Day 1 Lesson Plan

Name: Justin Nunes Unit Title: Welding

Class Title: Intermediate Agricultural Mechanics Grade Level: 10th and 11th
Lesson Title: Evaluating Welds Length: 55 minutes

Goal/Purpose/Guiding Question
What does a quality weld consist of?
State Agricultural Standards:
B1.2 Know the relationship between accepted shop management procedures and safe
working environment.
B8.1 Know how to select, properly adjust, safely employ, and maintain appropriate
welding equipment (e.g., gas metal arc welding, shielded metal arc welding, gas
tungsten arc welding).
National Agricultural Standards:
PST.01.03.01.c. Evaluate the quality of metal fabrication procedures (e.g., SMAW,
GMAW, GTAW, fuel-oxygen and plasma arc torch, etc.).
Supplies, Equipment, Materials Needed (list everything that is necessary for a successful lesson):
Example of welds - both good and bad
Presentation
Notes Packet
Projector
Safety Considerations:
For this lesson there are no safety concerns as we are staying inside the classroom and
working solely on our computers.
Modifications/Adaptions (EL,IEP, 504 Plan)
Printed Notes for Max that is a slower typer than the rest of class.
Have them sit in their assigned seats today so that Nate is in the front of the room to make
sure he can see the board and that he also stays focused on taking notes
Have the key terms and hard phrases ready to explain if necessary for EL students
References/ Resources (text books, web sites)
Welding Fundamentals textbook
Vocabulary and terms:
porosity
incomplete fusion
incomplete penetration
undercutting/overlap
splatter
flux

Objective(s):
Students will be able to:
Understand defects in welds
To locate and define certain defects
Explain defects to others

Review (setting the context):

- Go over the main welding techniques that we have been learning and implementing
(angle, travel speed, correct settings)
- Remind them of the safety considerations while they are in the shop

Anticipatory set:
Today we are learning how to evaluate our welds. This is one of the most important
aspects in welding. If you learn and understand how to minimize the weld defects, you
will become a great welder! Do not worry, we have fun activities to break up the
presentation and notes. We will do short little conversations in front of the class and have
some fun together. Lets get to it and have a good day!
 Timing Content Outline (written out for substitute) / Checks for Understanding Teaching
(CFU) (written out after each concept or 12-15 minutes)
methods
2 Min Roll/ Outline of the day/ Announcements Direct teaching
-Students need to take out their chrome books for notes
25 Min Weld Defects Powerpoint Presentation with Notes Direct Teaching
- during presentation have them find the defect on the weld
examples at their table Student
- Have them explain some of the solutions for the weld involvement
defect
- CFU :
- What is the correct angle of the electrode?
20 Min - In OAW what is the first thing that one must do? Student Work
- How fast should the travel speed be?
Welding Conversation Activity
- Model what a good explanation/bad explanation of a weld
is - need for more than one word answers, need for
elaboration.
- need for academic language use
- Draw a straw for one student to demonstrate the
2 Min conversation for evaluating welds - must be agriculturally Direct Teaching
related and have the proper terms and solutions
- Have students individually evaluate the welds - write
down evaluations in phrases that others can interpret and
then use to correct the future welds
- Pair students up and have one be the instructor asking
questions while the other explains and evaluates the weld
Wrap Up - Remind them that next class period we are in the
shop and proper PPE is required (closed toed shoes, long
pants, no loose clothing)
Class End

Modeling:
I will take one of the welded metal examples and explain the positives and negatives of
that weld as if I was a student.

Application / Guided Practice:

One student will explain the weld using the correct terminology mentioned in the
powerpoint and evaluate the weld for its positives/negatives. As the instructor, I will ask
them clarifying questions or other agriculturally related questions to make them think
outside the box.
Independent Practice:
By themselves they will first write down and explain all the weld defects and the positives
of the example weld that they were assigned. Once done individually they will pair up
and verbally evaluate the welds to each other. After that they will get up and have a
conversation in front of the class

Closure:
Today was a good day in the classroom! We were all on task and we learned the necessary
information on how to create better welds. Tomorrow we will be back in the shop,
hopefully everyone is excited! Tonight I want you to go over these weld defects and be
ready to weld tomorrow. Have a wonderful day!

Evaluation:
Formative (during the lesson): When each weld defect is shown they must pick up an
example weld and find that defect
Summative (after the lesson): The have to complete the Weld Defects worksheet
 DAY 2 LESSON PLAN
Name: Justin Nunes Unit Title: Welding
Class Title: Intermediate Ag Mechanics Grade Level: 10th
Lesson Title: SMAW and OAW Welding Length: 88

Goal/Purpose/Guiding Question
How do you correct your welds while you are welding in the shop?
State Agricultural Standards:
B1.1 Practice the rules for personal and group safety while working in an agricultural
mechanics environment.
B8.1 Know how to select, properly adjust, safely employ, and maintain appropriate welding
equipment (e.g., gas metal arc welding, shielded metal arc welding, gas tungsten arc welding).
B7.4 Know how to fusion-weld mild steel with and without filler rod by using oxy-fuel
equipment.
B7.2 Know how to properly set up, adjust, shut down, and maintain an oxy-fuel system.
B8.2 Apply gas metal arc welding, shielded metal arc welding, or flux core arc welding
processes to fusion-weld mild steel with appropriate welding electrodes and related equipment.
National Agricultural Standards:
PST.01.03.01.a. Compare and contrast the principles and procedures of different welding
and cutting processes (e.g., SMAW, GMAW, GTAW, fuel-oxygen and plasma arc torch, etc.).
Supplies, Equipment, Materials Needed:
- safety glasses
- Shade 5 glasses
- Shade 10 welding mask
- Chromebooks
- Proper PPE (closed toed shoes, long pants, welding jacket, gloves)
- OAW Apparatus
- SMAW Machine
Safety Considerations:
- The students must wear the right shade of safety glasses (OAW=shade 5 / SMAW=Shade 10)
- Proper PPE (see above)
- Students must say cover when they are about to weld to protect the eyes of each other
- Metal will be hot, do not touch any metal with hands, use tongs
- ALWAYS wear your safety glasses
Modifications/Adaptions (EL,IEP, 504 Plan)
- Stay on top of Nate, to make sure he stays focused while in the shop
- Some terms may need to be explained to the english learners, be on the look out for confused
looks
References/ Resources (text books, web sites)
Weld Defects Powerpoint
SMAW Powerpoint #2 and OAW Powerpoint #2
Agricultural Mechanics - Fundamentals and Applications
Vocabulary and terms:
porosity
incomplete fusion
incomplete penetration
undercutting/overlap
splatter
flux
SMAW- Shielded Metal Arc Welding
OAW- Oxy-acetylene welding
Slag - Non-metallic product resulting from the dissolution of the flux
Slag inclusion- Slag trapped in a bead caused by long arc length and inconsistent whipping.
flux- flammable material use to hinder the formation of oxides in molten metal / pitting
amperage- current
Puddle- molten metal created from OAW
Bead- welded material on the metal tab
Objective(s):
- Students will be able explain defects while they are welding
- Students will be able to use the correct techniques when welding
- Students will demonstrate the correct way to turn on and off the OAW equipment
Review (setting the context):
- Go over the 5 basic weld joints (butt, lap, corner, tee, edge)
- Go over the 4 basic weld positions (1=flat, 2=horizontal, 3= vertical up/down, 4= overhead)
- Have the students explain the steps to turn on OAW/ turn off OAW apparatus
- Review the common weld defects that we went over in yesterdays class
Anticipatory set:
Today is the day everyone has been waiting for, is everyone excited? We are going back into
the shop! The main thing that we must ALWAYS remember is that safety is our number one
priority. ALWAYS have your safety glasses on and NEVER engage in horseplay. Be smart
and think, and everyone will have a great time. Im excited and hope you guys are ready to go
into the shop.

Time Content Outline (written out for substitute) / Checks for Teaching methods
Understanding (CFU) (written out after each concept or 12-15
minutes)

1 Roll/outline/Quote of the Day/Collect Worksheets Direct Teaching

2 Remind the students of their groups and individual # Direct Teaching
5 Check Safety Folders - IF NOT done have them check Direct Teaching
classroom Google Classroom - Safety - vcvmlut -
they must take chromebook out to shop and complete the
safety tests before working in the shop
1 Have a student (Will) go through shop and walk with Transition
10 class Demonstration
OAW group demonstration of turning on and shutting
down OAW - Constantly be asking what the next step is
Rest of and the potential safety issues Student Work
class SMAW group -
time {Make sure air vent is on} -remind amperages for
electrodes - 7018 (90/95) and 6010 (80/85), USE
ALL of the electrode, various welds they need to
do, use wire brush and chipping hammer,
demonstration how to use water tub
CFUS
What are the key ideas to practice? (arc
length, travel speed, electrode, amperage?
Rest of What is the hand position while welding? Student Work
class Group 2 - Practice OAW welds
time 30 degrees with tip / circle or C / don't touch the
tab
CFUS
What is the correct angle?
What is the correct flame needed?
Last 10 What valve do you turn on first? Student/Teacher
minutes Group 2 - Must say and show step by step shut down for Collab
of class OAW apparatus
Class- Clean up shop and work areas before the end of Student work
the period
Modeling:
- how to turn on OAW correctly and safely
Application / Guided Practice:
None

Independent Practice:
- Group 1- working on SMAW welds
- Group 2 - working on OAW welds

Closure:
I hope everyone had a great day in the shop! Since this is the first day back in the shop, I want
to emphasize the importance of cleaning up your area, did everyone clean up where they were
working? (walk around and check). I want to wish everyone a wonderful Friday and weekend.
See everyone on Monday!

Evaluation:
Formative (during the lesson): Verbal assessments by the instructor on how they can
improve their welds
Summative (after the lesson): Finish OAW/SMAW/ Weld Defects worksheets on google
Classroom
 DAY 3 LESSON PLAN
Name: Justin Nunes Unit Title: Welding
Class Title: Intermediate Ag Mechanics Grade Level: 10th
Lesson Title: Evaluating and Grading Welds in the Shop Length: 88

