This plan is the first day of a shop class.(~50 min) As industrial arts teachers, we are not held to any standards that we need to meet. In fact the CTE standards held by state of california do not cover the basic operations of a shop class. They are more like the component knowledge of what you might know if you can run or operate well in a shop well.
I will adapt some of the standards an IA teacher is responsible for when testing for the credential(CSET) to teach shop.

Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner, create bridges from past learning, behavior expectations)

This is the first day of a middle school shop class, beginner level. Cover saftey standards and operational overview and demonstrations of safety equipment, design, and thinking. End with discipline and expectations so that the students will leave thinking about how to behave next time they come back.

overview of first 2 days

day 1

1. safety
2. Demo/lecture hand tools; coping saw, gouges, files
3. 'beginners mind' activity
4. closure; discipline

day 2

1. fitness
2. demo/lecture scroll saw
3. regimen; I teach you, you earn more time to work on your own.
4. respect
5. safety review

Understand safety principles, safety regulations, and safety engineering (and thinking)
We will begin class with recalling prior experience with injury. Each student is to spend 5 minutes tying red strips of fabric around places on their body where they have injuries. After 5 minute quiet contemplation, they will spend 5 minutes walking around asking eachother about their injuries.
I want the students to know that when they walk into this room, injury is a possibility always, but they can prevent injury is they first know how to use the equipment, respect it, and be mindful of what they are doing, and their classmates around them are doing. There is also the possibility of freak occurances and equipment failure, but if you are aware and one guard at all times, you have a better chance of being safe.
Explain safety procedures and the difference between a minor injury and one that needs to be written up and taken seriously. share some examples or both. If we can put a bandaid on it, it's not serious. Explain safety concerns in terms of keeping the shop open. talk about the concept of liability and insurance. My responsibility #1 is to make sure the shop is safe for anyone who comes in.
Tour of safety feature; fire extinguishers. master power switch. what happens when a student is hurt and you see it first. yell 'help' o get my attention while you move towards the injured student cautiously. Yelling the word 'Help' is not to be used otherwise. I will instruct someone to run to the office to notify them.
demo: sander
each machine is designed to do a specific operation. It is also designed to be as safe as possible if used correctly. This is called safety design. I am demonstrating on a sander, but I am talking about principles that can be found on any machine in the shop.
Point out safety design of a disc sander. know where the switch is, in relation to you and the machine. tables and proper usage with work piece placed firmly on it. direction of rotation of the machine. ask them to imagine touching their knuckles to the sanding disc while giving them a visual of sanding a piece of wood. Keep in mind who is around you. never leave a machine running unattended. That goes for watching out for others who might do it. We have to be a team and watch out for each other in the shop. Always point out to someone if they did something wrong, nicely, it is expected. Further:Brief description of what it is used for and when they might be able to use it(further course levels, or later in year..?)
color coded off limits area; machines that only instructor may operate or be near.
I will use red tape to make all areas where students must not enter. Show them which machines and areas are off limits to students. The color signals are for their own use. If you break this rule and you are injured, you are liable. There are no other immediate consequences to breaking proximity rules other than being reminded if I or others see you. I am not trying to just make rules and threats, I am doing you a favor by giving you visual ques where you are in the most danger.
I will use yellow tape on all areas where you need to be extra cautious, such as all machine surfaces that you interact with for operational purposes. They also signal where you are to interact with the machine. It is also dangerous to stick your fingers in certain parts of the machine, but if they aren't for normal operation, you shouldn't be touching it, and therefore I don't need ot warn you. Again the consequences are yours to dela with if you get in trouble where you aren't supposed to be.
OSHA; air quality
introduce what OSHA is, and why it is important for their health and how they can use it in their career lives in the work place.(5 minutes). Get specific about air quality and HVAC systems. and about dust collection in a wood shop. Tell them about Neal's law suit getting money for a dust collection system because it is students right to clean air in the classroom. explain rules that it needs to be running before anyone starts working. everyone's responsibility.
demo: dust collection system
Make sure everyone knows where to locate the dust collection controls. Demonstrate operation and brief explanation of how it operates and it's function of removing not just the large particles so we don't have to manually pick them up, but most importantly it removes the fine particles that stay suspended in the air and get into our lungs. DC unit is only one precaution. Students should feel comfortable purchasing and bringing in personal dust protection masks or respirators if they want to go the next step.
Demonstrate how to use blast gates and demostrate on the disc sander with and without the DC unit on. This will give the students an idea of what their lungs might be up against if there was not DC unit. relate to future workplace, and remind about OSHA and how to report bad air quality in the workplace.
Learning activity; beginners mind
main objective is to not injure yourself or anyone else seriously or purposely. If a student breaks this rule, you will be strongly considered for transfer out of the class. This gives me an idea of who is serious and who might be messing around. It also gives me an idea of how ach student is approaching working with their hands(excited, disrespectful, timid, scared, easy).
At this point I want to give the students an opportunity to use their hands and be creative in a free activity about design. This will provide a break from lecture and rules and let the students explore the shop and some materials. maybe having different things set up at each table. hand tools. different wood, with labels. quick intro and visual on where it came from. The point of this exercise is to let the student explore with little to no instruction. perhaps a picture of the tools use. I will walk around and ask questions and get a feel for different comfort levels. They will get more specific instruction on each tool in the next 2 weeks. Maybe introduce a first segment of the class which everyone will participate in learning and teaching different hand tools. after x weeks, class will refocus on specific projects that they can apply their experience and knowledge of hand tools with. (third and final segment of class would involve power tools.)
Closure; discipline
5 minutes. go over class rules and behavior expectations and consequences. I want the student to leave the room thinking about how they will behave the next time them come to shop class.