Technical Drawing Unit Plan

Unit Plan for Technical Drawing
SEMESTER 1
Title of Unit 1: PLANE AND SOLID GEOMETRY Grade (s) Level: 9
Module 1: Instruments, Lettering, Lines, Dimensions and Scales
MODULE OVERVIEW : Module 1 Consist of Students familiarizing themselves with the Instruments/tools utilized in Technical Drawing. It
involves Instruments (T-squares, Set Squares, Pencils, etc.), Lettering, Lines (Types, applications), Dimensions, and Scales used in all levels of
Technical Drawing. Students are also exposed to the role T.D places in Engineering and as a career in itself.
FOUNDATIONAL OBJECTIVES / LEARNING OUTCOMES / MAJOR GOALS

Please refer to applicable/relevant CXC Technical Drawing Syllabus.
1. Identify common drawing instruments and equipment and state their use
2. layout drawing sheet correctly
3. Draw and State the name and applications of the types of lines used in drawing.
4. Produce a Title Block to reflect; Name, Date, Form and Topic
5. Label and Dimension basic drawings
PRE-ASSESSMENT / PRIOR KNOWLEDGE

Students would have been exposed to the use of Technical Drawing in their everyday life (Everything that is manufactured is first
sketched and drawn to specification in the form of working drawings). Students use pencils everyday and would have come in contact
with similar instruments in their Geometry Sets (set squares and compass). Students see the use of lines (all types) in everything they
see and use (desk, chairs, school buildings, blackboard, etc) Students should know the letters of the Alphabet from basic school
level.
Sample questions: If you wanted to build a house what would be the first thing you do?
Have you ever seen a house being built?
Have you ever own a geometry set?
Do you know the names of the instruments in a geometry set?
Have you ever used the instrument and for what?
How would you describe the room you’re sitting in?
How would you describe the chairs and desk you’re using?
DIVERSITY ISSUES
Students may not all be at the same reading level.

Some students may have been exposed to Technical Drawing or aspects of it before.
Some students may have a greater aptitude for T.D than others.
Some students may have a fear of drawing
Some students may feel strongly that they are not capable of drawing
Some students may find it difficult to purchase drawing instruments.
Sub-topics General Outcomes Major Concepts Teaching Materials/Resources Assessment Learning Activities
& Indicators Strategies
Common Students should be Instruments: Identifying Geometry set, T- Oral quiz, Identifying
drawing able to Identify - T-square square, Set demonstration Instruments
Instruments common drawing - Set squares Questioning squares(60o-30o & , recall
instruments and (60°-30°& 45°) 45o), Mechanical Role play
equipment and - Pencils Comparing
Pencils, led of
state their use -Dividers Discovery various size and Video presentation
-Compasses shades, regular on the role T.D as in
-Protractors drawing pencils, Engineering and T.D
-Irregular curves Dividers, Compasses, as a career.
-Scales Protractors, Irregular
curves,
Scales, Text Book
Layout, Students should be Bordering: -Title Identifying Teachers Drawing Quiz, Notes taking,
Lettering and able to; layout Block Instruments: T- Observation modeling
Lines drawing sheet Comparing square/straight edge, demonstration
correctly, Draw and Lines: -Types Set squares, Chalk,
State the name and -description Discovery
Text book
applications of the -application
types of lines used
in drawing as well Lettering: -Form
produce a Title
letters of the
Block and form
letter correctly Alphabet
-Form numbers 0-
9
-produce guiding
lines
Module 2: Geometric Constructions
MODULE OVERVIEW : Module 2 Consist of Students performing Basic geometric constructions such as angles and perpendiculars. This unit
forms the foundation for almost all the other topics to be covered. Students grasp of this Module will determine how well they perform as the level
of difficulty increase in the subject.
1. Bisect straight lines, arcs and angles.
2. Draw perpendicular to a given lines.
3. Draw a line parallel to a given line.
4. Divide straight lines and angles geometrically.
5. Copy any given angle.

Students would have been familiar with cutting things into two halves, vertical and horizontal positions, parallel lines, dividing things
equally. Students should also be familiar with angles and how they are formed.
Sub-topics General Outcomes Major Concepts Teaching Materials/Resources Assessment Learning Activities
& Indicators Strategies
Geometric Students should be Geometric terms Identifying T-square, Set Demonstration, Identifying angles
Operations: able to Bisect and Constructions: squares(60o-30o & Recall, in surroundings,
Bisecting straight lines, Arcs Bisector of: Questioning 45o), Compass and Assignment, Constructions,
and Angles -Line Text Book, strips of Observation creating angles
-Angle Compare & wood with strips of wood
-Perpendicular Contrast
in groups
-Parallel
-Arcs Demonstration
Angles: -Definition Discovery

-types: Acute, Right,
Obtuse and Straight
line
Geometric Students should be Proportional Identifying T-square, Set Demonstration, Construction,
Operations: able to divide divisions of lines squares(60o-30o & Recall, creating angles out
Dividing lines straight lines and and angles Questioning 45o), Compass and Observation of paper and
angles Text Book, Blank dividing them,
geometrically -explain geometric Compare & sheets dividing paper into
division Contrast
many parts by
Demonstration folding.
-application
Discovery
Geometric Students should be Copying angles Demonstration T-square, Set Observation Construction
Operations: able to that are not squares(60o-30o &
Copying construct/draw and measured Discovery 45o), Compass and
Angles copy any given Text Book,
angle -application
Geometric Students should be Characteristics of Demonstration Teachers Drawing Oral Quiz, Identifying
Operations: able to construct a lines in drawing: Instruments: T- Observation, applications of
Perpendicular Perpendicular to Perpendiculars; Identifying square/straight Demonstrate Perpendiculars
and Parallel any given line. Definition, edge, Set squares, skill, Six weeks and parallels in
Compare &
Lines construction, Chalk, Text book test surroundings,
Students should be Contrast
Application creating
able to construct a
Discovery perpendicular and
Parallel line to any Parallel Lines:
given line Parallel forms,
Definition, Construction
construction,
Application
Module 3: Construction of Polygons

MODULE OVERVIEW : Module 3 Consist of Students performing geometric constructions of various types of polygons from triangles to regular
and irregular polygons having 5 or more sides. Various concepts and methods of constructing Polygons will be explored throughout this Module.
Students will utilize fully the T-square, set squares and compasses in this module.

1. Construct triangles from various information provided.
2. Construct quadrilaterals of various characteristics.
3. Construct regular and irregular Polygons of various.

Students would have been familiar with various shapes of Polygons being used all around them. Students should be able to identify
triangles, quadrilaterals and polygons.
Sample questions:
1) Students will be asked to identify shapes of different types of polygons.
2) Students will be asked to think of different objects that has the geometric shapes been taught.
Sub-topics General Outcomes Major Concepts Teaching Materials/ Assessment Learning Activities
& Indicators Strategies Resources
Triangles Students should be Triangles: -Definition Identifying T-square, Set Demonstration, Identifying objects
able to identify, -parts of squares(60o-30o Assignment, that are triangular
describe and -types: Right angled, Questioning & 45o), Observation in shape and take
construct triangles equilateral, Compass and pictures of them,
from various isosceles, scalene, Compare &
Text Book, Construction.
information ambiguous case Contrast Pictures of
provided Triangles,
Methods of construction Demonstration
Objects triangular
of various types in shape
Discovery
Construction given
various conditions.
Identify places and

objects that employ the
use of triangles in their
design.
Semester 2
Quadrilaterals Students should be Quadrilaterals: - Identifying T-square, Set Demonstration, Identifying objects
able to identify, Definition squares (60o- Assignment, that are
describe and -types: squares, Questioning 30o & 45o), Observation quadrilateral in
construct rectangles, Compass and shape and take
quadrilateral from parallelograms65954, Compare &
Text Book, pictures of them,
various information 3 Contrast Pictures of
provided Rhombus, Trapezium
Construction.
quadrilaterals,
Demonstration
Objects having
Methods of construction various
of various types Discovery
quadrilateral
shapes.
Construction given
various conditions.
Identify places and

use of quadrilaterals in
their design.
Polygons Students should be Polygons: -Definition Identifying T-square, Set Demonstration, Identifying objects
able to identify, -types: pentagon, squares (60o- Assignment, that are polygonal
describe and hexagon, heptagon, Questioning 30o & 45o), Observation, in shape and take
construct Polygons octagon, Nonagon, Compass and test pictures of them,
from various decagon Compare &
Text Book,
information Contrast Pictures of Construction.
provided Methods of construction quadrilaterals,
of various types Demonstration
Identify application Objects having
of polygons in Discovery various
Construction given quadrilateral
designs. various conditions. shapes.
Identify places and
use of polygons in their
design.
Module 4: Equivalent Areas; Reducing and Enlarging Plane Figures
MODULE OVERVIEW : Module 4 Consist of a further look at Geometric figures intertwining with each other. Focus will be placed on the areas of
triangles, quadrilaterals and polygon by looking at how they equate to each other. The module will also explore the geometrical reduction and
enlargement of these figures by the use of scales.
1. Construct geometric figures equal in area to other geometric figures (rectangles to triangles, triangle to quadrilaterals,
quadrilaterals to polygons)
2. Divide geometrical figure into a number of equal parts.
3. Reduce and enlarge plane geometrical figures

Students would have been familiar with circles been used in multiple ways.
Equivalent Students should be Areas: Triangles Questioning T-square, Set Demonstration, Construction.
areas: able to construct -squares squares(60o-30o Assignment,
quadrilaterals equal -rectangles Compare & & 45o), Observation
in area to other -quadrilaterals Contrast Compass and
quadrilaterals -polygons Text Book,
Demonstration
Students should be Method of construction
able to construct Discovery
quadrilaterals equal Application
in area to Triangles Illustrations
and polygons
Students should be
able to construct
Triangles equal in
area to
quadrilaterals and
polygons
Dividing, Students should be Principles involved in Questioning T-square, Set Demonstration, Construction.
Reducing and able to dividing geometric squares(60o-30o Assignment,
Enlarging proportionally figures: Compare & & 45o), Observation
Plane figures divide triangles and -creating similar Contrast Compass and
polygons into a triangles Text Book,
number of equal -proportional figures Demonstration Tennis balls and
parts. sticks, pictures of
Discovery
Students should be practical
Principles involved in applications of
able to reduce and reducing and enlarging Illustrations
enlarge plane circles
areas of figures:
figures by linear -linear measurements
measurements or -ratio of sides
ratio of areas. -ratio of areas
Practical Application
Module 5: Circles, Arcs, Curves and Tangents
MODULE OVERVIEW : Module 4 Consist of an in-depth look on the circle. Its characteristics, dynamics and ways of manipulating it to arrive at
various solutions to problems. The circle could be considered one of the most versatile geometric shapes in T.D and is an exciting topic to study.
Use of the compass in this module will be paramount.

1. Construct circles given diameter or circumference.
2. Construct circles to satisfy specific conditions.
3. Construct Inscribed, Circumscribed and Escribed circles of any given triangle, quadrilateral or Polygon.
4. Draw arcs tangential to straight lines which form angles.
5. Draw Tangents to circles internally and externally.

Circles and Students should be Circles: -Definition Questioning T-square, Set Demonstration, Identifying objects
Arcs able to construct -parts of a circle: - squares(60o-30o Assignment, that has circular or
circles when given diameter, radius, arc, Compare & & 45o), Observation curved shapes.
the diameter or chord, quadrant Contrast Compass and
circumference -Properties of a circle Text Book, Construction.
Demonstration pictures of
Students should be Relationship of practical
able to construct an bisectors of internal Discovery
inscribe, applications of
angles to the inscribed circles
circumscribe and circle. Illustrations
escribe circles
Definition: -Inscribed,
circumscribed, and
escribed circles.
Acrs: Their relationship

to the circle.
-Practical application
Tangent Students should be Tangents: Questioning T-square, Set Demonstration, Identifying objects
able to construct - Definition squares(60o-30o Assignment, that applies
tangents to circles - Tangencies of circles, Compare & & 45o), Observation tangential
at any given points arcs, and straight lines Contrast Compass and principles
outside of the - Internal tangents Text Book, practically.
circle. - External tangents Demonstration Tennis balls and
- Centre’s and points of sticks, pictures of Construction.
Students should be Tangency Discovery
able to construct practical
- Practical applications applications of
internal and Illustrations
external tangents to circles, arcs and
two given circles. tangents
Students should be
able to draw arc
tangential to two
given circles of
different radii.

Semester 1
Length of Module1: Two (2) lessons (six (6) sessions)
Module 1: Equivalent Areas; Reducing and Enlarging Plane Figures
MODULE OVERVIEW : Module 4 Consist of a further look at Geometric figures intertwining with each other. Focus will be placed on the areas of
triangles, quadrilaterals and polygon by looking at how they equate to each other. The module will also explore the geometrical reduction and
enlargement of these figures by the use of scales.
1. Construct geometric figures equal in area to other geometric figures (rectangles to triangles, triangle to quadrilaterals,
quadrilaterals to polygons)
2. Divide geometrical figure into a number of equal parts.
3. Reduce and enlarge plane geometrical figures

Equivalent Students should be Areas: Triangles Questioning T-square, Set Demonstration, Construction.
areas: able to construct -squares squares(60o-30o Assignment,
quadrilaterals equal -rectangles Compare & & 45o), Observation
in area to other -quadrilaterals Contrast Compass and
quadrilaterals -polygons Text Book,
Demonstration
Students should be Method of construction
able to construct Discovery
quadrilaterals equal Application
in area to Triangles Illustrations
and polygons
Students should be
able to construct
Triangles equal in
area to
quadrilaterals and
polygons
Dividing, Students should be Principles involved in Questioning T-square, Set Demonstration, Construction.
Reducing and able to dividing geometric squares(60o-30o Assignment,
Enlarging proportionally figures: Compare & & 45o), Observation
Plane figures divide triangles and -creating similar Contrast Compass and
polygons into a triangles Text Book,
number of equal -proportional figures Demonstration Tennis balls and
parts. sticks, pictures of
Discovery
Students should be practical
Principles involved in applications of
able to reduce and reducing and enlarging Illustrations
enlarge plane circles
areas of figures:
figures by linear -linear measurements
measurements or -ratio of sides
ratio of areas. -ratio of areas
Practical Application
Module 2: Curves and Tangents
MODULE OVERVIEW : Module 4 Consist of an in-depth look on the circle. Its characteristics, dynamics and ways of manipulating it to arrive at
various solutions to problems. The circle could be considered one of the most versatile geometric shapes in T.D and is an exciting topic to study.
Use of the compass in this module will be paramount.

1. Draw Tangents to circles internally and externally.
2. Draw Arcs tangential to circles

Tangent and Students should be Tangents: Questioning T-square, Set Demonstration, Identifying objects
Arcs able to construct - Definition squares(60o-30o Assignment, that applies
tangents to circles - Tangencies of circles, Compare & & 45o), Observation tangential
at any given points arcs, and straight lines Contrast Compass and principles
outside of the - Internal tangents Text Book, practically.
circle. - External tangents Demonstration Tennis balls and
- Centre’s and points of sticks, pictures of Construction.
Students should be Tangency Discovery
able to construct practical
- Practical applications applications of
internal and Illustrations
external tangents to circles, arcs and
two given circles. tangents
Students should be
able to draw arc
tangential to two
given circles of
different radii.
Semester 2
Module 3: Loci
MODULE OVERVIEW : Module 3 focuses on loci, which is essentially the different characteristics and conditions that governs and produces
curves. It will look at how things that we use everyday produces forms that was sometimes unaware of or don’t pay attention to. This module will
see students doing a lot of experiments to prove the curves that they will be constructing.

1. Construct Ellipse by different methods.
2. Construct Parabola and a hyperbola by focus method.
3. Construct the Involutes of a square and circle.
4. Plot and trace loci of given points.
5. Plot and trace the loci in a simple crank mechanism.
6. Draw an Archimedean Spiral
7. Draw cycloidal curves

Students should be familiar with functions that produce loci of various forms. Students would also be familiar with some of the loci in
the design of various products they currently use.
Students will be shown pictures of objects that has been designed with various loci curves.
Loci: Ellipse Students should be Ellipse: -Conic sections Questioning T-square, Set Demonstration, Identifying objects
able to construct: –Definition and squares(60o-30o Assignment, that are elliptical in
properties Compare & & 45o), Observation shape and design.
1. Construct -Parts (major and minor Contrast
Ellipse by Foci,
Compass and
axes, directrix, vertices, Text Book, Group
concentric circles, focus) Demonstration pictures of experiments
and rectangular -As a loci of moving practical
methods. point. Discovery
applications of
-Methods of the ellipse,
construction Illustrations Construction.
experiment
apparatus
Loci: Parabola 2. Construct Parabola and Questioning T-square, Set Demonstration, Identifying objects
and Parabola and a Hyperbola: -Definition squares(60o-30o Assignment, that employs the
hyperbolas hyperbola by focus and properties Compare & & 45o), Observation shape of the
method. -Parts (directrix, Contrast Compass and parabola and the
vertices, focus, Text Book, hyperbola in its
ordinate) Demonstration pictures of
-Methods of
shape and design.
practical
construction Discovery
applications of
Illustrations the Parabola and
hyperbola Construction.
Loci: Involutes 3. Construct the Involute: -of a circle Questioning T-square, Set Demonstration, Identifying objects
Involutes of a -of a square squares(60o-30o Assignment, that employs the
square and circle. -Methods of Compare & & 45o), Observation shape of the
construction Contrast Compass and Ivolute in its shape
Text Book, and design.
practical Group
Discovery
applications of experiments
Illustrations the Involutes,
experiment
apparatus
Construction.
Loci: Loci of 4. Plot and trace Loci curves: -Methods Questioning T-square, Set Demonstration, Group
points loci of any given of construction squares(60o-30o Assignment, experiments
points. -practical application Compare & & 45o), Observation
Contrast Compass and Construction.
Text Book,
practical
Discovery
applications of
Illustrations the loci,
experiment
apparatus
Loci: Crank 5. Plot and trace Crank Mechanism: Questioning T-square, Set Demonstration, Group
Mechanism the loci in a simple -Definition/description squares(60o-30o Assignment, experiments
crank mechanism. -Methods of Compare & & 45o), Observation
construction Contrast Compass and Construction.
-Application Text Book,
practical
Discovery
applications of
Illustrations the crank
mechanism,
experiment
apparatus
Loci: 6. Draw an Archedean Spiral: - Questioning T-square, Set Demonstration, Identify objects
Archimedean Archimedean Spiral -Parts (pole, radius, squares(60o-30o Assignment, that are designed
Spiral vector and convolution) Compare & & 45o), Observation from the principles
-Application Contrast Compass and of the
-Methods of Text Book, Archimedean
construction Demonstration pictures of Spiral
practical
Discovery
applications of Construction.
Illustrations the Archimedean
Spiral,
experiment
apparatus
Loci: Cycloids 7. Draw cycloidal Cycloids: -cycloid Questioning T-square, Set Demonstration, Identifying objects
curves (Epi and curves (Cycloid, squares(60o-30o Assignment, that are cycloidal
Hypo cycloids) Epicycloids and Compare & & 45o), Observation in shape and
Hypocycloid) Contrast Compass and design.
-Tangents Text Book,
-Methods of Demonstration pictures of Group
construction practical experiments
Application Discovery
applications of
the ellipse, Construction.
Illustrations
experiment
apparatus

Semester 1
Title of Unit 2: ENGINEERING DRAWING Grade (s) Level: 10
Module 1: Surface Development
MODULE OVERVIEW : Module 1 is an in-depth view on geometric solids and how they are developed. It also includes the surface development
of sectioned geometric solids.

1. Draw surface development of geometric solids.
2. Draw surface development of truncated geometric solids.

Students should be familiar with geometric shapes such as ice cream cones, gas cylinders, pyramids and prism shaped containers.
Questions:
Can you think of any object that you’ve seen that have any of the basic geometric shapes?
Surface Students should be Construction: Cones, Questioning T-square, Set Demonstration, Construction.
Development able to construct cylinders, prisms, squares(60o-30o
surface pyramids Compare & & 45o), Assignment, Students will
development of Contrast Compass and develop models of
right geometric Frusta of: Cones, Observation, geometric shapes.
Text Book,
solids. pyramids, cylinders and Demonstration Geometric
prisms Test
Shapes made
Students should be Discovery
able to construct from cartridge
-True shapes of paper.
surface geometric surfaces Illustrations
development of
sectioned right
geometric solids.
Semester 2
Module 2: Pictorial Drawing
MODULE OVERVIEW : Module 2 Consist of viewing objects in a pictorial orientation as is seen in real life. It includes using different principles to
produce drawings in the three dimensions. The module is an exciting one and usually students find it quite manageable.

1. Draw objects in isometric projection. (Semester 1 to be continued in Semester 2)
2. Draw objects in Oblique Projection.
3. Draw objects in one point perspective drawing.

Students are already viewing objects they see daily in three dimensions, in a picture view.
Questions
Students will be asked to describe objects in the room in terms of the different parts that are as well as the different angles at which
they are viewed.
Isometric Students should be Principles of pictorial Questioning T-square, Set Demonstration, Construction.
Projection and able to construct drawings – Isometric squares(60o-30o
Oblique geometric solids Projection Compare & & 45o), Assignment,
Projection and simple models -Oblique Projection Contrast Compass and
in Isometric -1 point perspective Observation,
Text Book,
Projections projection Demonstration
-Pictorial Construction Test
Students should be of: - geometric solids; Discovery
able to construct (cones, cylinders,
geometric solids pyramids, prism). Illustrations
and simple models -simple models
in Oblique -blocks
Projections -Isometric circles
-Free hand pictorial
Students should be sketches.
able to construct
geometric solids
and simple models
in one point
Perspective
Projections
Module 3: Orthographic Projection
MODULE OVERVIEW : Module 3 Consist of viewing objects from three different planes. We will look at how we derive the different elevations
and how they are laid out in the two different orientations namely First and Third Angle projections.

1. Draw objects in Orthographic Projection.
2. Lay out objects in Orthographic Projection.

Students are already viewing objects in Orthographic projection by simple looking at the different sides of objects like building (front,
sides and backs and top).
Orthographic Students should be Planes of Projection: Questioning T-square, Set Demonstration, Construction.
Projection able to draw - Horizontal and Vertical squares(60o-30o
geometric solids planes Compare & & 45o), Assignment,
and simple models - Plans and Elevations Contrast Compass and
using First and - Construction in Observation,
Text Book,
Third angle Orthographic Projection: Demonstration
projection. -Geometric Solids Test
-Simple Discovery
Students should be models(Machined block,
able to draw bracket, machined Illustrations
geometric solids block, casting, vee
and simple models block, Angle Bracket)
using First and - Simple Machine parts:
Third angle (linkage, Spindle
projection. housing, machine vice,
tool post)
Students should be -components (Vee
able to apply Block and Clamp, Cast
dimensioning iron bracket, Drilling jig,
techniques in Jig, Bolster Block,
orthographic Spigot, Slide block,
Projection Gear bracket, Bearing,
Pivot Bracket, Locating
Bracket)
Sectioning Students should be Types of sections: -full Questioning T-square, Set Demonstration, Construction.
able to produce -half squares(60o-30o
sectional views in -part Compare & & 45o), Assignment,
Orthographic -off-set Contrast Compass and
Projected views. -revolved Observation,
-removed Demonstration
Text Book,
-local
Discovery
Sectional plan and
elevations: Illustrations
-Fulcrum support
- Rod Bearing
- Gear bracket
Sectioning: Students should be Sectional Assembled Questioning T-square, Set Demonstration, Construction.
Assembly able to draw plans drawing in squares(60o-30o
Drawing and elevations in Orthographic: Flange Compare & & 45o), Assignment,
first and third angle coupling Assembly, Contrast Compass and
projection of -Screw Jack Assembly, Observation,
assembled machine -lathe Tool Holder Demonstration
Text Book, Test
parts and Assembly,
components -Small Bearing Discovery
Assembly,
Students should be -Machine Vice Illustrations
able to draw Assembly
sectional plans and
elevations in first
and third angle
projection of
assembled machine
parts and
components
Semester 1
Module 1: Loci (Revision)
MODULE OVERVIEW : Module 3 focuses on loci, which is essentially the different characteristics and conditions that governs and produces
curves. It will look at how things that we use everyday produces forms that was sometimes unaware of or don’t pay attention to. This module will
see students doing a lot of experiments to prove the curves that they will be constructing.

1. Review the Construction of Ellipse by different methods.
2. Review the Construction of Parabola and a hyperbola by focus method.
3. Review the Construction of the Involutes of a square and circle.
4. Review the Plotting and tracing of loci of given points.
5. Review the Plotting and tracing of the loci in a simple crank mechanism.
6. Review the Construction of an Archimedean Spiral
7. Review the Construction of cycloidal curves

Students would have covered the topic of loci of various forms. Students would also be familiar with some of the loci in the design of
various products they currently use.
Loci: Ellipse Students should be Ellipse: -Conic sections Questioning T-square, Set Demonstration, Identifying objects
able to construct: –Definition and squares(60o-30o Assignment, that are elliptical in
properties Compare & & 45o), Observation shape and design.
1. Construct -Parts (major and minor Contrast
Ellipse by Foci,
Compass and
axes, directrix, vertices, Text Book, Group
concentric circles, focus) Demonstration pictures of experiments
and rectangular -As a loci of moving practical
methods. point. Discovery
applications of
-Methods of the ellipse,
construction Illustrations Construction.
experiment
apparatus
Answer questions from
pass paper work sheet
Loci: Parabola 2. Construct Parabola and Questioning T-square, Set Demonstration, Identifying objects
and Parabola and a Hyperbola: -Definition squares(60o-30o Assignment, that employs the
hyperbolas hyperbola by focus and properties Compare & & 45o), Observation shape of the
method. -Parts (directrix, Contrast Compass and parabola and the
vertices, focus, Text Book, hyperbola in its
ordinate) Demonstration pictures of shape and design.
-Methods of practical
construction Discovery
applications of
Illustrations the Parabola and
Answer questions from hyperbola Construction.
Loci: Involutes 3. Construct the Involute: -of a circle Questioning T-square, Set Demonstration, Identifying objects
Involutes of a -of a square squares(60o-30o Assignment, that employs the
square and circle. -Methods of Compare & & 45o), Observation shape of the
construction Contrast Compass and Ivolute in its shape
Text Book, and design.
Answer questions from Demonstration pictures of
Discovery practical Group
applications of experiments
Illustrations the Involutes,
experiment
apparatus
Construction.
Loci: Loci of 4. Plot and trace Loci curves: -Methods Questioning T-square, Set Demonstration, Group
points loci of any given of construction squares(60o-30o Assignment, experiments
points. -practical application Compare & & 45o), Observation
Contrast Compass and Construction.
Answer questions from Text Book,
pass paper work sheet Demonstration pictures of
practical
Discovery
applications of
Illustrations the loci,
experiment
apparatus
Loci: Crank 5. Plot and trace Crank Mechanism: Questioning T-square, Set Demonstration, Group
Mechanism the loci in a simple -Definition/description squares(60o-30o Assignment, experiments
crank mechanism. -Methods of Compare & & 45o), Observation
construction Contrast Compass and Construction.
-Application Text Book,
Answer questions from practical
pass paper work sheet Discovery
applications of
Illustrations the crank
mechanism,
experiment
apparatus
Loci: 6. Draw an Archedean Spiral: - Questioning T-square, Set Demonstration, Identify objects
Archimedean Archimedean Spiral -Parts (pole, radius, squares(60o-30o Assignment, that are designed
Spiral vector and convolution) Compare & & 45o), Observation from the principles
-Application Contrast Compass and of the
-Methods of Text Book, Archimedean
construction Demonstration pictures of Spiral
practical
Answer questions from Discovery
applications of Construction.
pass paper work sheet the Archimedean
Illustrations Spiral,
experiment
apparatus
Loci: Cycloids 7. Draw cycloidal Cycloids: -cycloid Questioning T-square, Set Demonstration, Identifying objects
curves (Epi and curves (Cycloid, squares(60o-30o Assignment, that are cycloidal
Hypo cycloids) Epicycloids and Compare & & 45o), Observation in shape and
Hypocycloid) Contrast Compass and design.
-Tangents Text Book,
-Methods of Demonstration pictures of Group
construction practical experiments
Application Discovery
applications of
the ellipse, Construction.
Answer questions from Illustrations
experiment
pass paper work sheet apparatus
Module 2: Review of Helical Curves
MODULE OVERVIEW : Module 2 Consist of Helical Curves of used in the design of helical springs and cylinders.

1. Review the construction of Helical springs of circular cross-sections.
2. Review the construction of single helical curve on a cylinder.

Students are already familiar with this topic and the application of helical design in various things such as springs, stair case etc.
Helical Curves Students should Helical Curve: Pitch, Questioning T-square, Set Demonstration, Construction.
be able to draw Lead squares(60o-30o
helical spring of Compare & & 45o), Assignment,
circular cross- Construction Contrast Compass and
Observation,
section and single Text Book,
Application Demonstration Pictures of
helical curves on Test
a cylinder practical
CXC Pass paper Discovery
application of
questions Helical Curves
Illustrations
Semester 2
Module 3: Auxiliary Projection
MODULE OVERVIEW : Module 3 studies Auxiliary projection which is essentially an alternate projection to the vertical and Horizontal planes that
we derive Orthographic Projections from. Mastering Auxiliary Projection calls on the learning using their imagination a lot which they sometimes
find difficult.

1. Construct Auxiliary Projections from Orthographic views (front and plan view).
2. Construct Auxiliary Projections from various angles of projection.

Students are familiar with viewing objects in one, two and three dimensions
Sub-topics General Outcomes & Major Concepts Teaching Materials/ Assessment Learning Activities
Indicators Strategies Resources
Auxiliary Students should Questioning T-square, Set Class-work Viewing objects in

be able to draw Auxiliary planes of squares(60o-30o (graded and the different
draw primary projection: - Compare & & 45o), ungraded), dimensions
auxiliary oblique planes inclined Contrast Compass and exercise
views by to both horizontal and Text Book, Assignment,
vertical planes. Demonstration Pictures of
projection
practical Test
Discovery
application of
Illustrations Helical Curves
Students should Cones, cylinders,
be able to prisms and pyramids.
determine the true
shapes of
sectioned surfaces
of geometric
solids;
Solids with axes in the
same plane,
Students should cylinder/cylinder,
be able to prism/prism,
prism/cylinder
construct curves
of interpenetration
of geometric
solids with their
axes in the same
plane;
Semester 1
Title of Unit 2: ENGINEERING DRAWING Grade (s) Level: 11
Module 1: Orthographic Projection
MODULE OVERVIEW : Module 2 Consist of viewing objects from three different planes. We will look at how we derive the different elevations
and how they are laid out in the two different orientations namely First and Third Angle projections.

1. Draw objects in Orthographic Projection.
2. Lay out objects in Orthographic Projection.

Students are already viewing objects in Orthographic projection by simple looking at the different sides of objects like building (front,
sides and backs and top).
Orthographic Students should be Planes of Projection: Questioning T-square, Set Demonstration, Construction.
Projection able to draw - Horizontal and Vertical squares(60o-30o
geometric solids planes Compare & & 45o), Assignment,
and simple models - Plans and Elevations Contrast Compass and
using First and - Construction in Observation,
Text Book,
Third angle Orthographic Projection: Demonstration
projection. -Geometric Solids Test
-Simple Discovery
Students should be models(Machined block,
able to draw bracket, machined Illustrations
geometric solids block, casting, vee
and simple models block, Angle Bracket)
using First and - Simple Machine parts:
Third angle (linkage, Spindle
projection. housing, machine vice,
tool post)
Students should be
-components (Vee
able to apply Block and Clamp, Cast
dimensioning iron bracket, Drilling jig,
techniques in Jig, Bolster Block,
orthographic Spigot, Slide block,
Projection Gear bracket, Bearing,
Pivot Bracket, Locating
Bracket)
Module 2: Engineering Convention
MODULE OVERVIEW : Module 2 involves the looking at various conventional representations of machine parts and components. We will
explore the different techniques and applications in dimensioning and the proper use of lines.
1. Applying conventional representations for welding and brazing symbols, machine parts and components.
2. Dimensioning in Orthographic Projection.

Students are already using some of these symbols in Engineering and Auto mechanics.
Students will be asked to identify any of the symbols they recognize.
Engineering Students should be Conventional Questioning T-square, Set Demonstration, Construction.
Conventions able to apply representation of: squares(60o-30o
conventional -Bearings Compare & & 45o), Assignment, Application
representations for -Metric screw thread Contrast Compass and
machine parts and -shafts Observation,
Text Book,
components. -springs Demonstration
-gears
-knurl Discovery
-flat and round
-square Illustrations
-lap
-countersink
-counterbore
-spot face
-chamfer
-bevel
-tubular sections
-Free hand sketches.
Engineering Students should be Welding and Brazing Questioning T-square, Set Demonstration, Construction.
Conventions: able to apply sysmbols. squares(60o-30o
Welding and conventional Compare & & 45o), Assignment, Application
Brazing representations of Contrast Compass and
welding and Observation,
Text Book,
brazing symbols on Demonstration
fabricated machine
parts and Discovery
components
Illustrations
Dimensions Students should be Stop (Extension) lines Questioning T-square, Set Demonstration, Construction.
able to apply -dimension lines, squares(60o-30o
Dimensions in -arrowheads, Compare & & 45o), Assignment, Application
Orthographic -leaders, Contrast Compass and
Projection. -overall dimensions, Observation,
Text Book,
-chain dimensioning, Demonstration
- linear dimensioning, Test
-angular dimensioning, Discovery
- arrangement of
-dimensions, Illustrations
- tolerance dimensions,
- radius,
-diameter,
-circles,
-arcs,
-metric screw threads
Semester 1 and 2
Module 3: Orthographic Projection of Assembly Drawing
MODULE OVERVIEW : Module 3 Consist of viewing objects from three different planes. We will continue to look at the different elevations and
plan but at a more advance stage, focusing mainly on solving CXC pass paper questions.

1. Draw Assembled objects in Orthographic Projection.
2. Lay out assembled objects in Orthographic Projection.
3. Draw Sectional views in Orthographic Projection.

Students are already viewing assembled objects in Orthographic projection by simple looking at the different sides of objects like their
phones (front, sides and backs and top).
Assembly Students should be Sectional Assembled Questioning T-square, Set Demonstration, Construction.
Drawing: able to draw drawing in squares(60o-30o
Sectioning in sectional plans and Orthographic: Compare & & 45o), Assignment,
Orthographic elevations in first -Tool post Assemble Contrast Compass and
and third angle -Castor Assembly Observation,
Projection:
projection of Rotary Lever Sub- Demonstration
Text Book,
assembled machine Assembly,
parts and -Lathe face plate Discovery Test
components assembly
-CXC Past Paper Illustrations
questions
INSTRUCTIONAL STRATEGIES
Direct instruction is highly teacher-directed and is among the most commonly used. This strategy is effective for providing
information or developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving
students in knowledge construction.
 􏰀 Structured Overview
 􏰀 Lecture
 􏰀 Explicit Teaching
 􏰀 Drill & Practice
 􏰀 Compare & Contrast
 􏰀 Didactic(instructive, educational) Questions
 􏰀 Demonstrations
 􏰀 Guided & Shared - reading, listening, viewing, thinking
Indirect Instruction is mainly student-centered, although the two strategies can complement each other. Indirect instruction
seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It
takes advantage of students' interest and curiosity, often encouraging them to generate alternatives or solve problems. In
indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The
teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides
feedback to students while they conduct the inquiry (Martin, 1983).
 􏰀 Problem Solving
 􏰀 Case Studies
 􏰀 Reading for Meaning
 􏰀 Inquiry
 􏰀 Reflective Discussion
 􏰀 Writing to Inform
 􏰀 Concept Formation
 􏰀 Concept Mapping
 􏰀 Concept Attainment
 􏰀 Close Procedure
Experiential Learning is inductive, learner centered, and activity oriented. Personalized reflection about an experience and the
formulation of plans to apply learning to other contexts are critical factors in effective experiential learning. The emphasis in
experiential learning is on the process of learning and not on the product. Experiential learning can be viewed as a cycle
consisting of five phases, all of which are necessary: (1) experiencing (an activity occurs); (2) sharing or publishing (react􏰀
Concept Attainment Cloze Procedure (3) analyzing or processing (patterns and dynamics are determined); (4) inferring or
generalizing (principles are derived); and, (5) applying (plans are made to use learning in new situations).
 􏰀 Field Trips
 􏰀 Narratives
 􏰀 Conducting Experiments
 􏰀 Simulations
 􏰀 Games
 􏰀 Storytelling
 􏰀 Focused Imaging
 􏰀 Field Observations
 􏰀 Role-playing
 􏰀 Synetics
 􏰀 Model Building
 􏰀 Surveys

Independent Study refers to the range of instructional methods which are purposefully provided to foster the development of
individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher,
the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. In
addition, independent study can include learning in partnership with another individual or as part of a small group.
 􏰀 Essays
 􏰀 Computer Assisted Instruction
 􏰀 Journals
 􏰀 Learning Logs
 􏰀 Reports
 􏰀 Learning Activity Packages
 􏰀 Correspondence Lessons
 􏰀 Learning Contracts
 􏰀 Homework
 􏰀 Research Projects
 􏰀 Assigned Questions
 􏰀 Learning Centers

Interactive instruction relies heavily on discussion and sharing among participants. Students can learn from peers and
teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. The interactive
instruction strategy allows for a range of groupings and interactive methods. It is important for the teacher to outline the topic,
the amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive
instruction requires the refinement of observation, listening, interpersonal, and intervention skills and abilities by both teacher
and students.
 􏰀 Debates
 􏰀 Role Playing
 􏰀 Panels
 􏰀 Brainstorming
 􏰀 Peer Partner Learning
 􏰀 Discussion
 􏰀 Laboratory Groups
 􏰀 Think, Pair, Share
 􏰀 Cooperative Learning
 􏰀 Jigsaw
 􏰀 Problem Solving
 􏰀 Structured Controversy
 􏰀 Tutorial Groups
 􏰀 Interviewing
 􏰀 Conferencing
Assessment Processes and Practices
1. What types of assessment tools might you use?

•
Teacher made short answer/essay
Demonstrating skills or knowledge rather than completing a written test or report.
Recording homework assignments
Contracts
Presentations
Using oral assessment techniques for students with reading or writing disabilities.
Examples of students work
Effort
Improvement over year or term
Teacher made multiple choice, true or false or matching tests
Portfolios
Informal inventories
Rating scales
Checklists
Quizzes
Observation or interviews with students
Proofreading written work
Participation of students
Student self-assessment
Student peer evaluation
Standardized tests
Attendance
Teacher Journals
2. What are some strategies I might use to help students understand their learning?
Provide feedback to students

Assign grades to students
Reviewing work
Grouping students for learning
Modifying learning tasks
Edit/proofread student work
Highlight student motivation and interests
Highlight student study habits
Discover effective student learning strategies
Discuss upcoming quizzes or tests
Give class feedback on tests, etc.
Discuss assessment criteria when assigning work, i.e. Rubrics
Discuss homework completion
Collect, mark and keep assignments
Collect, mark and return assignments
Feedback on home work to the whole classroom
Students mark own homework in classrooms
Students exchange assignments and mark in class
Use homework towards determining a mark
3. What are some strategies I might use to help students improve their learning?
Allowing more time to complete tests and other assignments

Stating instructions in simpler terms.
Focusing on a smaller number of assessment techniques or changing the frequency of gathering assessment information.
Adjusting the type of criteria used for expected responses and the degree of accuracy required in these responses.
Reducing weaknesses.
Reducing student anxiety by providing familiar surroundings and practice in test-taking strategies.
Changing expectations in the amount of work accomplished
Requiring higher ability students to provide more than one solution to a problem.
Using a word processing program with a spellcheck feature with students who have problems spelling correctly.
Modifying the presentation and answer sheets of tests and assignments to accommodate student
Adapting the curriculum for diverse student needs
Modifying instructional practices for diverse student needs
4. What are some uses for the assessment data that you collect?
Interview with students

Interview with parents/guardians
Teacher conferences or collaborative planning
Report cards
Teacher/student/parent conferences
Talking to other teachers
Sharing assessment data with special services personnel (eg. counselors, coordinators)
Sharing assessment data with school administration

Technical Drawing Unit Plan

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Technical Drawing Unit Plan

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Unit Plan for Technical Drawing

FOUNDATIONAL OBJECTIVES / LEARNING OUTCOMES / MAJOR GOALS

2. layout drawing sheet correctly

4. Produce a Title Block to reflect; Name, Date, Form and Topic

5. Label and Dimension basic drawings

PRE-ASSESSMENT / PRIOR KNOWLEDGE

Students may not all be at the same reading level.

Module 2: Geometric Constructions

1. Bisect straight lines, arcs and angles.

2. Draw perpendicular to a given lines.

3. Draw a line parallel to a given line.

4. Divide straight lines and angles geometrically.

5. Copy any given angle.

PRE-ASSESSMENT / PRIOR KNOWLEDGE

Angles: -Definition Discovery

Module 3: Construction of Polygons

FOUNDATIONAL OBJECTIVES / LEARNING OUTCOMES / MAJOR GOALS

1. Construct triangles from various information provided.

2. Construct quadrilaterals of various characteristics.

3. Construct regular and irregular Polygons of various.

PRE-ASSESSMENT / PRIOR KNOWLEDGE

Identify places and

Identify places and

Module 4: Equivalent Areas; Reducing and Enlarging Plane Figures

2. Divide geometrical figure into a number of equal parts.

3. Reduce and enlarge plane geometrical figures

PRE-ASSESSMENT / PRIOR KNOWLEDGE

FOUNDATIONAL OBJECTIVES / LEARNING OUTCOMES / MAJOR GOALS

1. Construct circles given diameter or circumference.

2. Construct circles to satisfy specific conditions.

4. Draw arcs tangential to straight lines which form angles.

5. Draw Tangents to circles internally and externally.

PRE-ASSESSMENT / PRIOR KNOWLEDGE

Acrs: Their relationship

Unit Plan for Technical Drawing

Module 1: Equivalent Areas; Reducing and Enlarging Plane Figures

2. Divide geometrical figure into a number of equal parts.

3. Reduce and enlarge plane geometrical figures

PRE-ASSESSMENT / PRIOR KNOWLEDGE

FOUNDATIONAL OBJECTIVES / LEARNING OUTCOMES / MAJOR GOALS

1. Draw Tangents to circles internally and externally.

2. Draw Arcs tangential to circles

PRE-ASSESSMENT / PRIOR KNOWLEDGE

FOUNDATIONAL OBJECTIVES / LEARNING OUTCOMES / MAJOR GOALS

1. Construct Ellipse by different methods.

2. Construct Parabola and a hyperbola by focus method.

3. Construct the Involutes of a square and circle.

4. Plot and trace loci of given points.

5. Plot and trace the loci in a simple crank mechanism.

6. Draw an Archimedean Spiral

7. Draw cycloidal curves

PRE-ASSESSMENT / PRIOR KNOWLEDGE

Unit Plan for Technical Drawing

Module 1: Surface Development

FOUNDATIONAL OBJECTIVES / LEARNING OUTCOMES / MAJOR GOALS

1. Draw surface development of geometric solids.

2. Draw surface development of truncated geometric solids.

Module 2: Pictorial Drawing

FOUNDATIONAL OBJECTIVES / LEARNING OUTCOMES / MAJOR GOALS

1. Draw objects in isometric projection. (Semester 1 to be continued in Semester 2)

2. Draw objects in Oblique Projection.

3. Draw objects in one point perspective drawing.

PRE-ASSESSMENT / PRIOR KNOWLEDGE

FOUNDATIONAL OBJECTIVES / LEARNING OUTCOMES / MAJOR GOALS