Goal/Purpose/Guiding Question
How do you improve your welds? Evaluating your work in order to better your time as a
welder
State Agricultural Standards:
B1.1 Practice the rules for personal and group safety while working in an agricultural
mechanics environment.
B8.1 Know how to select, properly adjust, safely employ, and maintain appropriate welding
equipment (e.g., gas metal arc welding, shielded metal arc welding, gas tungsten arc welding).
B7.4 Know how to fusion-weld mild steel with and without filler rod by using oxy-fuel
equipment.
B7.2 Know how to properly set up, adjust, shut down, and maintain an oxy-fuel system.
B8.2 Apply gas metal arc welding, shielded metal arc welding, or flux core arc welding
processes to fusion-weld mild steel with appropriate welding electrodes and related
equipment.
National Agricultural Standards:
PST.01.03.01.c. Evaluate the quality of metal fabrication procedures (e.g., SMAW, GMAW,
GTAW, fuel-oxygen and plasma arc torch, etc.).
PST.01.03.01.a. Compare and contrast the principles and procedures of different welding
and cutting processes (e.g., SMAW, GMAW, GTAW, fuel-oxygen and plasma arc
torch, etc.).
Supplies, Equipment, Materials Needed:
- safety glasses
- Shade 5 glasses
- Shade 10 welding mask
- Chromebooks
- Proper PPE (closed toed shoes, long pants, welding jacket, gloves)
- OAW Apparatus
- SMAW Machine
- metal tabs
Safety Considerations:
- The students must wear the right shade of safety glasses (OAW=shade 5 / SMAW=Shade
10)
- Proper PPE (see above)
- Students must say cover when they are about to weld to protect the eyes of each other
- Metal will be hot, do not touch any metal with hands, use tongs
- ALWAYS wear your safety glasses
Modifications/Adaptions (EL,IEP, 504 Plan)
- Stay on top of Nate, to make sure he stays focused while in the shop
- Some terms may need to be explained to the english learners, be on the look out for
confused looks
References/ Resources (text books, web sites)
Weld Defects Powerpoint
SMAW Powerpoint #2 and OAW Powerpoint #2
Agricultural Mechanics - Fundamentals and Applications
Vocabulary and terms:
porosity
incomplete fusion
incomplete penetration
undercutting/overlap
splatter
flux
SMAW- Shielded Metal Arc Welding
OAW- Oxy-acetylene welding
Slag - Non-metallic product resulting from the dissolution of the flux
Slag inclusion- Slag trapped in a bead caused by long arc length and inconsistent whipping.
flux- flammable material use to hinder the formation of oxides in molten metal / pitting
amperage- current
Puddle- molten metal created from OAW
Bead- welded material on the metal tab
Objective(s):
- Students will be able explain defects while they are welding
- Students will be able to verbally evaluate and grade their welds using a rubric
- Students will be able explain/locate their welds and converse on how to improve them
- Students will be able to connect them to agricultural activities and the community
Review (setting the context):
- Go over the basic welding procedures that they must remember
- Review the common weld defects

Anticipatory set:
We had a day to get back into the groove of welding, hopefully you guys are excited to be
back welding! The goal for today is for you to get at least one weld graded and evaluated.
Think back to the conversations we had in class about the various weld defects and be ready
to apply those to your own welds. Be thinking about where this can be used in agriculture and
the community. Lets hop to it, shop here we come!

Time Content Outline (written out for substitute) / Checks for Teaching methods
Understanding (CFU) (written out after each concept or 12-15
minutes)

2 min Roll/outline/Quote of the Day/Collect Worksheets Direct Teaching

5 min Review of Weld Defects Direct Teaching/ Qs
5 min Have a student (Will) go through shop and walk with Transition
3 min class
Rest of Students get proper PPE on and working areas set up Student Work
class SMAW group - Student Work
{Make sure air vent is on} -remind amperages
for electrodes - 7018 (90/95) and 6010 (80/85),
USE ALL of the electrode, various welds they
need to do, use wire brush and chipping
hammer, demonstration how to use water tub
OAW group - continue working on their welds
Rest of When the students are ready to test Student/Teacher
Class - Have them grab metal tab for testing and stamp in Collab
Whenever their #
they finish - Once done have them grab the grading rubric and
their weld feel it out writing down their explanations of their
grade
- Have them verbally evaluate and explain their weld
to them
- Ask them questions regarding the weld and
agricultural related questions
- Take a picture Student work
Last 10 min Clean up shop - everything needs to be swept and put
away
Modeling:
- None

Application / Guided Practice:

None

Independent Practice:
- Group 1- working on running a bead using SMAW
- Group 2 - working on pushing a puddle using OAW
- Both Groups should individually grade their own welds

Closure:
The conversations that I had with you were very impressive. I hope that we can continue
having conversations like this. If you can verbally explain what you are doing it will become
that much easier for you when you need to do it. I hope everyone has a good weekend!!

Evaluation:
Formative (during the lesson): They will need to fill out the weld grading rubric with
their explanations of their welds. Along with the writing portion, they will need to
evaluate verbally for the second part of their grade. They are also to be graded on how
well, they are able to explain their evaluations.
Summative (after the lesson): Finish SMAW/OAW worksheets on google Classroom