at home with which to build things.
3. Some students do not have many resources with which to build things.
4. Some students have asked to work on plans that might be used in Woodworking 2, or just for the opportunity to design new projects to build.

• Going forward, I've decided to do the things listed below. My hope is that the three options of this plan provide the flexibility that most people need and want.
• OPTION 1. Each week on Monday, I will post two video/article-based assignments here on the class website AND on Google Classroom. I expect that most, if not all, assignments will be around 10 points each, and will generally require between 50 to 60 minutes to complete if you do a thorough job. IF YOU DO NOTHING ELSE EACH WEEK, YOU ARE EXPECTED TO COMPLETE BOTH OF THESE ASSIGNMENTS. Generally, you will be asked to place your responses for the assignments on a Google Doc. and submit it to Google Classroom. Assignments will be due the following week. Please do not forget to hit the submit button -- otherwise I won't know that you have turned something in. The two assignments for this week are posted and linked to the right.
• OPTION 2. A second option each week will be to design a project that you could build later. To do this, you must complete a POP (you must include a drawing that you make, wood calculations, and all other components required in a typical POP). You must use the class POP Template. Your POP will be graded using this POP Grading Rubric that has been used up to this point. You can submit this POP into Google Classroom for either of the week's normal assignments. If you choose this option on a given week, you DO NOT need to do either of the two assignments assigned for that week. Your score percentage on the POP (since POP's are typically graded out of 15 points) will go in as scores for both of the week's traditional assignments.
• OPTION 3. A final option each week will be for those of you wishing to build something at home. First, those of you wishing to do this will need to complete a POP as outlined above. You must also let me know that you are actually going to be building this. As above, while you work on your POP you DO NOT have to complete the week's assignments. Once I understand that this is your goal, I will provide you with feedback on your POP and will also tell you how many weeks worth of assignments YOU WILL NOT have to do while you work on your project. Scores for the assignments you do not do will be populated with scores for your completed project. When you are done with your project, you should email a completed Project Grade Sheet along with a number of pictures of your completed project to your instructor. When you open the grade sheet, you will need to select "Make a Copy" under the FILE menu first. Then you will be able to edit it.
• Everyone, even if you are working on OPTION 3, will need to continue to check this website daily in order to allow the flexibility listed above and still allow Mr. K's communication with all students.
• Assignment scores will be transcribed into the online Gradebook as either a "Z" (missing), a "1" (turned in but less than 60%) or a "2" (more than 60%).

MONDAY, 4/6/20

• OBJECTIVE: Students will inventory home woodworking resources.
• As we try and navigate the process of distance-learning with a hands-on class such as woodworking, there are many unknowns. Ideally, I would find a way to keep a hands-on component for at least part of the class. If this is possible, likely it will look different for everyone as you will be limited to resources you have at home. This Distance-Learning Survey is intended to help me assess what might be possible. Your answers are important. Please take the time to answer all these questions as completely as possible. Do not worry if your resources at home are severely limited -- you will not be penalized if you cannot do woodworking at home. Please consider this as an assignment that will be graded for completeness and thoughtfulness.
• To help you wrap your mind around what is possible at home, please complete the Home Woodworking Inventory that has been posted on Google Classroom. Please have this completed by Friday if possible so that I know how we might move forward.

THU 3/12 & MON 3/16

• OBJECTIVE: Students will work on their second semester projects.
• Students completed a short Daily Journal.
• Students worked on 2nd Semester Projects for the rest of the period.

FRI 3/6 & MON 3/9

• OBJECTIVE: Students will work on their second semester projects.
• There was no Daily Journal.
• Students were checked off whether or not they had wood ready to turn for their turned project. Repeatedly students have been requested to get this wood ready before doing anything else so when a lathe comes available students can work.
• Students worked on 2nd Semester Projects for the rest of the period.

MON 3/2 & TUE 3/3

• OBJECTIVE: Students will work on their second semester projects.
• There was no Daily Journal.
• ANNOUNCEMENT: There will be a short quiz next period. On this quiz, you will need to:

1. Identify wood species (you can use your table of notes you took when we discussed wood species in class.
2. Determine the number of board feet when given a quantity of wood (both hardwood and softwood), as well as determine how much the given wood costs.

• Students worked on 2nd Semester Projects for the rest of the period.

TUE 2/25 or WED 2/26

• OBJECTIVE: Students will understand how to employ the Adobe Illustrator template for use with the hand-held CNC routers.
• OBJECTIVE: Students will understand the basics regarding the hand-held CNC routers.
• OBJECTIVE: Students will work on their second semester projects.
• Students completed a Daily Journal.
• Mr. K discussed the proper use of the Illustrator template (located on the Shaper Origin Page of the CV Safety Page) that must be used to prepare files for the hand-held CNC routers. Before using the hand-held CNC router, students should watch the videos provided on the safety page.
• Mr. K also took the class out to the shop to look at the hand-held CNC router in action, including the jig that has been made for the use of these routers.
• Students worked on 2nd Semester Projects for the rest of the period.

WED 2/19 or THU 2/20

• OBJECTIVE: Students will understand their new clean-up tasks.
• OBJECTIVE: Students will work on their second semester projects.
• Students completed a Daily Journal.
• Clean-up is going to be adjusted for the next semester. Tasks will be focused on pieces of equipment instead of areas. Students will be scored based upon their assigned equipment being completely cleaned (including the area around, behind, and under their pieces of equipment) each day. Several students have not been assigned equipment and instead will have substitute roles so they can fill in for others who are absent on a given day. Each day, after addressing their assigned area, students are to then (and only then) grab floor brooms and sweep aisles until all debris is cleaned up. All students are responsible for cleaning their materials and dust up from the common work benches. Students are to remain in the shop until the instructor gives the okay to return to the room.
• 2nd Semester Clean-Up Assignments -- 1st Period.
• 2nd Semester Clean-Up Assignments -- 5th Period.
• 2nd Semester Clean-Up Assignments -- 8th Period.
• Before getting to work today, students should look at their returned POP's, make the changes indicated, and then print them. Students are NOT to resubmit them for additional grading.
• At this point, students without any of their project POP's turned in must select one of the following POP's, print it today, and start it. Normal class policies will be followed with respect to awarding points for POP's turned in late at this point. There will be no further class time devoted to POP writing. Class time spent writing POP's will simply translate into less shop time to complete projects. Students who have turned in less than all three POP's, should start on their own POP's but, if they ever come to a stand-still in the shop, they are to come, print out the appropriate POP here, and continue working. Students with less than all three POP's turned in can, outside of class, finish and then use their POP's. However, not having a POP will never be an acceptable excuse for not working in the shop. Class time, today or any day hereafter, CAN NOT be used to write your POP's.
• Band Saw Box POP.
• Turned Bowl POP.
• Small Table POP.
• Following this, students were reminded to NOT simply go out and collect any material they happen to find in the shop (unless you pull it from one of the three piles in the shop, or the scrap bins). All material that is to be used for projects should be approved by Mr. K first.
• Students worked on 2nd Semester Projects for the rest of the period.

THU 2/13 or FRI 2/14

• OBJECTIVE: Students will understand the project requirements for the 2nd Semester and complete POP's and all planning required for semester projects.
• OBJECTIVE: Students will understand the nature of how wood grows, and its impact upon flaws found in wood.
• There was no Daily Journal.
• Students used the period to work on their POP(s) for their semester projects. When finished with them, POPs should be submitted to CLASSROOM for review.

FRI 2/7 or MON 2/10

• OBJECTIVE: Students will understand the project requirements for the 2nd Semester and complete POP's and all planning required for semester projects.
• OBJECTIVE: Students will understand how wood is measured, and how to determine and properly use the term "board-foot".
• OBJECTIVE: Students will understand the nature of how wood grows, and its impact upon flaws found in wood.
• Students completed a Daily Journal.
• Wood as a material, and how wood grows in a tree was discussed. The way wood grows in a tree determines the quality of the lumber we obtain from the tree. Typical flaws found in wood were discussed. Students were asked to take notes, notes that they might be able to use on a future quiz on these topics.
• Wood as a Material Notes.
• Students used the rest of the period to work on their POP(s) for their semester projects. When finished with them, POPs should be submitted to CLASSROOM for review.

MON 2/3 or TUE 2/4

• OBJECTIVE: Students will understand the project requirements for the 2nd Semester.
• There was no Daily Journal.
• Students were reminded to always check with Mr. K ahead of time to insure he can be here after school or otherwise outside of class if you intend to come in and work on 1st Semester projects you received an extension on.
• For this semester, students will complete the following projects:

1. A band saw box OR a project of their own design requiring the use of the hand-held CNC routers.
2. A turned-lidded box, or a turned bowl (or an approved alternative with equivalent wood turning).
3. A small table (or an approved alterative with equivalent woodworking).

• Students were shown images of things that can be completed with the Shaper Origin CNC routers. Resources can be found on the CVHS Safety Page for the Shaper Origin CNC routers.
• Students will not be allowed to start work in the shop this semester until a POPs for their three projects are submitted, reviewed, approved, modified as needed, and printed. Students are to use this POP Template when generating their POPs. You will need to make a copy of this and then add it to your drive. You will not have edit rights to this file when you first open it. All POP's are to be completed by Thursday, 2/13, or Friday, 2/14. All parts of this template should be completed. When finished, students should turn it into Google Classroom (do not print it!!). Drawings are absolutely required.
• Student POP's will be graded using the following POP Grading Rubric.
• Students are invited to submit a project they complete this year to the Mid-Willamette Valley Woodworkers Guild Show at the Corvallis Public Library from 4/29 - 5/3. This is not required, but it is a great opportunity to showcase your work, and raise the stakes for you.
• RESOURCES TO USE TO DETERMINE HOW TO MAKE SOME OF YOUR PROJECTS:
• TURNED LIDDED BOX -- suggestions and resources:

1. Watch this Turned Lidded Box Video by the Wood Whisperer. The steps that Marc Spagnuolo suggests are listed below the video and can/should be used as the basis for the POP that YOU write. To watch this on the school's computers, you will need to watch it in YOUTUBE.
2. Students will need to glue up wood, but glue-ups should be oriented so that the grain of the wood is along the axis of the lathe (so that you will be turning long grain). If you stack pieces of wood perpendicular to this, you would need to turn end grain on two sides of your box . . . which is extremely difficult without the sharpest of tools.
3. The diameter of your box should be 4" or less.
4. Your drawing does not need to include all the fine details you plan on putting into your box, but should include overall dimensions (height, diameter), your planned wall thickness, and all details and dimensions associated with the mortise/tenon lid joint.

• TURNED BOWL -- suggestions and resources:
• Video that demonstrates the bowl turning process. What he calls CA glue, is superglue.
• Notice that when he turns the inside of the bowl, he is ONLY cutting on the left, or down-turning side of the bowl. If the tool catches, it will get forced into the tool rest and not be thrown upward.
• There may be some bowl blanks (chunks of wood) that can be used for bowls. Ask Mr. K. Otherwise, wood will need to be glued up. If you need to glue wood up, or if you want to for your design, try to glue wood so that the grain will be going in the direction of the axis of the lathe. This way, you won't be trying to turn end grain.
• When you mount your bowl in a chuck, make sure to put a mark somewhere on the bowl so that, next class, you can remount your bowl in the exact same way in the chuck the next class period. This may require pencil marks on the bowl to line up with one of the numbered jaws of the chuck. Also, for this project, it is important you continue to use the same lathe (and its chuck).
• Instead of grabbing the bowl via a mortise cut into the bowl and an expanding chuck, you could turn a tenon that the chuck will grab. If you do this, you will need to eventually cut this tenon off. Grabbing a tenon is usually more secure, but you will need to clean up after you cut the tenon off.
• BAND SAW BOX --suggestions and resources:
• Video in which the Wood Whisperer, Marc Spagnuolu, makes a band saw box.
• Make sure the band saw blades are sharp. If they are not, you will struggle.
• Keep shapes gentle -- sharp corners and tight curves are very difficult to make so they look good.
• When cutting the final shape, and when doing the inside cut in which you are cutting out the drawer, use a sharp 1/4" wide band saw blade (Mr. K can show you which band saw has this blade installed).
• The spindle sander can often be used to get into tighter curves and spaces.
• SMALL TABLE --suggestions and resources:
• Plan on using the table top clips that are used on the example table provided by Mr. K.
• The aprons and legs must be connected using either dominos (look at the CVHS safety page to learn how to use the domino jointer), or dowels.
• Keep the table size modest (like an end-table). Large panels are difficult to keep flat, and of course require much more time to sand and finish.
• Consider inlaying glass, wood, or even tile into your table top. Mr. K can give you suggestions.
• Students used the rest of the period to work on their POP(s) for their semester projects.

