Unit 7 techniques for graphic representation

UNIT 7.- GRAPHIC EXPRESSION AND COMMUNICATION
Subject: TECHNOLOGY Teacher: MERCEDES RUBIO
ORTEGA
Title of the Unit : TECHNIQUES FOR GRAPHIC REPRESENTATION Course /
Level: 1st ESO
Learning
outcomes
/ Evaluation
criteria
1. To be able to communicate technique ideas using codes in the
drawing in order to transmit a clear information.
2. To know how to use the basic and necessary drawing tools and
instruments for making different accurate geometric traces.
3. To draw sketches and diagrams of objects.
4. To distinguish different types of views and perspectives of an
object depending on the needs of its representation.
5. To use types of lines and scales, understanding the importance
of each concept.
Language English
Subject Technology
Timing /
Sessions
10 Sessions.
Subject
Content
1.- Mediums, instruments and equipment for drawing and measuring
2.- Sketches, diagrams and technical drawings.
3.- Measuring lengths. Rules and dimensions.
3.- Standardization. Formats, borders and title blocks.
4.- Views of an object. Dihedral views. Perspective.
5.- Scale.

LANGUAGE CONTENT / COMMUNICATION
Vocabulary
Section
Nouns
Verbs
Adjectives
Perspective Angle, axis, depth,
diagram, distance,
drawing, edge,
freehand, inclined
plane, measurement,
object, projection
plane
Appear, consist
of, depend on,
design, draw,
project, reduce,
represent, use,
vary
Cavalier,
conical,
disrtorted,
fixed, inclined,
isometric,
perpendicular,
realistic,
separated,
variable
Drawing in
perspective from
an object´s
known
viewpoints
Composition, depth
line, dimensions,
elevation, front view,
plan, profile,
projection plane,
segment, side view,
size, surface, trihedral
plane, vertex/vertices,
viewpoint
Correspond to,
check, create,
erase, locate,
remain, review,
sculpt, section,
to design
Corresponding,
dotted,
horizontal,
maximum,
original,
parallel,
principal,
rectangular,
vertical.
Standardization
and annotation
Annotation, arrow,
axis of symmetry,
cross-section, cut line
axis, dimension line,
full stop, height,
hidden edge, function,
limit, plane,
properties, reference
line, rules, scale,
symbol, width
Contain, cross,
cut through,
dimension,
ensure,
express,
extend,
indicate, relate
to, separate,
situate
Auxiliary,
enlarging, fine,
full-size,
graphic,
horizontal,
inside, outside,
perpendicular,
reducing,
smaller
standard, thick
Measuring
instruments
Carpenter´s ruler,
compass, decimal
place, division,
micrometer, precision,
space,
Measure, read
off, rotate
Common,
curved, precise

Structures
1. Modal verb can: We can use different tools and instruments to
measure the dimensions and the position of an object.
2. Present simple: Cavalier perspective consists of two perpendicular
axes and a third axis with an angle that is variable in relation to the
other two.
3. Passive voice: The three axes are separated by the same angle of
120o.
4. Imperatives: Look at the object in the box below.
5. Comparatives: We usually draw objects much bigger or much
smaller, than the space we have available to draw them.
6. Infinitive of purpose: They are used to ensure common
understanding and implementation of graphic expressions.
7. Prepositions of place: Numbers are above horizontal lines and left
of vertical lines.
8. Modal verb must: Dimension lines must be finer than the edges of
the objects.
9. MORE EXAMPLES OF THESE STRUCTURES:
Describing lines and angles
“the lines…” are parallel”, “are perpendic ular”, “form a 30o angle”,
etc.
The angle is…”: ac ute,””obtuse” ,”a right angle”,”180o”, etc
Describing shapes
“The view is…”: triangular, square, rec tangular, rhomboid, etc ...
Describing drawings
“The drawing…” is a freehand drawing,” “has been gone over in
pen”, is in proportion”, “is to sc ale”, “show dimensions”…
Laying out views
“the view must be plac ed…”: at the bottom..”, “at the top of…”,
“on the right of…” on the left of…”
Classroom management
-Who wants to go out to the blackboard?... Can I go out to the
blackboard to correct the exercise?
-Open your book at page… Whic h page, please? Could you repeat
the number of the page, please?
Discourse
type
With a partner, they must try to work out the meaning of different
elements and then draw their own plan of the objects following the
instructions from their partners. Create documents about a great and
intellectual artist who was way ahead of his time. Description in a
document of at least four ideas that they have learned with a video, for
example: They go to www.youtube.com and type “how to draw c urves
like an arc hitec t” in the searc h box. After watc hing a video they must
sum up the main ideas.
Language
skills
Reading (the different steps and instructions of each exercise)
Listening to different sentences in order to write down the missing word
or words in their notebooks). Online activities in which they have to listen
dialogues in order to answer questions.

Speaking (given opinions and sharing information with their partners)
Contextual
(cultural)
element
Difference ways of communication between prehistoric cave painting,
renaissanc e perspec tive… and the information through digitally altered
formats.
Cognitive
(thinking)
processes
-Graphic expressions
- Human beings expressing ideas through graphic representation.
- Graphic materials and drawing tools.
- Different types of lines which are used on a technical drawing to
represent different things.
-How our perception of an object depends on which viewpoint we look at
it from.
- computer- Assisted design (CAD)
(a) Task(s)  Videos about using of different drawing tools. (how to use set
squares, compasses , protractors)
 jigsaws about “main views of an objec t”
 Webquest about scales.
 Videos and questions about parallel and perpendicular lines
 Videos and questions about “main views of several objec ts”
(b)
Activities
 True or false sentences
 Discussion about positions of views of an object
 Filling gaps in a test
 Flashcards.
Methodology
Organization
and class
distribution
/ timing
 FIRST SESSION: INTRODUCTION.
How human beings expressed ideas through graphic
representation, from cave paintings to computer-generated plans.
Graphic materials and measuring tools.
 SECOND SESSION:
o Tools for drawing lines (parallel and perpendicular lines)
o How to draw straight lines and angles.
o Video about how we must use the set squares.

 THIRD SESSION: PRACTISING THE NEW VOCABULARY
o Show a set of flashcards and ask them to write the ones
they remember.
o Matching between definitions and images
o Fill in a chart about the new vocabulary and doing
exercises.
o Check in what they know.
 FOURTH SESSION: SKETCHES, DIAGRAMS AND TECHNICAL
DRAWINGS
o Look at a video about the difference between these types
of drawing. Decide what type of drawing is the best one for
each situation.
o Listen to the teacher describing a sketch, diagram or
technical drawing and discuss with the other students the
type of them.
o Types of lines.
o Dimensions. Making measurements of length and
converting the units.
 FIFTH SESSION: VIEWS OF AN OBJECT and DIHEDRAL SYSTEM
o Look at presentations, videos in order to learn the main
views of an object.
o Show the main views using a common object (for example
an eraser or the blackboard eraser) and draw the main
views of it.
 SIXTH SESSION: VIEWS OF AN OBJECT II
o Jigsaw about objects and main views.
o TEST about main views of an object.
 SEVENTH SESSION: SCALES
o Definition. Types of scales.
o Exercises about scales. Making sentences to explain the
solution of each problem.
o Test about scales.

 EIGHTH SESSION: MAKING A SIMPLE MODEL
o Build a three dimensional model and a trihedral plane
o Practice the main views and draw them.
o Work in pairs to ask questions (about the new vocabulary
and expressions) given by the teacher. Change roles and
repeat the questions in a different order.
 NINENTH SESSION: DOUBTS AND CHECK THE
UNDERSTANDING OF EACH CONTENTS.
Resources /
Materials
Internet resources: videos, webquests, crosswords.
Key
Competences
Evaluation
(criteria and
instruments)
ASSESMENT WORKSHEET ABOUT TECHNICAL DRAWING
EXAM ABOUT ALL THE KWOLEDGES LEARNED IN THIS UNIT.

Feel free to use this template. Thanks for attributing the source.
A first sample of this template has been published at:
Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología
AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de
lengua y contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-
Universidad de Córdoba.171-180.
It is mainly based on the hands-on experience at designing units and on conversations
with experts and peers. The theory of the 4Cs by Do Coyle has also been taken into
account. This theory has been shown in various publications, such as: Coyle, D., Hood, P.
and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University
Press.

FIRST SESSION: INTRODUCTION TO GRAPHIC EXPRESSION AND COMMUNICATION
It’s true – a picture is worth a thousand words – and even better, a metaphor is
worth 1000 pictures.
USEFUL LANGUAGE
WHAT DO YOU THINK ABOUT THESE STATEMENTS? ARE TRUE OR FALSE?
 I can´t believe this because……………
 In my opinion…………………………..
 I quite agree…..
 That´s why I think, too.
 I see what it means, but……………………..
 I don´t agree at all.

Watching the images, students should describe people and the way of communication:
 How did they communicate their ideas?
 Explain some differences between the people in the image and two people today.
 Why do you think drawing materials were invented?
Talk in small groups and give examples of objects that can perform the function of drawing.
After that, complete the following diagram.
https://bubbl.us/
What is on
his mind?

GRAPHIC MATERIALS AND MEASURING TOOLS
POWERPOINT ABOUT DRAWING MATERIALS
http://www.slideshare.net/hebergf/drawing-appied-to-technology-1-eso
New vocabulary is introduced using attractive photographs and flashcards about the drawing material.
http://quizlet.com/58808648/drawing-tools-flash-cards/
PRACTICE WHAT YOU KNOW:

SECOND SESSION: Tools for drawing lines (parallel and perpendicular lines)
SPEAKING ACTIVITY:

USEFUL LANGUAGE
I THINK ___________ROAD IS (PARALLEL/PERPENDICULAR) TO ____________ROAD.
IF YOU COMPARE __________AND ________YOU CAN SEE THAT __________

LOOK AT THE FOLLOWING POWERPOINT ABOUT HOW TO USE SET SQUARES.
http://iesdiegotorrentebilingles.blogspot.com.es/2013/09/technical-drawing.html
USING YOUR SET SQUARES, TRACE LINES FOLLOWING THE ARROWS.

THIRD SESSION: PRACTISING THE NEW VOCABULARY
3.- In your exercise book, write these grades of pencils in order from the softest to the hardest.
H, 3H, 5H, HB, 6B, 3H

4.- Complete the sentences:
a) Drawing pencils can be classified into two types:_____________and______________(It is according
to how hard they are).
b) In Technical drawing, we use ______________________________pencils.
c) The hardest pencil is _______________, and the softest is________________.
d) Hard pencils are identified by the letter ____. Soft pencils are identified by the letter _____.
5.- Match each adjective to the word that means the opposite.
Thick Soft
High Small
Big Thin
Hard low
6.- Write true or false .
 A1 format is the biggest format of the DIN A SERIES.
 A5 format is bigger than the A4 format.
 A3 format is half the size of the A4 format.
 A1 format is twice as big as the A2 format.
7.- Match each word or phrase to the correct definition.
Set square We use it to measure angles
Ruler We use it to draw parallel and perpendicular lines
Compasses We use it to draw arcs and circumferences
Protractor We use it to measure lines

FOURTH SESSION: SKETCHES, DIAGRAMS AND TECHNICAL DRAWINGS
Game: A pupil will go to the blackboard in order to follow the teacher´s
instructions. He is going to communicate an idea of different ways in order to
be understood by his partners.
Examples:
1.- Draw a diagram of your pencil case.
2.- Draw a sketch of a toy car made of wood.
3.- Draw your ideal bedroom. Include details of measurements.
USEFUL LANGUAGE
We draw a sketch freehand, without a ruler.
We use diagrams to show the measurements of the object.
We make technical drawing to give an exact picture.
FILL IN THE STEPS WE MUST FOLLOW TO MAKE A PLAN:
Write the name of each step and its description.
USEFUL LANGUAGE
-FIRST OF ALL….
-THE…..
-NEXT….
-AFTERWARDS….
-LATER….
-AND FINALLY

MAKING MEASUREMENTS OF LENGTH AND CONVERTING UNITS
http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/pdf/077.pdf

FIFTH AND SIXTH SESSIONS: VIEWS OF AN OBJECT AND DIHEDRAL SYSTEM
PAY ATTENTION TO THE FOLLOWING TUTORIAL ABOUT VIEWS OF AN OBJECT
LOOK AT PRESENTATIONS AND VIDEOS IN ORDER TO LEARN THE MAIN VIEWS OF AN OBJECT AND
HOW THEY MUST BE LAYOUT.http://iesdiegotorrentebilingles.blogspot.com.es/2013/10/vistas-de-un-objeto.
html
To practice at home:
http://auladetecnologias.blogspot.com.es/2013/11/udanimada.html
http://auladetecnologias.blogspot.com.es/2010/02/practicamos-las-vistas-con-youtube.html
http://www.tecno12-18.com/eng/mud/view3d1/view3d1.asp

Look at the following objects and draw the main views of each one. The RED arrow shows you where
you are:
Discuss in pairs. Think about the main views if the arrow is changed of its position.

In groups of 2, make and answer the following TEST about the views of an
object
FIGURE ONE
FIGURE TWO
FIGURE FOUR
FIGURE FIVE
FIGURE THREE
FIGURE SIX

1.- Where can we find the front view of the figure number______?
2.- Where can we find the side view of the figure number ________?
3.- Where can we find the overhead view of the figure number____?
USEFUL LANGUAGE TO ANSWER THESE QUESTIONS
 The __________view of figure number_____ is placed…….
 At the top….
 At the bottom…
 On the right….
 On the left…
 In the middle…
 It is due to….
SEVENTH SESION: SCALES
SCALES ACTIVITIES
1. How far are two cities that are 40 centimetres away on a map with a scale of
1:500.000? Write the result in Kilometres.
2. How many real kilometres are 15 centimetres on a map with a scale of
1:50.000?
3. Two points are 20 centimetres away on a map with a scale of 1:20.000.
How far are those points on a map with a scale of 1:40.000?
4. If the real distance between Infantes and Villahermosa is 14 kilometres. How
far are these towns on a map with a scale of 1:10.000?
5. A real distance of 200 metres represents 5 centimetres on a plan. Which is the
scale of the plan?
6. We want to draw a small screw in a DIN-A4 format (length = 25 aproximately).
If the real length of the screw is 5 millimetres. Which scale would we use?
7.- Calculate which scale must be used on a map so that the real distance
between Infantes and Granada, which is 240 kilometres far, equals 12 centimetres
on the map.

8.-Draw, in your notebook, the next figure applying scales 1:1, 2:1 and 1:2. You
have to use the ruler to do straight lines.
USEFUL LANGUAGE
MAKE A SENTENCE TO EXPRESS THE SOLUTION OF EACH
PROBLEM
 It means that ___________cm in the drawing is _______cm in the
reality.
 It means that the drawing is ________times (bigger/smaller) than
the real object.
 It means that the real object is ________times (bigger/smaller) than
its drawing.
 It means that _________________is _________cm long/tall…
 The drawing is twice as big as the real object.
 It is a (reduced/enlarged/full) scale.

PROYECTION ABOUT SCALES. TEST
http://www.tecno12-18.com/eng/mud/scale1/test/test.asp

EIGTHTH SESSION: MAKING A SIMPLE MODEL
The students can paint each view in different colours to get a
best understanding.
Work in pairs to ask the following questions:
&
Each student must take a role and then change:
1.- What type of pencil have you used to draw your model?
2.- What kind of drawing tools have you used to make the
model?
3.- Have you done any previous sketch to make it? Why?
4.- How many cuts do you need to do?
5.- How many edges do you need to stick together in each part?
6.- How is the front/side/overhead view of your model taking
account a fixed position?
7.- What kind of scales can you use to draw the different views?
8.- Could you show me two parallel edges?
9.- Could you show me two perpendicular edges?

WHAT I HAVE LEARNED. (SELF ASSESSMENT)
I CAN…
Use properly vocabulary about TECHNICAL
DRAWING
YES NO NOT YET
Draw parallel and perpendicular lines using set
squares
YES NO NOT YET
Understand texts about DRAWING MATERIALS YES NO NOT YET
Describe images and pictures about DRAWING
TOOLS
YES NO NOT YET
Describe an object after analyzing a picture or
watching a video about technical drawing
YES NO NOT YET
Participate in a role play YES NO NOT YET
Distinguish a FRONT/SIDE/OVERHEAD VIEW of an
object
YES NO NOT YET
Distinguish a type o scale YES NO NOT YET
Draw the views of an object YES NO NOT YET
I KNOW…
How measure lines YES NO NOT YET
How measure arcs YES NO NOT YET
How to convert units of a measurement YES NO NOT YET
What is a dihedral system YES NO NOT YET
Draw an object to a reduced/ enlarged or full scale YES NO NOT YET
How to use a technical vocabulary to give reasons
about drawing
YES NO NOT YET
How to layout the views of an object YES NO NOT YET
The difference between technical and artistic
drawing
YES NO NOT YET

Unit 7 techniques for graphic representation

More Related Content

What's hot

Viewers also liked

Similar to Unit 7 techniques for graphic representation

More from mercedestecnologia

Recently uploaded

Unit 7 techniques for graphic representation