Jonathan+Young

= = || Instructional Objectives: a. Apply existing knowledge to generate new ideas, products or processes b.Create original works as a means of personal or group expression 2. Communication and Collaboration:Students use digital media and environment to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b.communicate information and ideas effectively to multiple audiences using a variety of media and formats 3. Research and Information Fluency: Students apply digital tools to gather, evaluate and use information. Students b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
 * = Daily Lesson GAME Plan: **Week 7 Online How To Manual **=
 * Lesson Title: Online Manual for Knock Down Picnic Tables Unit |||| Related Lessons: Building 3d models, building tool boxes, building knock down picnic tables ||
 * Grade Level: 12th Grade |||| Unit: Carpentry and Construction ||
 * ==GOALS== ||
 * Content Standards: The Mathematical Content Standards for this lesson are delivered in the prerequisite units. When students have achieved mastery in the previous units, including both content and ISTE NETS-S, they will advance to the online manual unit. ||
 * ISTE NETS-S
 * 1) Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

technology and practice legal and ethical behavior. Students:

 * 1) ====== advocate and practice safe, legal, and responsible use of information and technology. ======
 * 2) ====== exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity ====== ||   ||

concepts, systems, and operations. Students:
|| || Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology and systems b. select and use applications effectively and productively || || || ||

Instructional Objectives: Students will work in groups to create an online manual that will allow any person with basic carpentry skills to produce a functional knock down picnic table. To help prepare students for the online manual presentation they should explore sites like: [|www.ehow.com], [|www.doityourself.com] and [|www.popularmechanics.com]. These sites have hand drawn sketches and detailed step by step instructions that will help students in their production of the hard copy as well as the online product. || 1 class period should be used for students to review various how to videos. These should be downloaded before class to avoid internet problems. Then students will be required to produce a storyboard illustrating there how to manual. The next 2 class periods will be devoted to students creating their online manual. If necessary students may work on the manual outside of class time but 2 class periods will be enough to explore different applications to create a manual that utilizes video, instruction, photo and student choice. || Materials and Resources: Flip Cameras, Phone Cameras Ipads or other tablets, media conversion applications (ix) || Student will be work with their picnic table partner or partners. It may be necessary to group students according to personal technology. || Accommodations and Extensions: Students carpentry and measuring skills can be more diverse than content skills. If the class is large many students will not be successful with the table because it will be difficult to work with each group individually. At the very least students should finish a tool box or recreate a tool box if the picnic table is too difficult of a task. Back-Up Plan: The online manual is not a requirement but a chance for students to extend their learning. At the very least students who do not even advance to the picnic table can use their results from the tool box unit to accommodate digital portion of the overall unit. They can easily apply the required skills to either project. ||
 * ==ACTION== ||
 * Before-Class Preparation: Students must record and document the construction process of their picnic tables. Before beginning the unit it is necessary to discuss the essential components of a how to video or on line manual. The class should review different online manuals (DIY network), You Tube Videos and other how to videos. Students will be required to produce a storyboard outlining their final online product. It is recommended to have a You Tube account and download videos before the lesson begins. All students should already have a blog account after their junior year but it is always revisit these sites. It is likely that many students have not used their accounts in some time.
 * Before-Class Preparation: Students must record and document the construction process of their picnic tables. Before beginning the unit it is necessary to discuss the essential components of a how to video or on line manual. The class should review different online manuals (DIY network), You Tube Videos and other how to videos. Students will be required to produce a storyboard outlining their final online product. It is recommended to have a You Tube account and download videos before the lesson begins. All students should already have a blog account after their junior year but it is always revisit these sites. It is likely that many students have not used their accounts in some time.
 * During Class ||
 * Time 2-3 48 minute class periods |||| Instructional Activities
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): The storyboard is often overlooked as an important part of the process but students need to address each and every step.
 * ==EVALUATE AND EXTEND== ||
 * ||  || In Progress  || Telemarketer  || Web Technician  || Web Master  ||
 * Storyboard || Does not exist  || The story does not align to carpentry skills or mathematical standards and is difficult to follow  || The story aligns to carpentry skills or mathematical standards. The story is complete and arrives at a finished product  || The story is aligned to carpentry skill and mathematical skills. A clear association is presented. The story flows and shows time was well spent planning.  ||
 * Digital Technology  How To Manual  || Incomplete  Missing steps and sketch that do not allow for a finished product. .  || Complete, or close to complete digital manual that could deliver a finished picnic table but would require a high level of carpentry skills. Scanned photo and sketch is included. How to steps are hard to follow.  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Neat and easy to follow on line manual that delivers instruction to completion of a finished picnic table. Scanned sketch and photos are included at various steps. .  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Well designed and easy to follow on line manual that requires basic carpentry skills to complete the toolbox. Scanned sketch, photo evidence and something else? What can else can you include, online?  ||
 * <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Digital Technology || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">No video demonstrating a successful table  <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">No forum or discussion area.  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Poor quality video that shows some parts of construction but not associated with instruction  <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">There is a discussion area but it is not easy to find or use  <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Most of the video is dead air or unrelated to construction  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Video directly related to each step of construction. Very little wasted air time. Good editing. Discussion forum that encourage questions and answers. Hand drawn sketches are scanned or photos are also included  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Professional quality video provided for each step. Video clips alone could lead to a successful table, including some measurements. Photos and sketches included online in helpful manners. Online discussion has FAQ section with links and invites class members to join the site  ||

International Society for Technology in Education. Retrieved December 17, 2011: []

The Colorado Department of Education. Retrieved December 17, 2011 from: []

Hub. Discovery Education for Teacher. Retrieved December 17, 2011 from: http://hubforteachers.discoveryeducation.com/meet-hub-storytellers/

Colorado Math Standard 5.1-students measure quantities indirectly using techniques of algebra, geometry or trigonometry Colorado Math Standard 5.2-students can select and use appropriate techniques and tools to measure quantities in order to achieve specified degrees of precision, accuracy and error of measurements . Colorado Math Standard 6. Beyond-students analyze and solve optimization problems || Instructional Objectives: b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media || It is very important to have some exemplars to introduce the lesson. If there are not any from students it will be a good idea for the instructor to build one. To help prepare students for the online manual presentation they should explore sites like [|www.ehow.com], [|www.doityourself.com] and [|www.popularmechanics.com]. This sites have hand drawn sketches and detailed step by step instructions that will help students in their production of the hard copy as well as the online product. || Students must replicate or design their own notch system to create one tool box per group member given a specific dimension of material. The dimensions should be decided by the instructor according to resources. It is possible to cut recycled material to offset costs. Groups will design and draw a plan that will create two quality dowel handle mechanical toolboxes. Before any construction will begin the group must submit a hand drawn plan, to scale, that outlines each piece. This will then be scanned and emailed to the instructor. Upon approval the group will draw the pieces on the material for the instructor to cut. After the pieces have been assembled the group will begin the how to manuals. Each group will be required to create an online resource that documents the success, and pitfalls, of the group. The format will allow for comments from an outside audience and students must contribute to other groups discussions and posts. Students will have to work efficiently but will have ample time to complete the toolboxes. 3 hours is enough time for some to even start over. The real challenges will be the collaboration creating an online discussion forum and transferring their manuals to the online source. || Plywood, jig saw, circulating saw, tape measures, wood glue, wooden dowels, drill and paddle bits || Accommodations and Extensions: Students who struggle and do not have success will revisit this unit later in the year but will use their classmates manuals to complete a finished toolbox Back-Up Plan: Revisit 3d model construction to reinforce importance of measurement, precision, accuracy. Have students follow step by step plans from one of the how to websites ||
 * = Daily Lesson GAME Plan: Week 6 Tool Boxes = ||
 * Lesson Title: Build a Mechanical Tool Box |||| Related Lessons: Knock Down Picnic Table, Floor Plan/3D Models ||
 * Grade Level: High School Seniors |||| Unit: Applied Mathematics Carpentry and Construction ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * 1) Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
 * 2) Apply existing knowledge to generate new ideas, products or processes
 * 3) Create original works as a means of personal or group expression
 * 4) interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
 * 5) communicate information and ideas effectively to multiple audiences using a variety of media and formats
 * 6) Communication and Collaboration: Students use digital media and environment to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
 * 7) Research and Information Fluency: Students apply digital tools to gather, evaluate and use information. Students
 * ==ACTION== ||
 * Before-Class Preparation: Students who have completed a successful 3d scale model home with relief will be allowed to begin this unit. They will have measured the necessary measuring skills but will struggle with the spatial reasoning.
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 2 – 3 hours in the classroom, 2-4 hours group homework |||| Students will be paired in groups of 2. Last year’s tool boxes have been on display all year long and students will examine the tool boxes. Ideally students will notice there are no fasteners of any kind. The boxes are assembled with notches and wood glue.
 * Note student groupings, environmental modifications needed, etc: Student pairing is essential for this unit. Students will be paired in groups of two. Fortunately there are twelve students in the class this year. The success of this unit requires the completion of the online how to directions for the teams experience building the toolboxes. Many of these students miss a lot of school and will benefit from the online assignment. All students have personal computers and internet access and each student will be responsible for monitoring their partner’s contributions. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): The instructor and all class members will need to become a member of each groups wiki page, blog whatever medium is chosen to deliver the online instruction. Youtube video is not acceptable on its own because it will avoid some collaboration but it can be a supplement. All students will comment on each groups finished manual and offer suggestions where applicable..
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: ||  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">In Progress  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Laborer  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Apprentice  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Master Carpenter  ||
 * <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Sketch || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Does not exist  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Just that, a sketch  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Neat drawing of a sketch of the dimensions of material needed to create the tool box. Requires a little alterations when it comes to cutting and drawing the pieces on wood  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Neat and accurate drawing with exact dimensions of pieces needed drawn to scale. No alterations necessary.  ||
 * <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Toolbox || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Incomplete  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Functioning toolbox that appears flawed at first site. Pieces are not the same size, does not rest level, handle flaw, notches are off but the group still wants to work on the tool box  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Functioning tool box that appears flawless at first site. No actually measurement off buy more than 1/16” Notches are good fits.  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Professional Quality tool box.

**<span style="font-family: 'Times New Roman','serif';">Spring 2012 **  **<span style="font-family: 'Times New Roman','serif';">Sold to fund final project **  || International Society for Technology in Education. Retrieved December 11, 2011: []
 * <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">How To Manual || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Incomplete  <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Missing steps and sketch that do not allow for a finished product. No photos or sketches  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Complete, or close to complete manual that could deliver a finished picnic table but would require a high level of carpentry skills. Scanned photo and sketch is included. How to steps are hard to follow.  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Neat and easy to follow how to manual that delivers instruction to completion of a finished picnic table. Scanned sketch and photos are included at various steps.  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Well designed and easy to follow manual that requires basic carpentry skills to complete the toolbox. Scanned sketch, photo evidence and something else? What can else can you include, online?  ||
 * <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Group Collaboration || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Not a group player  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Just covered the basics and waited until the last minute  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Worked hard but had a few struggles and miscommunication. Probably could have taken a little more responsibility with the homework  <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Downloaded Manual  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Communicated and worked hard throughout the lesson. It is obvious that online collaboration is a great way to get help and to help your classmates  <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Downloaded Manual  ||
 * <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Class Collaboration || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Never visited another site, maybe 1  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Just visited a couple of sites but never really had much to say. I did not even reply to suggestions on our manual  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Visited and commented on a few sites and tried to help but had a hard time explaining myself  || <span style="display: block; font-family: 'times new roman','serif'; text-align: center;">Visited and commented on some sites. Can emphasize with other groups struggles and offers constructive suggestions  ||

The Colorado Department of Education. Retrieved December 11, 2011 from: http://www.cde.state.co.us/cdeassess/documents/OSA/standards/math.htm

//Students use geometric concepts, properties, and relationships in problem-solving situations and communicate the reasoning used in solving these problems// * finding and analyzing relationships among geometric figures using transformations (for example, reflections, translations, rotations, [|dilations] ) in [|coordinate systems] ; Colorado Math Standard 5: //Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning used in solving these problems.// * <span style="font-family: 'Times New Roman','serif';">selecting and using appropriate techniques and tools to measure quantities in order to achieve specified degrees of precision, accuracy, and error (or tolerance) of measurements; Colorado Math Standard 6: //Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems//. * investigating problem situations that arise in connection with computer validation and the application of algorithms. . ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Knock Down Picnic Tables |||| Related Lessons: Designing and building a 3d model home, Designing and building mechanical tool boxes ||
 * Grade Level: High School Seniors |||| Unit: Applied Mathematics Carpentry and Construction ||
 * ==GOALS== ||
 * Content Standards: Colorado Math Standard 4:
 * deriving and using methods to measure perimeter, area, and volume of regular and irregular geometric figures;
 * deriving and using methods to measure perimeter, area, and volume of regular and irregular geometric figures;
 * ISTE NETS-S |||||| **1.** || **Creativity and Innovation** ||
 * || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * ||  || a. || apply existing knowledge to generate new ideas, products, or processes. ||
 * b. || create original works as a means of personal or group expression. ||  ||
 * **4.** |||||| **Critical Thinking, Problem Solving, and Decision Making** ||
 * |||||| Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: ||
 * ||||||  || a. || identify and define authentic problems and significant questions for investigation. ||
 * b. || plan and manage activities to develop a solution or complete a project. ||
 * c. || collect and analyze data to identify solutions and/or make informed decisions. ||
 * d. || use multiple processes and diverse perspectives to explore alternative solutions ||  ||
 * **6.** |||||||||| **Technology Operations and Concepts** ||
 * |||||||||| Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: ||
 * ||||||||||  || a. || understand and use technology systems. ||
 * b. || select and use applications effectively and productively. ||
 * c. || troubleshoot systems and applications. ||
 * d. || transfer current knowledge to learning of new technologies. ||  ||

Instructional Objectives:


 * Key Outcomes:** Students will recognize their own ability to apply mathematics in a real world setting. During and after this project they will be confident when making decisions that may alter their chance for success. Ideally he students will appreciate the concept of sustainability after completion of this unit and class. Students will realize that they can produce using recyclable material (specifically the construction sites in and near Telluride) combined with some patience and application of learned material. The importance of a useful and valuable finished product is essential. Students will learn the importance of a quality finished product.

