Grades:

9 to 12

Industries and Pathways:

Agriculture & Natural Resources

California Career and Technical Education Standards

• ANR.B.B1.1 Practice the rules for personal and group safety while working in an agricultura...
• ANR.B.B1.2 Know the relationship between accepted shop management procedures and a safe wor...
• ANR.B.B5.1 Know how to identify common metals, sizes, and shapes.
• ANR.B.B5.3 Know layout skills.
• ANR.B.B7.1 Understand the role of heat and oxidation in the cutting process.
• ANR.B.B7.2 Know how to properly set up, adjust, shut down, and maintain an oxy-fuel system.
• ANR.B.B7.3 Know how to flame-cut metal with an oxy-fuel cutting torch.
• ANR.FS.4.6 Differentiate among, select, and apply appropriate tools and technology.
• ANR.FS.5.1 Apply appropriate problem-solving strategies and critical thinking skills to wor...
• ANR.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
• ANR.FS.6.1 Know policies, procedures, and regulations regarding health and safety in the wo...
• ANR.FS.6.2 Understand critical elements for health and safety practices related to storing,...
• ANR.FS.6.4 Maintain safe and healthful working conditions.
• ANR.FS.6.5 Use tools and machines safely and appropriately.
• ANR.FS.6.6 Know how to both prevent and respond to accidents in the agricultural industry.
• ANR.FS.7.1 Understand the qualities and behaviors that constitute a positive and profession...
• ANR.FS.7.5 Understand the importance of time management to fulfill responsibilities.
• ANR.FS.7.6 Know how to apply high-quality craftsmanship to a product or presentation and co...

California Academic Content Standards (Reinforced)

• ELA.9-10.R.CAGT.2.6 Demonstrate use of sophisticated learning tools by following technical direction...2
• M.5.MG.2.1 Measure, identify, and draw angles, perpendicular and parallel lines, rectangles...1

• Project Introduction - Hooks / Set

  Inform the students that this project will evaluate all of their cutting skills to date. Since the students have been practicing their cutting skills for the past few weeks, they will understand that this project will be a culmination of all that they have learned so far.

  Discuss with the students the importamce of being able to follow instructions when it comes to producing a product or performing a task using the Oxy-Fuel Cutting set up.
• Oxy-Fuel Cutting Project Directions - Demo / Modeling

  In this section you will review the project with the students paying close attention to the critical aspects of the project.  Use the student packet and the teacher's packet to review and demonstrate the process you want them to follow.

  • Oxy-Fuel Cutting Student Packet [ Download ] The student packet contains information on the materials and tools needed to complete the project, directions, room for notes, a set of plans, and a student worksheet and grading rubric.
  • Oxy-Fuel Cutting Teacher Packet [ Download ] The teacher packet contains all of what the student packet has as well as objectives, suggestions for alternate tools and materials, suggestions for safety review, demonstration tips and notes, and a bill of materials.
• Completing the Project - Lab / Shop

  The students will need 3-5 class periods to complete this project.  Make sure you give the students clear instructions on how you want them to rotate around the shop to make the best use of your space and tools (put these instructions in a handout?).

  Be available to assist the students as needed as you will likely encounter Oxy-Fuel Cutting set up issues and to help students to best correct their mistakes.

  You will also need to decide what to do when a student seriously messes up their project and has to do a new one.  If you allow unlimited re-dos, you will go through a lot of materials.  I recommend that you limit re-dos to 1 so that students are motivated to do their best work.
• Shop Management - Closure

  This activity will take place at the end of each Lab/Shop session.  It is important to have prepared some sort of an organized clean-up routine.

  Things to consider are:

  1.  Accounting for and putting away tools.

  2.  Storage of materials and supplies till the next Lab/Shop session.

  3.  Storage of partially finished or finished projects.

  4.  Clean-up of the shop (ie. sweeping).

  Recommendation:  Since this project will take 3 to 5 Lab/Shop sessions, split the class into 4 groups and assign each group to complete one of the items on the list above and rotate the groups each day.