WOOD TECHNOLOGY LESSON PLAN GUIDE

Student Name: Conor Gallagher

ID: G00378320

Subject: WT Topic(s): Design and research class (New Project)

Pupil Year Group: 1st years No. of Pupils: 24
Lesson Number: 13 Length of lesson: 80
Date: 07/02/2023 Time of Lesson: 8:50

1. PREVIOUS KNOWLEDGE, SKILLS & AND OSERVATIONS

Previous Knowledge

The class only very recently started wood technology, They have done a lot of practical at this stage
and now have 3 projects done altogether with myself and the cooperating teacher. They have done
very little theory and are lacking knowledge in that area.

Previous Skills

Their skills are that of marking out, cutting trenches, and some basic chiseling, they now also now the
basic theory on joints and species of trees.

Teacher Observation

The students are loving the practical side of things and have gotten used to constant practical classes
therefore I have introduced some theory that they have not particularly liked so far, therefore try and
incorporate both theory and practical into the same class, while also incorporating the design aspect.

SEN

There are 3 students with SEN learning disabilities within the class, therefore I made a video and
some extra one-on-one help to aid those students.

2. LESSON RATIONALE

Brief outline of WHY this content is the basis of the lesson and why you have selected these KEY*
particular teaching, learning and assessment strategies- a justification for the lesson.
 Firstly, we are going to do a recap using worksheets which I have made on the species of NL
trees with some enquiry-based learning the students also have the choice to do it in pairs RL
(UDL) this is to test and recap on their learning from the previous class and reinforce their
learning. Then we will do a full reflection on the previous project which the class has just
finished and will be bringing home with them after today’s class, the reflection sheet is going
to make the students reflect on their learning and see how much the project taught them
and what they can improve upon with some enquiry based learning (PLATO) also on the
sheet with independent research. While the students are completing this I will be grading
the projects with the students on a one-on-one basis to talk to the students and see how
they got on in the project.

Next we are going to move on to the design process and look at the next project the
students will be making with a real life example and some on Solidworks UDL, the students
will receive a sheet that will let them sketch all their designs (PIAGET) and then evaluate
each design, possibly in pairs depending on behavior to create a discussion and in order to
appreciate the design process, they will then pick a final design and assess it further and
think how to achieve this artefact using some independent research.

To recap we will do a few higher order questions (SKINNER) that will be either open to the
group or hands-up (UDL)

*KEY: RL=Reinforced Learning, NL=New Learning

4. LEARNING INTENTIONS, ASSESSMENT OF LEARNING & SUCCESS CRITERIA

*KEY: C=Cognitive, PM=Psychomotor, A=Affective

2.3 evaluate their own progress to inform future learning

Learning Intentions (LI’s) Assessment of Success Criteria for Key

At the end of this lesson the students will be Learning LI’s
enabled to: Reflect on the last project and identify  Self- Students will reflect A
areas of improvement assessment on their learning
 Questioning from the previous
 Verbal project in order to
feedback improve in certain
(From the areas
teacher)
 2.1 explore design problems

Learning Intentions (LI’s) Assessment of Success Criteria for Key

At the end of this lesson the students will be Learning LI’s C
enabled to: Identify design principles for good  Inquiry Be able to
design based articulate what
Learning defines a good
 In class - design and the
Questioning need for it

2.6 produce sketches, drawings and models/prototypes to explore design ideas

Learning Intentions (LI’s) Assessment of Success Criteria for Key

At the end of this lesson the students will be Learning LI’s
enabled to: Explore different design ideas and  Self- Students create C
generate some concepts Assessment their designs based
 Peer- on something that
Assessment appeals to them
 Visual
Inspection

5. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0-2 (Mins)  Welcome students as they Students enter the classroom and
have organized entry and take their seats.
G
take their seats.
O

2-3 Get students to clean down their  Students clean down their
desk and any equipment on the desks before starting work.
desk.

3-5  Take the roll on Compass Students answer to their name

 Settle in the class being called.
5-15  Display to the students the Students observe the learning
learning intentions intentions, asking questions if they
 Reinforce the rules of the are not clear about them.
class again and the safety
precautions Students carry out recap question
 Recap on the Last class sheet in pairs
 Quick points on the plan
for today’s class
 Hand out recap sheets to
work in pair s (UDL)

LESSON SEQUENCE (MIDDLE)

15-30  Get out the finished pencil  Students observe the MA

project and display it to teacher
the students SEN
 Explain the reflection Students answer the questions
asked G
sheet to the students
 Why would we do a O
Students complete refection sheet
reflection on a project?
 Go through students one
on one to give feedback on
the actual project and give
them a grade

30-40  Get student’s attention Students observe the demo and SEN
and display to them the answer any questions that are
next project on the board asked of them
on Solidworks and an
example model of one for
idea inspiration
 Go through powerpoint
 Ask the questions
 Why is design important?
 What is design?
 What are interests? What
could go on the plaque
 How could we put a design
on it?

40-65  Hand out the first sheet on  Students will be design

the plaque design research researching and sketching
 Tell students to sketch 6  Students will be discussing
different ideas and pick design concepts in pairs
their best ones
 Check in on students’
research
 Once all 6 sketches are
done get students to pick
which is the best design
through a discussion with
 their partner
 Hand out final design
worksheet once students
are done and go through it
on the board
 Let students work away

CLOSURE (END)

70-75  Ask the students to clean  Students will clean their MA

down their desks equipment and desk then O
 Reinforce the word wall on return to their designated G
chalkboard areas
 Recap on the lesson and
the work that was
completed in the class.
 Display recap questions on
board
 Go through them hands up
or open questioning

75-80  Signpost the next lesson  Students leave the class in

 Congratulate on the good an organized fashion.
work today
 Students line up for the
organized exit of the class
and wait for the bell

*KEY: L=Literacy, N=Numeracy, O=Oracy, G=Graphicacy, SEN=Special Educational Needs, MA=Mixed Ability,
CL= Cooperative Learning, GI=Gender Inclusion & MI=Multicultural Inclusion.

6. LIST OF TEACHING RESOURCES

 Projector
 Chalk board (Keywords)
 Models
 Class Powerpoint
 Solidworks model
 Wordwall
 Recap worksheet (Trees)
 Project Reflection Worksheet
 Design ideas sheet 1
  Final design idea sheet
 Lesson Reflection Wood technology 1st years 07/02/23

Q. What went well in this lesson, and why? (1 para- show depth of reflection)

This class went reasonably well, and the students worked very well throughout the 80 minutes
and were really excited to design their own project plaque. They showed very good recap
knowledge. They really enjoyed designing their plaques and loved the freedom to put whatever
they want on their plaques, they did very good sketches throughout the class and enjoyed the
design process very much and showed good understanding of it.

Q. What did not go as well as hoped, in this lesson, and why? (1 para- show depth of reflection)

I did not give enough time in the class for the students to their final sketch and it will have to wait
for the next class to pick a sketch and design

Q. What might I do to improve this lesson, were I to deliver it again? (1para- show depth of
reflection)

I would time the lesson better and test out are the designs possible first

MEMOS

Q. What did I observe today, in general terms, that I need to follow up on, next class? (e.g.
student engagement, classroom management issues, poor/unwieldy entrance and exit from the
classroom, lighting in the room, visibility of the screen from the back of the room, absenteeism,
SEN challenges, H&S, etc.). Bullet points.

 Better time the lesson

 Cut the timber for the students
 Say goodbye to the students