Students will have experience with Geometers Sketch Pad, Google Sketch or other approved application (CAD) to submit sketches. Students will draw accurate plans by hand and traditional tools and then reproduce the plans using software. If students cannot produce professional quality plans by hand after the tool box unit they should use only software for the picnic table final plan. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Designing a floor plan with a 3d model <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students must draw a professional scaled floor plan along with elevations at the completion of the Applied Mathematics architectural unit. Students will understand the importance of exact measurement at the completion of the unit. A final 3d model must be constructed from balsa wood, bass wood and cork board. No projects will receive any credit until the scale model corresponds to the floor plan. Students will need a mastery of measurement techniques to advance to the next level. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Constructing a wooden mechanical tool box <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each student will design a wooden mechanical tool box. All material must be recycled. This could be leftover material found at home or the many constructions sites in and around Telluride. Students will not be able to begin the picnic table project until they have a useable, well-constructed quality tool box. They will need the tool box for the next level || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Final Table Planning <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will need to produce a scale model drawing of the pieces they will cut out. Drawings must be accurate and correct. That is, the pieces do not take up more square footage than the supplied material. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">After the teacher has approved the dimensional drawings for creating a table the students will draw the pieces on the plywood. The instructor needs to note if the proper cut side of the line is indicated before cutting. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The instructor will perform all necessary cuts but a master carpenter may be necessary depending on how many students need cuts each day. Students will then assemble tables and determine any possible altercations to improve the functionality and quality of the table. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">There is no limit to the amount of adjustments made as long as they improve the quality of the table. If time permits students may sand and stain the table in the classroom. || Materials and Resources Master carpenter, $150 a day Transportation to Woodworking facilities $100 2 sheets of plywood for each table. 2 students per table 22.00 each Personal Tools, Scrap Plywood, Balsa Wood, Wood Glue, Wood stain, sandpaper, sander Google Sketch, Geometer’s Sketch pad or other application for creating the scale model || Each year this class has a very different group of students. There are differences in over mathematical skills and motivation. Some students have completed Pre-Calc and could be in an AP math class but they lack the motivation or the teachers never really got them to produce. Other students may not have even passed geometry and have reached the end of their mathematical capabilities (although I don’t think this ever really happens) For one reason or another they are in Applied Math and they are welcome. This project allows for students to work at their own pace and as an individual if necessary, but preferably in groups of two. They previous units must be completed before attempting the table and students will be at various stages in this course throughout the year. The less motivated students always seem to produce when they see other students working with wood and other material. || Carpentry is difficult and frustrating to complete perfectly and even harder to assess in a high school class. Not all students will come to class with an appreciation for a quality, finished project. The 3d model and the tool box will help students understand the importance of patience and precision. They should not advance to the picnic table project until they each have a flawless tool box. The sketch is an Accommodations and Extensions: It is possible to have students working on the picnic table while others are finishing their 3d models. This is ok as long as the work is high quality. If students are not producing projects they must produce with traditional mathematics. It is necessary to have traditional mathematical conversion worksheets to help remind students they could be working on something else. If they are being precise and patient that great. The picnic table is difficult and will require some mistakes and correction. Students who finish the table will options for the final project. They will have a limited budget and products to choose from as they demonstrate their new carpentry skills their peers. Back-Up Plan: The picnic table could be the last project some students. Many students spend a lot of time finishing the tool box to perfection and the picnic table takes until the end of the semester. This is often a better scenario. The goal here is for a flawless artifact and the patience and determination required to achieve this. || Documentation will be the major assessment and also the main motivation for the students. We will construct tables in groups of 1 or 2 in our classroom while creating a how to manual that documents the experience. This manual will become an online “how to manual” and the assessment will be based on the ease of navigating the site and the ease of following the instructions to a successful product. Photographs and video will be necessary for the entire project and it will be necessary to supply that equipment. If students have published a manual that directs anyone with basic carpentry skills to a finished picnic table they will be invited to Ludwig Construction Company. Here students will have the opportunity to work with trade specialists and they will use state of the art technology to produce several tables in a matter of minutes. Their success will depend on their ability to communicate their design onto a coordinate grid using the best woodworking machinery available today. They will program a 1.5 million dollar CNC cutting machine. Students will have two chances for success in this unit. If they can construct a useable, almost flawless table before going to Ludwig’s then they have demonstrated mastery. There are several cuts and measurements to be made and even seasoned carpenters could make a mistake or two during the construction. Framers usually give a 1/16 of an inch for error, maybe even an 1/8 of an inch. We will try for 1/8”. Students who miss by more than this number on enough cuts where it affects the functionality of the table will need to rebuild. LESSON REFLECTIONS AND NOTES: ||  ||
 * Key Skills:** Using problem-solving strategies, brainstorming, using decision-making strategies, planning, following directions, teamwork, using a design progress, using software applications and technology.
 * ==ACTION== ||
 * Before-Class Preparation: Students must have mastered basic carpentry skills covered in Applied Mathematics during the designing a floor plan with accompanying 3-D model unit and all students must have built a mechanical tool box with dowel handle before attempting this project. Students who successfully complete the floor plan, 3d model and tool box will possess the necessary skills to build the table.
 * Before-Class Preparation: Students must have mastered basic carpentry skills covered in Applied Mathematics during the designing a floor plan with accompanying 3-D model unit and all students must have built a mechanical tool box with dowel handle before attempting this project. Students who successfully complete the floor plan, 3d model and tool box will possess the necessary skills to build the table.
 * During Class ||
 * Time This project is suggested to take 4-6 hours based on carpentry skills. This project should take between 4-6 48 minute periods and 2-3 90 minute periods. |||| Instructional Activities
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: