Module Title: School Placement 4/TP2

LESSON PLAN (2015-2016)

Student Name: Robert Marron
ID: G00304955
Subject: Construction Studies
Pupil Year Group: 5th Year (8.6)

Topic(s): Intro to Building Details (Foundations)

No. of Pupils: 10

Lesson Number: 3

Length of lesson: 40mins & 35mins

Date: 12/1/15

Time of Lesson: 12.15- 12.55 & 13.30-14.15

1.

PREVIOUS KNOWLEDGE AND SKILLS

Each group has decided a scale and area of detail to focus on (K), they have begun drawing the details
on the plywood (S).
The groups are applying the roles to the members and working as a team (S).
Groups are becoming more familiar with the standard measurements of materials ie: 215x100 for
block cross-section (K).

*KEY: S=Skill, K= Knowledge

Module Title: School Placement 4/TP2

RATIONALE
Subject Matter (What and Why?)

KEY*

Methodology (How?)

Function of wall
Examine dead & live loads etc.
Each building detail will include a cavity
wall
Sound insulation
Examine dB measurement of sound
Importance of privacy in dwelling

NL

View PPT
Answer questions on worksheet
Relate to detail drawing

NL

View PPT
Answer questions on worksheet
Relate to real life noisy neighbours

Thermal insulation
One of the main reasons for insulating
the external walls and roof as per details
being made
Decide bill of materials
Give responsibility of project success to
groups, empower students and promote
ownership of detail/project
Relate project to real-world senario
Draw detail on ply
Create an outline for the physical
materials to facilitate building the model
detail

NL

Discuss meaning and need for thermal insulation

Draw onto plywood for detail project

NL

Speaker will complete a list of materials needed

and approximate quantity

NL

Scribe will draw detail on ply

Chair of the group will write a list of steps to
complete the project

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

2.

AIMS

The main aims of this lesson are to:

KEY*

1. Assess research on building detail through presentation (5 points per group)

C, A

2. Complete a drawing of the detail on plywood to begin making project

PM

3. Employ previous knowledge of bill of quantities by completing one for this project

4. Examine the materials necessary to complete the model

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

Module Title: School Placement 4/TP2

3.

LEARNING OUTCOMES & CORRESPONDING ASSESSMENTS

Learning Outcomes (LOs)

Assessment of LOs

At the end of this lesson the students will be

enabled to

(Note: each LO has an assessment. Include a variety of

types.)

Aim One LOs

Practice correct entrance to

the classroom
Highlight importance of tidy
working area for H&S
Exit the classroom correctly

Inspection of quiet and orderly entrance

Delegate sweeping of the room to students if

necessary (LC projects previous lesson)

Observation of tidy room and quiet class prior

to exit

Aim Two LOs

Recall new information from

research by presenting

Written points on building detail

Presentation of information to class

Complete bill of quantities template which

finding to class

Aim Three LOs

Quantify the amount of each

material needed for the

includes a why it is needed column

project and why

Aim Four LOs

Identify the purpose of

Answer higher order and lower order questions

different building materials

Complete the worksheet

Compare different reasons

for insulating Sound/Thermal

Module Title: School Placement 4/TP2

4. THE LESSON

TIME LINE

TEACHER ACTIVITIES

PUPIL ACTIVITIES

KEY*

SET INDUCTION (BEGINNING)

Greet students at the door
0-5

Invite students to enter in an

orderly fashion and take their seats

5-10

Give overview of goals of lesson

Students line up outside class and

enter quietly in a single file
Students sit as per lesson plan
MI,
GI,
O

Decide:
Bill of Materials
Bill of Quantities
Finish drawing details on ply
LESSON SEQUENCE (MIDDLE)
10-15

Arrange class for student

presentation on building details

Each member of the group must tell

the class 2 interesting pieces of
information relating to their specific
building detail

O
MA
GI
MI

15-20

Pause between each presentation

to chair the peer review of the
group presentations

Students peer assess the

presentations.

20-30

30-35

Groups work together to come up

with
Finished Detail
Materials required
Measurements of said
materials

Interesting points delivered

Positive manner
Loudness of voice
2 medals 1 mission
Scribe will draw detail on ply
Chair of the group will write a list of
steps to complete the project
Speaker will complete a list of
materials needed and approximate
quantity

Peer assessment

Swap plans with different groups

Ask groups to swap their plans and

critique their work
What have they missed?
Is the information accurate?

Assess using 2 missions and 1 medal

MA
GI
MI
SEN

CL,
MA,
O

Give pages back to group to allow

them to revise and correct their
work

Break as per timetable

35-60

Assist students in drawing detail

from sheet, circulate around class

Draw detail on A3 sheet, using

handout for scaffolding and teacher

CL,
MA,

Module Title: School Placement 4/TP2

60-65

to assist, using handout as

scaffolding.

one-to-one assistance.

Chair presentation of the detail as

drawn on the plywood and allow
for class discussion and peer review

Students present their building

detail and briefly explain how the
model will be created

O,
G

Peer teach neighbour where

possible.

1. What to look out for

2. Pitfalls to be avoided

O
CL,
MA,
GI

CLOSURE (END)
65-73

73-75

Re-cap lesson with last man

standing game - question
students on today's learning
prior to leaving the class
Wait for silence before
instructing pairs to leave

Engage in last man standing

game

C,
O,
MA

Students leave class in pairs as

instructed by teacher

*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, C=Creativity & DL=Design Led.

3.

LIST OF TEACHING RESOURCES

Building Presentation
Building Detail Presentation
Get Constructive Details
Bill of Quantities Template
Solidworks Section Details

Wall Presentation
Wall Worksheet
Answers Presentation

Module Title: School Placement 4/TP2

4. CRITICAL REFLECTION
Strengths
Although 4 students were absent today, the remaining 6 students did a good job of presenting their
facts about their building details. Those who were not present yesterday (2 students) were able to
read out facts from the other students so everyone participated in the presentation.
The return of the suspended student did not cause any disruption to the group and although he was
the only member of his group present, he put in a great effort to complete the required bill of
quantities.
The template for the bill of materials made it easy for the students to complete, however circulating
the class is necessary as all groups require some attention from time to time.
The class are almost finished their details and will hopefully be ready to pour the concrete next week.

Challenges
As this was their first time presenting and so many were absent, I did not ask them to move to the
front of the class to give their presentation, but instead do it from their seats. While they were happy
to do so, I feel that at their age they are quite self-conscious and it may be a challenge to get them
presenting in front of the class in future.
For the next presentation I will push to get them to the front of the class, additionally giving them
more information to present may help. Today each student only needed to deliver one line, so
getting to the front of the class hardly seemed worth it for them. Even though I disagree, I
understand where they are coming from.

Suggestions for Improvement

The next lesson will be a single class, I will need to spiral back to todays learning targets to facilitate
those who were absent today.
As the presentations were very informal today, the next homework presentation will need more
outputs and it will be made clear that those without significant information about concrete and the
health and safety concerning its use will not be able to take part in the mixing, pouring and screeding
of the following lesson.
More attention needs to be paid to the word wall. Use the learning ladder in the middle of the next
lesson to assess the students comprehension of the subject matter.