THU 1/23 or FRI 1/24

• OBJECTIVE: Students will work on their semester projects.
• There was no Daily Journal.
• FRIDAY, 1/24, IS THE LAST DAY IN CLASS TO WORK ON ANY SEMESTER PROJECTS. ALL PROJECTS, REGARDLESS OF THEIR STATE OF COMPLETION, ARE TO BE TURNED IN TODAY.
• Students checked their personal timelines with the instructor to insure they are on schedule for finishing semester projects. If okay, the timeline was initialed by the instructor. If not, changes were made to the timeline.
• Students worked on their projects in the shop.

THU 1/16 or FRI 1/17

• OBJECTIVE: Students will work on their semester projects.
• There was no Daily Journal.
• Students checked their personal timelines with the instructor to insure they are on schedule for finishing semester projects. If okay, the timeline was initialed by the instructor. If not, changes were made to the timeline.
• Students worked on their projects in the shop.

FRI 1/10 or MON 1/13

• OBJECTIVE: Students will work on their semester projects.
• There was no Daily Journal.
• Students checked their personal timelines with the instructor to insure they are on schedule for finishing semester projects. If okay, the timeline was initialed by the instructor. If not, changes were made to the timeline.
• Students worked on their projects in the shop.

MON 1/6 or TUE 1/7

• OBJECTIVE: Students will work on their semester projects.
• OBJECTIVE: Students will plan out their remaining days for this semester.
• Students completed their daily journals. There are only eight class periods remaining in this semester, and only seven of those will be work days to get projects done. The journals today are intended to help students map out a path for getting their projects (the cutting board, mallet, and box or clock) done. Journal tasks should reference POP steps when possible. Milestones and things to be completed by the end of each day must be concrete and specific. These journals were printed and collected by Mr. K. Each day, students will review their progress with Mr. K at the start of the class. As needed, students will also indicate on their timeline what they will do to catch back up.
• Daily Lathe Queue (look here to see who is on each lathe each class period). Mr. K knows that the amount of time students have had on the lathe has not been fairly distributed. So long as students are working and staying busy and put forth some effort to complete projects before the semester, he will be fair to people when it comes time to grades.
• ANNOUNCEMENT: It was suggested that students check their online grades. Two scores were entered prior to winter break -- one for clean-up participation, and one for participation in general (based on unexcused absences and tardies). Students were reminded that the course syllabus lists both things as items that contribute to a student's overall class grade.
• Students worked on their projects in the shop.

MON 12/16 or TUE 12/17

• OBJECTIVE: Students will work on their semester projects.
• Students completed a daily journal.
• Students worked on their projects in the shop.

TUE 12/10 or WED 12/11

• OBJECTIVE: Students will work on their semester projects.
• Students completed a daily journal.
• Students worked on their projects in the shop.

WED 12/4 or THU 12/5

• OBJECTIVE: Students will work on their semester projects.
• Students completed a daily journal. In this journal, students were notified about an upcoming opportunity for extra credit.
• All students were asked to obtain the material (wood) they require for both their handle (a piece of hemlock that is 2" x 2" x 14"), and their mallet head (a piece of hemlock that is at least 3" x 3" x 6"). In addition, all students were asked to print their mallet handle and mallet assembly POP's so that they are ready to go when a lathe becomes available. Mallet assembly POP's have all been corrected. Students should make adjustments as needed before printing their POP's.
• Students worked on their projects in the shop.

MON 11/25 or TUE 11/26

• OBJECTIVE: Students will work on their semester projects.
• Students completed a daily journal after watching this Video On Quarter-Sheet Finish Sanders.
• Students worked on their projects in the shop.

TUES 11/19 or WED 11/20

• OBJECTIVE: Students will work on their semester projects.
• Students were asked to watch this video made by CV students about Woodworking with Gary Rowgowski: Why Woodworking Is Important. Note the emphasis on learning from mistakes, and always doing your best.
• After the video, students were asked to look at their score on the last graded journal entry (for the 11/13 or 11/14 daily journal). Students earning less than 4.7 out of 5 on this assignment were to complete today's daily journal.
• Students worked on their projects in the shop.

WED 11/13 or THU 11/14

• OBJECTIVE: Students will work on their semester projects.
• There are only four lathes. We need to start turning if things are to be completed by the end of the semester. This Lathe Queue lists who is assigned to each lathe on each day. Students -- you are responsible for having a printed POP and be ready to go on your assigned day. It is recommended that students get their POP's for their head and assembly finished so you are ready to finish the project while on the lathe -- otherwise you will be placed at the bottom of the queue.
• Students completed a daily journal.
• Students worked on their projects in the shop.

WED 11/6 or THU 11/7

• OBJECTIVE: Students will work on their semester projects.
• Students completed a daily journal.
• Students worked on their projects in the shop.

WED 10/30 (ALL DAY)

• OBJECTIVE: Students will understand the steps required in making their turned mallet handles.
• There was no daily journal.
• First, students opened this POP template file. They used this file as a template for their Mallet Handle POP. To edit this POP students must go to the FILE menu when the file opens, and click "Make a Copy". This will place a copy in your drive that can be edited. Be sure to name it something that makes sense.
• Mallet Handle Drawing. At minimum, your handle should conform to the dimensions and details shown here. You may add other details between the burned-in areas.
• Sample Mallet POP. (Use this to model your POP for your handle). Your handle POP must be completed BEFORE you will be allowed to start. For the BOM portion of the POP, assume you will be given a piece of wood (hemlock) that is 2"x2"x13". This is what will go into the BOM table. All other rows can be deleted.
• For your mallet handle, and the POP for the rest of your mallet, you can delete the sections on the POP Template requesting that the quantity of wood be calculated. For the POP for your mallet head and the mallet's assembly, you must include a proper drawing. The drawing should be inserted into the POP template (take a picture of it).
• OPTION: Hemlock is a softwood and doesn't turn as well as hardwood unless your tools are really sharp. You may, if you wish, may use maple, however you will have to laminate pieces together to get stock that is big enough. This should be reflected in your POP's.

THU 10/24 or FRI 10/25

• OBJECTIVE: Students will understand how to safely use the wood lathes.
• Students completed a daily journal.
• The next project after the cutting board will be a turned mallet. As we only have four lathes, this project is being introduced so the first four students done with their cutting boards can start using the lathes. Once on the lathe, students are to finish on the lathe. Students will need to write a POP for the Mallet. The POP for the mallet handle will be written together as a class next week. Students will use this POP as a model to then write a POP for the head and overall mallet assembly. The handle will be the first thing to be made.
• Students were taken out to the shop and shown the wood lathes to help them picture turning a project on a lathe. Spindle turning was discussed. Students were shown the head stock, tail stock, a live center, a spur center, and a tool rest. Students were encouraged to take notes. Students will be able to use their notes on the lathe quiz next period.
• Following this, students continued to work on their projects.

FRI 10/18 or MON 10/21

• OBJECTIVE: Students will be able to create and read orthographic drawings of objects.
• OBJECTIVE: Students will be able to safely utilize both the jointer and the planer.
• Students completed a daily journal today. Students wishing to make up some points lost on the jointer test can do the following. Read this Mastering the Jointer Article. This article is password protected and you should obtain the password from your teacher in class (when you complete your daily journal). After you have read the journal, answer these Mastering the Jointer Questions on a Google Doc and submit them on Google Classroom BY the due date. No late submittals will be accepted for this largely extra-credit opportunity.
• This year, whenever submitting a project for grading, each student is to first completely fill out this Project Grade Sheet. There will generally be hard copies of this document available in the classroom near the turn-in boxes. Students are to enter scores (0-10 points) for each category shown on this grade sheet, and are to complete the reflection on the back page. Then, the completed grade sheet and your physical project are given to your teacher.
• Students were given a hard copy of this Long-Grain Cutting Board POP. Students were to staple their drawing for their cutting board to the back of this and place their name on this sheet. This POP is to be used for teacher initials while working on their cutting boards.
• Students went to the shop to continue to work on their projects.

MON 10/14 or TUE 10/15

• OBJECTIVE: Students will be able to create and read orthographic drawings of objects.
• OBJECTIVE: Students will be able to safely utilize both the jointer and the planer.
• There was no daily journal today.
• Mr. K discussed the school's jointer and planer. These pieces of equipment make a board flat and straight. Usually, both of these pieces of equipment are needed for any project, including the cutting board project. Students will be taking tests on these pieces of equipment during the next class period.
• As homework, students should produce a drawing (with three aligned views and complying with the dimensioning standards discussed in class) of there cutting board. Their cutting board must be no bigger than 16" x 12" x 3/4", and must have at least four pieces of wood. Cutting boards can be made from eastern cherry, black walnut, eastern maple, and white oak. Students finished with the sanding block can begin work on their cutting board drawings.
• Students went to the shop to continue to work on their projects.

TUE 10/8 or WED 10/9

• OBJECTIVE: Students will be able to create and read orthographic drawings of objects.
• OBJECTIVE: Students will be able to read a tape measure and accurately measure lengths to the nearest 1/16" of an inch.
• Students completed a daily journal that is designed to assess student measurement ability.
• Students went to the shop to continue to work on their projects.

WED 10/2 or THU 10/3

• OBJECTIVE: Students will be able to create and read orthographic drawings of objects.
• As a warm-up, students were asked to go get their sanding block POP so they could look at the drawing on the back sheet (Sanding Block Project -- Drawing). Students were to write the following dimensioning standards down, and Mr. K indicated on the provided drawing how the drawing complied / did not comply with each rule.
• General Rules When Making Drawings:

1. Include aligned front, top, and right side views.
2. All views should show hidden lines as dashed lines as necessary.
3. The drawing should be made to scale, and the scale noted.
4. When text is needed, ALL CAPS should be used.
5. Dimensions should utilize extension lines and dimension lines. Straight edges should be used when these are drawn.
6. There should be a 1/16" gap between extension lines and the object.
7. Round features should be dimensioned and located in the view in which they appear round.
8. Arrow heads on dimension lines should be filled.
9. The first row of dimension lines should be 3/4" away from the object.
10. Subsequent rows of dimensions should be 3/8" away from the previous dimension line.
11. There should be no redundant dimensions on your drawing.
12. Whenever possible, do not place dimensions between adjacent views.
13. Place dimensions such that extension lines do not cross dimension lines (i.e. place the largest dimensions on the outside, farthest from the part).
14. Following this, students went to the shop to work on their projects.

THU 9/26 or FRI 9/27

• OBJECTIVE: Students will be able to create and read orthographic drawings of objects.
• Students started class by completing the block drawing that was started last class period.
• Students turned in their worksheets they had as homework from last period, and then were allowed to ask questions on it before going to the shop and work on projects.

