Foundations in Woods Manufacturing

• Recognize and practice safety behaviors within a lab setting. 
• Define basic woodworking terminology. 
• Use a variety of electric and hand-powered tools and equipment to create table components.
• Demonstrate competency through a certification process on the following equipment: multi router, jointer, thickness planer, and lathe. 
• Demonstrate basic woodworking techniques (e.g., sanding, glue-up, assembly). 
• Demonstrate accuracy and correct use of a tape measure and other measuring tools. 
• Explain and demonstrate the process of dimensioning a piece of wood (FEE system). 
• Identify specific elements of the table project that were inspired by Greene & Greene and explain how they were created in the woods lab. 
• Use jigs and templates in multiple stages of table construction. 
• Identify various joinery types (i.e., dovetail, box joint, mortise and tenon) and demonstrate proficiency in creating each one. 
• Demonstrate proficiency in sanding techniques using electric and hand-powered equipment. 

1. Project Overview & Skills Review

Outcomes

• Recognize program philosophy, expectations, employer perspective. 
• Describe and adhere to woodshop protocols and practices. 
• Explain how to identify, reduce, and eliminate hazardous conditions around machines and equipment. 
• Identify career opportunities in the woodworking and woods manufacturing industries. 
• Explain the use of standards and trade associations in the woodworking industry.
• Identify measurements up to 1/32 on tape measure. 
• Add and subtract measurements (fractions, decimals). 
• Explain relationships among numbers, reductions. 
• Demonstrate accuracy and correct use of measurement tools. 
• Explain the importance and relevance of measurement skills in the workplace. 
• Three measurement skills required to master: 
  • Names of marks 
  • What the marks mean 
  • How to use them 

Assessments

Formative:

• Skills review organizer
• Class discussions
• Measurement pre-test
• Career exploration activity

Summative:

• Measurement certification test

WCA Standards:

• Given material with a minimum of 5  marks to measure, one each on some  multiple of 1/32”, 1/16”, 1/8”, 1/4”, and 1/2”,  with at least 1” separation between each  mark, and tape measure calibrated and  ready to measure, determine the length  of each mark from the end of the board.  (1.1.1 Tape Measure L1, L2) 
• Given material and tape set up and ready to measure, determine the size of an inside opening within the range 12” to 48”. (1.1.3 Tape Measure L1) 
• Given material and device set up and ready to layout, determine the size of a (12” x 48”) board, and then distribute two 3/4” spaces (such as shelves or dividers) evenly within the length. (1.1.4 Tape Measure L1) 

2. Milling Lumber

Outcomes

• Classify trees by category (deciduous vs. coniferous). 
• Identify common hardwoods (e.g., maple, red oak, cherry, poplar, walnut). 
• Identify common softwoods (e.g., pine, cedar, redwood). 
• Identify common defects in wood samples. 
• Describe general characteristics of various wood species. 
• Explain how trees absorb and use water within their systems. 
• Consider how water can affect a piece of wood. 
• Describe changes on subjects within an experiment. 
• Explain the process of dimensioning a piece of wood. 
• Describe how the jointer is used to flatten a board. 
• Identify parts of a board (i.e., face, end, edge). 
• Explain the process of dimensioning a piece of wood. 
• Describe how various machines are used to flatten a board. 
• Calculate board feet on sample pieces of wood. 
• Determine the cost of wood samples using the board-foot formula. 

Assessments

Formative:

• Milling lumber organizer
• Moisture content chart activity
• Estimation activity

Summative:

• 2E2E2 quiz
• Moisture content chart
• Dimensioning activity

WCA Standards:

• None

3. Drawings and Bill of Materials (BOM)

Outcomes

• Describe purpose, components of a thumbnail drawing. 
• Draw accurate illustrations based on measurements and design requirements.
• Define measurement terminology (e.g., width, height, thickness/depth). 
• Use measurement symbols and terminology on drawings. 
• Describe difference between thumbnail and working drawings. 
• Describe the types and parts of a working drawing. 
• Explain how separate components fit together to make a complete rendering of a workpiece. 
• Describe the origins and background of the Greene & Greene style. 
• Recognize common features and characteristics of various furniture styles. 
• Identify specific elements of the Greene & Greene-influenced style.
• Explain the basic processes and equipment involved in creating features on the project table. 
• Describe and demonstrate the process of Parts Take Off in preparation for a Bill of Materials. 
• Identify names of parts and materials within a project. 
• Determine measurements and numbers of components needed for a project. 
• Complete a Bill of Materials for a table project. 
• Explain the relevance of using a Bill of Materials in the workplace. 

Assessments

Formative:

• Drawing basics organizer
• Greene & Greene research activity
• Bill of Materials activity

Summative:

• Greene & Greene research paper
• Bill of Materials quiz

Skills USA Standards

• 4.0 Design and layout
• 4.1 Determine materials from a blueprint
• 4.2 Draw detailed plans
• 4.3 Estimate labor and material costs
• 4.4 Sketch shop plans

4. Manufacturing the Table Legs

Outcomes

• Identify materials, tools, and procedures used to make shaped table legs. 
• Follow proper safety procedures for operating equipment. 
• Identify different types of mortises & tenons. 
• Explain how mortises & tenons are used in woodworking. 
• Describe the factors that determine joinery strength. 
• Identify the Greene & Greene-influenced elements in the project table legs. 
• Describe how geometry and measurement skills are used to create the table legs. 
• Use a jig to make cuts for leg features. 
• Describe how geometry and measurement skills are used to the leg. 
• Identify proper sanding techniques. 
• Use a template to create leg features. 
• Demonstrate proper sanding techniques 

Assessments

Formative:

• Manufacturing the table leg organizer
• Marking the leg activity
• Cutting the leg activity
• Using jigs and templates

Summative:

• Sanding rubric
• Table leg rubric

WCA Standards:

• Given material and machine set up and ready to operate, use a ½” straight shank carbide bit and template collar, set template and machine a pre-determined  cutout in board. (4.7.4 template Cutout  L1) 

Skills USA Standards:

• 2.9 Reinforce joints with block/dowel

5. Manufacturing the Apron and Drawer

Outcomes

• Identify materials, tools, and procedures used to make table aprons, drawer fronts, and rails.
• Follow proper safety procedures for operating equipment. 
• Explain how cloud lifts are significant elements in Greene & Greene designs.
• Describe how geometry and measurement skills are used to create the aprons. 
• Demonstrate appropriate sanding techniques. 
• Explain how cloud lifts are significant elements in Greene & Greene designs. 
• Describe how geometry and measurement skills are used to create the aprons. 

Assessments

Formative:

• Apron and drawer organizer
• Cutting the aprons and components activity
• Cutting the cloud lifts activity
• Completing the apron activity

Summative:

• Greene & Greene details rubric
• Sanding rubric
• Final apron evaluation

WCA Standards:

• None

6. Assembling the Table Carcass

Outcomes

• Identify materials, tools, and procedures used to assemble the table carcass. 
• Follow proper safety procedures for operating equipment. 
• Explain how to check for squareness on a workpiece. 
• Describe how geometry and measurement skills are used to assemble the table. 
• Demonstrate how to dry-fit components prior to glue-up. 
• Use clamps to secure work piece components. 
• Explain the proper technique for gluing up  a workpiece 
• Apply selected adhesives properly. 
• Explain the criteria by which the project table will be evaluated. 

Assessments

Formative:

• Dryfitting the carcass
• Creating the squaring blocks and clamping jigs
• Gluing up the table activities
• Completing the table assembly

Summative:

• Greene & Greene detail rubric
• Sanding rubric
• Table evaluation checklist

WCA Standards:

• None

Skills USA Standards:

• 2.0 Assemble, fasten, and install components
• 2.1 Apply clamping devices

7. Manufacturing the Dovetail Drawer

Outcomes

• Identify materials, tools, and procedures used to make a dovetailed drawer. 
• Follow proper safety procedures for operating equipment. 
• Explain how dovetails and box or finger joints are significant elements in Greene & Greene designs. 
• Describe how geometry and measurement skills are used to create the drawer. 
• Recognize different ways to create the same type of dovetail effect on a workpiece. 
• Explain how dados and spacers are created and used in the drawer construction process. 

Assessments

Formative:

• Apron & drawer organizer
• Cutting component activity
• Cutting dovetails activity
• Cutting dados activity

Summative:

• Greene & Greene details rubric
• Sanding rubric
• Manufacturing the drawer rubric

WCA Standards:

• None

Skills USA Standards:

• 2.0 Assemble, fasten, and install components

8. Manufacturing the Mortise & Tenon Table Top

Outcomes

• Identify materials, tools, and procedures used to make a mortise & tenon table top. 
• Follow proper safety procedures for operating equipment. 
• Explain how mortise & tenon joints and squaring blocks are significant elements in Greene & Greene designs. 
• Describe how geometry and measurement skills are used to create the table top. 
• Demonstrate proper operation of table saw and thickness planer. 
• Use appropriate sanding techniques. 
• Explain how to mount the table top to the carcass using squaring blocks.  

Assessments

Formative:

• Cutting the table top and assembling the components
• Completing the table top
• Mounting the table top activity

Summative:

• Manufacturing the table top
• Sanding rubric
• Table evaluation checklist

WCA Standards:

• None

9. Finishing and Final Evaluation

Outcomes

• Make decisions for finishing the project table. 
• Identify coatings for finishing wood and wood products. 
• Select methods for applying coating materials. 
• Identify tools and equipment needed to apply finishing materials. 
• Correct surface defects such as dents, cracks, and stray marks.

Assessments

Formative:

• Presentations

Summative:

• Foundations 2 final exam
• Final table evaluation

WCA Standards:

• None

A. Jointer

Outcomes

• Demonstrate tool protocol. 
• Set the jointer to required specifications. 
• Discuss the proper operation of a jointer.
• Follow proper safety procedures for using the jointer. 
• Identify adjustments and tooling associated with the jointer. 
• Explain how a jointer flattens and squares a board. 
• Explain the sequence of steps to square workpieces. 
• Describe how to adjust infeed/outfeed  beds correctly* (only staff should actually adjust them) 

With the instructor or approved proxy,  demonstrate on a jointer: 

• Pre-Operation Checklist:
  • Verifies tool is properly guarded. 
  • Verifies in-feed and out-feed tables are free of debris prior to machining. 
  • Ensures dust collection operable/operating. 
• Operation: 
  • Demonstrates knowledge and proper use of all machine specific controls. 
  • Safe hand position and/or push blocks are used when appropriate. 
  • Stock is fed in smooth continuous motion past cutter head. 
  • Grain direction and bow/warp are correctly identified and appropriately considered for feed. 
  • Stock is supported at out-feed. 
  • Appropriate stance is utilized for optimum balance and part control. 
  • Out-feed table is appropriately utilized for purposes of facing/straightening.
  • Material is pushed completely past the blade before releasing it. 
• Machine and work area are cleaned after operation.
• Required personal protective equipment is worn. 
• Lock-out/Tag-out procedure is in place and followed. 

Assessments

Formative:

• Jointer organizer
• Guided student practice

Summative:

• Jointer quiz
• Jointer competency checklist & certification (demonstration)

WCA Standards:

• Given rough sawn, unjointed material 3-4’  long and a width of 4-6”, a target  thickness, and machine set up and ready  to cut, joint material. (3.1.1 Face Jointing  L1) 
• Given material jointed one face and rough  sawn edge, 3-4” long and a width of 4-6”,  a minimum target width, and machine set  up and ready to cut, edge joint first edge.  (3.1.2 Edge Jointing First Edge L1) 
• Given material with one jointed face and  one jointed edge, a specified rabbet dimension, and machine set up and ready  to cut, rabbet material. (3.1.3 Rabbeting  L1)

B. Thickness Planer

Outcomes

• Demonstrate tool protocol. 
• Follow proper safety procedures for planning. 
• Identify parts, adjustments, and tooling for a planer. 
• Read wood grain to prevent chipping workpieces while surfacing. 
• Set up and operate a planer. 
• Follow proper procedure to surface thin stock. 
• Safely plane a board to a specific thickness within .010 variance 

With the instructor or approved proxy,  demonstrate on a planer:

• Pre-Operation Checklist: 
  • Verifies tool is properly guarded. 
  • Ensures paths of in-feed and out-feed have no obstructions to material and operator. 
  • Staggers loading to ensure entire width of bed is used. 
  • Minimum part length is observed. 
• Operation: 
  • Demonstrates knowledge and proper use of all machine specific controls. 
  • Proper stance and hand positions are demonstrated. 
  • Spot checks dimensions following the operation. 
  • Material is well-supported at both in feed and out-feed tables. 
  • Assesses stock for suitability to determine whether the finished material size can be achieved. 
  • Grain direction is correctly identified and appropriately considered for feed to reduce tear-out. 
  • Similar amounts of material are removed from both faces of the board. 
  • Loose chips and debris are removed from in-feed table before placement of all stock after every pass. 
• Machine and work area are cleaned after operation.
• Required personal protective equipment is worn.
• Lock-out/Tag-out procedure is in place and followed. 

Assessments

Formative:

• Planer organizer
• Guided student practice

Summative:

• Planer quiz
• Planer competency checklist & certification (demonstration)

WCA Standards:

• Given material (flattened on one side), a  target thickness greater than 1/4”, feed rate  pre-selected, and machine set up and  ready to cut, plane material to specified  thickness. (3.2.1 Planing for Thickness L1) 
• Given material with known thickness, dimensions, and a caliper calibrated and ready to measure, record the thickness.  (1.3.1 Measure Thickness L1) 

C.  Lathe (optional)

Outcomes

• Identify lathe parts and tools 
• Demonstrate tool protocol. 
• Recognize the different types of turning tools and explain their uses. 
• Discuss the proper operation of a lathe. 
• Follow proper safety procedures for using the lathe. 
• Select appropriate wood for turning. 
• Mount stock between centers or on a faceplate or chuck. 
• Identify adjustments and tooling associated with the lathe. 
• Explain how a lathe is used in the woodworking process. 
• Explain the three main ways to mount wood on a lathe for turning.  
• Explain how a lathe is used to create a handle and mounting posts for the project table. 
• (If creating a handle) Demonstrate how to create a handle and two mounting posts on the lathe. 

With the instructor or approved proxy,  demonstrate on a lathe: 

• Pre-Operation Checklist: 
  • Verifies spindle blank turns freely by hand without excessive play between centers or contacting the tool rest. 
  • Verifies that tool rest and tail stock are firmly locked in position. 
  • Verifies height and clearance adjustment of tool rest. 
  • Verifies that tools are sharp and ready to use. 
  • Verifies rotational speed selected does not produce unacceptable vibration. 
• Operation: 
  • Proper stance and position are demonstrated. 
  • Live centers rotate smoothly. 
  • Tail stock and spindle are properly positioned and locked securely. 
  • Spindle blank is from clear, even grained wood, free from checks or other defects.
  • All gouges, parting tools, skews or other tools are sharp and ready to use.  Instructor sharpens. 
  • Speed is adjusted to suit diameter of spindle being turned. 
  • Lathe cutting tools are fed with a smooth, continuous and controlled  feed motion. 
  • Operator cleans machine and cleans work area after use. 
  • Required personal protective equipment is worn. 
  • Lock-out/Tag-out procedure is in place and followed. 

Assessments

Formative:

• Lathe organizer
• Guided student practice

Summative:

• Lathe quiz
• Lathe competency checklist & certification (demonstration)
• (If part of project) Handle completed and mounted

WCA Standards:

• Given a suitable 2” (50 mm) square, 16”  (400 mm) long spindle blank installed  between centers and with the tool rest  set to the correct height and clearance,  use a sharp gouge to produce a cylinder  to a specified diameter 1 ¾” (45 mm).  (9.1.1 Spindle Turning L1) 
• Given a softwood blank 8” (200 mm) in  diameter and 3” (75 mm) thick, mounted  (by means of a paper joint) to a faceplate  equipped with a plywood faceplate liner  on the inboard side of the lathe, and with  the tool rest correctly positioned and  locked, produce a straight-walled  container to specified depth and side wall  thickness. (9.1.2 Faceplate Turning L1)