TEACHING PRACTICE LESSON PLAN (2013-2014)

DTE Student Name & ID No. Lyndsey Balfe G00278577

Subject: Materials Technology Wood Pupil Year Group: 2nd year No. of Lessons: 12 Date:

List of Topics:

Games Holder

No. of Pupils: 19 Length Of Lessons: 80 minute class Time of Lesson Tuesday 9.40 11.00

1.

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The students in this second year grou/ 0ill ha1e com/leted a 2ull year o2 /ractical so 2ar. They 0ill ha1e a 3asic com/rehension o2 a 2e0 o2 the hand tools used in the classroom such as 4ni1es5 chisels5 sanding 3loc4s5 /lanes5 mar4ing gauge5 tri6s7uare and tennon sa0. They also ha1e some 3asic e8/erience 0ith /o0er tools li4e the 3andsa05 sander and /illar drill. Tal4ing to my co6 o/erating teacher he suggested that ( do a /ro9ect that 0ill hold games 2or the :3o8 and &lay tation. The students ha1e re/eatedly as4ed to do a /ro9ect 2or holding games throughout the year. The /re1ious /ro9ect the students com/leted 0as a 0ooden notice 3oard5 the 2rame that had t0o di22erent 9oints a hal1ing 9oint and a do1etail 9oint. )i4e the 2irst year grou/ this class /artici/ated in the taster /rogram in 2irst year. This means they ha1e limited theory done to date. Ha1ing o3ser1ed the students s4etching there 2inished /ro9ect ( 4no0 this is an area that need to 3e im/ro1ed. ( ha1e created 1ideos 0ith ste/ 3y ste/ instruction on ho0 to s4etch all the hand tools they ha1e used. ;e2ore <hristmas ( introduced the

/ro9ect and ha1e as4ed students to de1elo/ some design ideas 2or a2ter <hristmas.

2. +!T($#!)" %$+ TH" ")"<T($# = T+'<T'+(#G $% ';>"<T M!TT"+ !#. %$+ TH" M"TH$.$)$G? ( ha1e 3een 0or4ing 0ith this grou/ o2 students since $cto3er@ they ha1e as4ed 2re7uently i2 they could ma4e something to hold their com/uter games. ;y letting the students design their o0n /ro9ect5 they are getting e8/erience in the design /rocess. ( 2eel it is im/ortant 2or the students to ha1e an in/ut in the design as it is such a ma9or as/ect in the sylla3us 2or material technology 0ood. The students are 1ery enthusiastic a3out this /ro9ect and ( am e8/ecting this enthusiasm to lead to a /ositi1e e8/erience 0ith the design /rocess. Ha1ing a /ositi1e e8/erience 0ith design students 0ill gradually 3ecome more in1ol1ed in each ne0 /ro9ect. ;y third year students 0ill 3e ready to design and create their o0n /ro9ect 2or the >unior <erti2icate. Ha1ing re1ie0ed some o2 the students* home0or4 ( noticed s4etching 0as an area that needs im/ro1ement. .uring this 2irst lesson ( 0ill re1ie0 students s4etching and designs.

A. !(M The aims o2 this lesson are to (ntroduce mysel2 to the /u/ils <reate a /ositi1e 0or4ing en1ironment .e1elo/ good 0or4ing relationshi/ 0ith the /u/ils $utline classroom rules and routines (ntroduce the ne0 /ro9ect .iscuss the health and sa2ety concerns in the classroom "ncourage students to /artici/ate in the design /rocess <ontri3ute to the students a//reciation o2 ecological and en1ironmental 2actors and use

o2 natural resources $3tain 4no0ledge and s4ills associated 0ith designing their o0n /ro9ect

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Learning Outc !e" (LO")

At the en of this lesson the stu ents !ill be enable to"

A""e""!ent # LO"
#Note: each LO has an assessment. $nclu e a %ariet& of t&pes.'

.e3ate the rules and routines (denti2y health and sa2ety concerns in the classroom .iscuss the design o/tion in1ol1ed in this /ro9ect

tudents 0ill 3e as4ed to design their classroom rules and routines .iscuss the health and sa2ety concerns in1ol1ed in the /ro9ect Wor4sheets 0ith di22erent design ideas 2or their games holder /ro9ect

.iscuss design o/tion 2or the /ro9ects

B.

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%or numeracy ( 0ill /ur/osely lea1e out measurements on their 0or4ing dra0ing5 students must add or su3tract the measurements that are le2t to 2ind out the siCe they are missing. ince students are designing their o0n /ro9ect they must gi1e a 2e0 3asic measurements as /art o2

their design. This is to hel/ students relate the use o2 measurements 0ith their /ro9ects@ i2 they 0ant to ma4e a /ro9ect that is a metre tall ( can sho0 them a /iece o2 tim3er that is that siCe. tudents 2ind it hard to relate measurements 0ith real li2e.

D.

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tudents are designing their o0n /ro9ects out o2 the classes designs the to/ A 0ill 3e /ic4ed and one 0ill 3e chosen. When the design it chosen ( 0ill still lea1e at least one area that students can change li4e using the /yrogra/hy machine to add a di22erent design. ( 0ill also try and add another 9oint 2or the stronger students5 i2 that is not /ossi3le ( 0ill ha1e the stronger students /eer teaching any student is struggling.
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Meet students at the door and "nter the classroom in an orderly 2acilitate an orderly entrance. tudents 0ill ta4e their allocated seats (ntroduce mysel2 0ith a <om/lete a hand6out on the 2ashion. tudents sit in their allocated seats

&o0er&oint /resentation and a /resentation 0or4sheet 2or /u/ils. ( ha1e .iscuss the /ictures in the /resentation included /ro9ects that ( made in "8amine /ro9ects ( ha1e 3rought 0ith 2irst and second year o2 college. ( me ha1e also included images o2 /ro9ects that 0ere made 3y current and /ast students 206A0mins .iscuss 0hat design is .e3ate the need 2or design

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(ntroduce games holder /ro9ect "8amine /icture o2 di22erent cd holders distri3ute 3asic dra0ing o2 /ro9ect and discuss areas that could 3e di22icult to re/roduce.

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%acilitate !4 sheets to /ractice .iscuss 0hat tools they 0ill need 2or mar4ing out the 3ase o2 the /ro9ect the /ro9ect

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et u/ rota 2or students 0ho is .e3ate ho0 many students are need 2or handing the tim3er5 tools and 0hich 9o3s. 0ho*s turn it is to clean

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$3ser1e /u/ils cutting out the <utting design out 2rom coloured card design 2rom coloured card

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%acilitate cleaning o2 the room and <lean around their 0or4s/ace. an orderly e8it 0ee/ the 2loor "8it room in an orderly 2ashion

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<lass )ists eating &lan &o0er&oint &resentation a3out mysel25 GM(T )etter2rac4 and amaCing /ictures o2 0ood /ro9ects Tim3er 2or 19 /ro9ects

&osters <olouring &encils !2 sheets )a/to/ &o0er&oint /resentation on .esign