FRI 9/20 or MON 9/23

• OBJECTIVE: Students learned the proper use of the Table Saw and how to avoid injury.
• After completing the daily journal, students worked within the shop on finishing their initial block, finishing their push stick, and starting their sanding block. Everyone is also to make at least one test cut on the table saw.
• Hard copies of the Plan of Procedures (POP) for the sanding block project were handed out. Students need to keep these and get them initialed by the instructor after each step is completed. Obtaining initials is part of the project score.

MON 9/16 or TUE 9/17

• OBJECTIVE: Students will master the safety practices associated with general shop tools.
• OBJECTIVE: Students will be able to plan out project work.
• Each day, students should come to class, get their Chromebooks, and go to classroom to complete a journal entry via Google Classroom. Periodically, these will be graded for completeness and the proper use of writing conventions (just like you would use in Language Arts class!!).
• Today's journal question referred to shop clean-up tasks (posted below). In general, during clean-up, students are expected to first complete their tasks as soon as possible (floor brooms cannot sweep before hand brooms are finished brushing off equipment and tables). When finished with their own task, students are to assist someone else. Everyone stays working the entire time until Mr. K indicates clean-up is finished at the end of the period. Students receive points each day based on whether their assigned area is cleaned, and whether they stayed busy the entire time during clean-up.
• 1st Period Shop Clean-Up Assignments.
• 5th Period Shop Clean-Up Assignments.
• 8th Period Shop Clean-Up Assignments.
• Students will be doing two initial projects as they get accustomed to the basic equipment. Students are to create the sanding block depicted below in the drawing, and students will make a push stick for the shop (as described in class).
• Sanding Block Project Plan of Procedures (POP).
• Sanding Block Project -- Drawing.
• For the push stick:

1. Part of the grade will be how closely your push stick matches either Template #1 or #2.
2. All edges EXCEPT the bottom edges should be routed with the round-over bit.
3. The handle should be sanded so that it is comfortable to hold.
4. Use a sharpie to write your name and the template # on your push stick when you turn it in.

• Students were shown techniques for marking and laying out lines on wood using various squares (framing square, combination square, try square, and speed square).
• For the rest of the period, students worked within the shop on their two projects.

TUE 9/10 or WED 9/11

• OBJECTIVE: Students will master the safety practices associated with general shop tools.
• Students finished making test cuts using the band saws and the scroll saws.
• Demonstrations using the the drill presses, and the jig saw were completed. Time permitting, students completed practice cuts. The various types of drills (twist, brad-point, Forstner, and hole saws) were discussed.
• For the remainder of the period, students were to take their previous piece of wood and perform the following operations:

1. Make a straight cut with the band saw.
2. Make a free-hand cut with the band saw.
3. Sand a portion of the edge of your piece of work using both the floor sanders and spindle sander.
4. Drill a blind hole with a Forstner bit.
5. Drill a through hole with a twist bit.
6. Use a pencil to mark and identify each operation on your piece of wood.

• Students will be taking the safety test at the beginning of the next class period covering general safety and the equipment shown to date. Students were shown where on the safety page all of the information discussed the past couple of class periods is located.

WED 9/4 or THU 9/5

• Students were given a brief introduction to the class.
• Students with safety glasses from previous classes or at home were asked to bring them with them next period.
• Students then logged into one of the new Chromebook laptops and followed these Setting Up Computer and Device Access Instructions to create an account upon the Chromebook and sign up for Google Classroom.
• Students completed the Initial Class Survey.
• What do you want to make in this class? If you could make anything out of wood, what would it be? Students utilized the class Chromebooks to find online pictures of things made out of wood that they would like to build themselves. Students were to paste two pictures into a Google Document. Below each picture, students were to indicate, using text, why they wished to make each item, and how long they thought it might take to make each item.
• Time permitting, general shop safety guidelines were discussed. When finished, students went out to the shop and started to learn about, and were shown demonstrations using, the school's band saws, drill presses, floor sanders, and scroll saws.