1. Unit Plan
Title: Machine Skills and Safety
Unit Length: 3 weeks
Written by: Jim Roland
Subject/Grade: 8th Grade Technology
Standard 5: Students will apply technological knowledge and skills to design, construct,
use, and evaluate products and systems to satisfy human and environmental needs.
Performance Indicators:
4: Develop plans and construct a model of the solution.
5: Test a solution, present and evaluate results, and describe how it may be modified.
6: Choose and use resources for a particular purpose.
7: Use a variety of hand tools and machines.
8: Produce, market, and distribute a product.
24: Manage resources in a technological project.
25: Describe products that are well designed and made.
26: Assume leadership responsibilities.
Rationale: To promote Technological Literacy, PLTW has justified the importance of
machine skills. Students will learn the content of this curriculum while strengthening
skills of literacy to become better learners. The application of content learned will be the
greatest learning experience for students through several activities.
Launch: Introduce students to the need for safety around machinery. Begin with the
"Saw-Stop" video and other informational materials from the power tool institute. Share
machine safety stories with students.
Essential Question: What are the categories of machines and how are they used safely?
Critical Thinking Skill: Systems Analysis, ,
Sub Skills: Decision Making, ,
Assessments: Formative: Daily Bell Ringer, Quizzes, Homework, Activity
Participation, Daily Participation
Summative: Dragster Testing
Vocabulary: NYS Test: Elaborate, Best Describes, Associated, Cause and Effect,
Primary Reason, Conclusion
Unit Vocab: Machine, prototype, model, tool, safety, safety guard, airbrush, saw, sander,
disk sander, spindle sander, band saw, scroll saw, drill press, chuck, clutch, key, teeth,
flute, drill bit, table, safety glasses, finishing, preparing

2. Guiding Questions: Explain how can we avoid personal injury. Utilize the proper
guard for each machine. What can be done to minimize the danger of machines? When
do we decide to wear safety glasses? Identify each machine. Determine how each
machine functions. Rule on why must we sand and prepare a surface before finishing.
Compare what type of cuts each machine makes? If someone is in danger, what would
choose to do? Locate the emergency stop switches.
Student Engagement: participation in activities, observation throughout direct
instruction, accountability by asking all students for answers randomly, answer individual
questions, include students throughout instruction as helpers or assisting teachers,
teamwork
Meaningful Use (real world application): Students will apply measurements and scale
drawings to produce a working prototype "No Air Dragster". This dragster will represent
the drawings they created throughout the prior unit. Students will encounter problems
such as friction, balance, and aerodynamics.
Materials/Resources: dragster blanks, dragster wheels, axles, rulers, glue stick, dragster
plans, graphite, launcher, hot glue, thumb tacks
How did it go?:
What changes?:
Why different?: