Class: Agricultural Sciences

Area: Power, Structure, and Technical Systems

Job: Thank You Plaques with Clock
Time: 3, 50 minute periods
Instructions to the Teacher:
Normal text is instructions to the teacher; italicized words are suggested script.
Learning Standards:

PSTS.03.02 Identify and use power tools

PSTS.03.02.a Identify tools and their uses
Demonstrate proper and safe operation of
PSTS.03.02.b
tool
PSTS.03.02.c Maintain and store tools appropriately
PSTS.03.03
PSTS.04.01

Utilize blueprints in completing an agricultural mechanics

project
Student will identify blueprints, their
PSTS.04.01.a
components and describe their purpose
PSTS.04.01.b Read blueprints with accuracy

PSTS.05.07.d Construct project

CCCS: Writing-CC 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 (Class and more specifically for two students designing note)
Goals and Objectives:
By the end of this lesson the learner will
I can measure and cut my plaque accurately.
I can demonstrate the proper use of the miter saw.
I can demonstrate the proper use of the palm sander.
I can demonstrate the proper use of the router.
I can assemble the clock face and battery to my plaque.
I can apply epoxy to my plaque to finish the project.
Outcomes of this Lesson:
Student will have made thank you plaques and clocks for the teachers in the high school. It is a great teacher
appreciation gift from the students, but it is also a great way to do a simple project that students can do to show
the mastery of skill for a few power tools that most students enjoy using.
Materials:
2X4 Boards (number depends on how many students you have)
Epoxy
Paint Brushes to apply epoxy
Clock Faces and Batteries
Thank You and Appreciation Notes
Miter Saw
Palm Sander
Router
Page 1

 Safety Glasses
Tape Measure
Speed Squares
Levels
Rulers
Resources:
Plans from Nathan Clark: blueprints and JOS
Terms to Know:
Epoxy: Finishing liquid that will add shine and keep the thank you paper on the board
Miter Saw: Power tool
Palm Sander: Electric Sander
Router: Finishing on edges or to add boarder
Speed Square: Measuring and straight line tool
Background Information:

Page 2

Engage:

Explore:

What are students doing?

Students will be seeing plans, JOS, and
grading rubric for the first time. They will
then decide on what they would like to
write in their teacher appreciation note that
will be printed and placed on the plaque.
They will then brainstorm as class on what
they want to say and popcorn out to Miss
Rudder on what they think should be in it.
After they have gotten what they want to
write, they will elect a committee of two
people to design the note, get it approved
by Miss Rudder, and print them off for the
rest of the class. While the two are
designing, the rest of the class will head to
the shop and set up the three major tools
we will be using: miter saw, router, palm
sanders.

Day 1: Now that the three tools have been

set up, Miss Rudder demonstrates how to
measure and cut the appropriate length
(according to the JOS) for the plaque. Once
she is finished, she watches as all of the
students measure and cut their board
lengths.
They then move to the palm sander, and
Miss Rudder demonstrates how to sand, and
where to sand. She then moves to the router
and demonstrates the router and how the
boarder edges should look. Then all students
can use the sander and router, while Miss
Rudder watches.
Day 2: After the boards are finished with

The Instructional Plan

What am I doing?
I am handing out the drawn plans and JOS,
and explaining what is going to be expected
of them during this project. We will go over
the rubric together as a class, so they know
what they will be graded on. Then, I will
introduce that they will get to write the
teacher appreciation letter as a class. We will
then have about three minutes of brainstorm
time, and then I will ask for popcorn ideas
about what we should put in the note. Once
we have a nice note written, we will elect a
committee of two people will design the
note, get it approved by me, and print them
off for the rest of the class.

What data can I collect?

I am collecting students questions and
concerns about how they will be graded,
and I am also seeing how well they can
write a thank you or appreciation letter. I
am also collecting who they feel best can
design a publication and seeing how group
dynamics are. Finally, I am assessing how
well the two that were elected to design
can work together and come up with a
well-worded note and creative style.

*The two that are elected will be graded a

little differently, and they will receive another
rubric because they probably will not get to
cut with the miter saw.
I demonstrate the use of the miter saw to cut I am collecting their skill level in using the
two boards for the two who are designing the saw, sander, and router safely and
appreciation note for the teachers. Then I
appropriately.
watch each student use the miter saw and
see if they measured correctly and cut in the
correct place.
I make sure the two are finished with
appreciation note before I give the next two
demonstrations (*should be by then end of
the first class period)
I then demonstrate the sander and router on
a plaque that I had cut out prior to class. Then
I watch as students complete each task.
I demonstrate how to add the epoxy with the

I am collecting data on how well they can

Page 3

being sanded smooth, the students watch

Miss Rudder as she pours the epoxy. Then
the students pour their epoxy on the boards.
The epoxy is going to take a few days to dry,
so then the students move back into the
classroom, and Miss Rudder shows how to
install the clock and battery, and also
describes how it works. While that
demonstration is happening, students will
be writing notes on how to install it on their
JOS. Students then decide which teacher
they are going to give their plaque to, so
that no teacher gets left out or no teacher
gets two plaques.

letter already glued down to the plaque. Then

I supervise and help students as they glue and
epoxy their own. After all have theirs
finished, we will move into the classroom to
demonstrate how to install the clock and
battery. Then I will facilitate discussion about
who will be giving their plaque to which
teacher.

demonstrate the skill of finishing with

epoxy. I am also gathering data on how
much they know about installing a clock
and how well they are following or adding
notes to their JOS. Finally, I am seeing how
well they can delegate duty, leadership
within the room, and class dynamics.

Day 3: Students will use their JOS and

demonstration from the day before to install
their clocks. After they finish, will have their
last JOS checked off, and can go deliver it to
the teacher that they were assigned to.

I will watch as them assemble the clocks, and

check off their finals box in their JOS. I will
then supervise the hallways as they deliver
the clocks to their assigned teachers.

I am collecting how well they took notes

from my demonstration, as well as the
skills the students have gained from
putting the clock in.

Explain:

Elaborate:

Evaluate:

Through Rubric and completion of JOS

Page 4

Essential Questions:
Be sure your students can answer these questions at the end of the lesson:
Extend:

Page 5