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15.04.13 (3)

15.04.13 (3)

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Published by Annie Hawkins

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Categories:Types, Research
Published by: Annie Hawkins on May 23, 2013
Copyright:Attribution Non-commercial


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University of Brighton, Faculty of Education and Sport
Lesson Plan
Student teacher’s Name:
Annie Hawkins
Curriculum Area / Activity:
Bird Feeder
Lesson Number:
Lesson Duration:
1 hour
SEN Pupils
Number in lesson: (refer to departmental register / IEPs) Names of other adults present:
Number of Pupils:
Student teacher target in relation to Standards and ITDP
be accountable for pupils’ attainment, progress and outcomes
Identified targets based upon previous lesson plan evaluation
Learning Objectives Differentiated Learning Outcomes
What do I intend the pupils to learn? (Knowledge,understanding, values, attitudes and skills)Working towards... Achieving... Beyond...
LO1Students will learn about the bird feeder project andlearn how to evaluateStudents will understand theproject by looking at the lastgroups workStudents will learn what is meant byevaluate, and why it is important toreflect on making processesStudents will consider the cause of theoutcome. Why are the edges rough?Why does the roof not fit?LO2Characteristics of natural timber Growth rings createwood grain and branch stumps turn in knotsStudents will know about theproperties of pineStudents will know that soft woodscome from coniferous trees and hardwoods come from deciduous
trees.Students will understand that pine startsoff as a raw material which cut, dried andused.LO3Understand what specification and briefs are Students will know what aspecification and brief isStudents will understand what designrestraints they haveStudents will understand their expectedoutcomes at the end of the project
Learning across the curriculum Resources
Front covers and level ladders x 22
Design Brief and specification
Evaluation sheet
Youtube video
Pens pencils rulers
Bird feeder box
University of Brighton, Faculty of Education and Sport
Time &LearningObjectives
Pupil Learning Activities
 Including reference to inclusion strategies
Teaching Points / Strategies /Teacher Role
Including reference to how tasks have been differentiated 
 Organisation and RiskAssessmentAssessment for LearningStrategies
 Formal and informal 
3minStudents line up outside the door,students come in quietly and stand in aline at the window, students will begiven a number 1-6 number ones sit ontable one twos sit on table two ect.Students must stay in the same placesfor the rest of their lessons.Explain table points to students: tablepoints are awarded for good tidyingup, staying in your place, being quietwhen asked. Top table at the end of unit gets a prize.Students must stand in a straight linebefore coming into the classroom.(sheets and folders on tables)2min
Students must say ‘yes miss’ to the register.
 5minStudents write in their names and fill intheir targets and target gradeGive out target grades and assign individualstudents a numberTargets on Go4Schools for studentsto copy down (help from KMA)5minStudents will learn about thecharacteristics of natural timberGrowth rings create wood grain andbranch stumps turn in knotsIntroduce Bird Feeder project. Explain thatsoft woods come from coniferous trees andhard woods come from deciduous
trees.Explain how grain and knots are madeStudents seated at tables3minYoutube video of timber being cut5minPower point map where woods come from Interactive white board- eachstudent is assigned a number- pick anumber out of the bag to pick astudent to come up to the board topick a location and read the answer2minStudents will briefly be introduced tosafety in the workshopExplain that when I say freeze I wanteveryone to switch machines off/put pencilsdown/ put tools down SAFELY and look at2 Bird feeders on each table
University of Brighton, Faculty of Education and Sport
me. Explain evaluative task- show studentsbird feeders from the last group, how do weknow they are finished? Do the pieces fittogether well? Are the saw cuts accurate?10minIntroduction to project; evaluation of 
last groups’ bird feeders.
 Explain that the bird houses are made up of 
pine is
so we needto check is the edges are smooth as it dentseasily.Students will evaluate two birdfeeders using the tick box list (powerpoint)Observe students workingindividually and as a group.5minGo through evaluation sheet with studentshighlight common misconceptions and howthey could have been overcome. E.g. roof not straight, roof not 90* angle could havebeen overcome by checking against a trysquareAssess students on theiranalytical skills, ensure that allstudents know what caused theinacuracys of the past groupwork by first asking what theythink caused it- give out toolsand ask how they could use thattool to ensure accuracy4minStudents will learn about what adesign brief and specification isIntroduce design brief and specification tostudents relate to other d&t disciplines. Whydo we need a design brief? What would
happen if we didn’t have a design brief?
Students will copy down design brief intotheir sheets.17minStudents copy down the specification,brief and situationSparepens/pencils/sharpeners/rulers(printed out sheets one per table)2minPack up and tidy away
Lesson Evaluation
To what extent have the learning outcomes been achieved in relation to the learning objectives.
Students will learn about the bird feeder project and learn how to evaluateThe students briefly evaluated past classes bird feeders. I was pleased with their communication within their tables, I was particularly impressed with the checks the studentswere doing, running their finger along the wood to check if it had been sanded, checking that the roof matched up and was on straight. To develop their knowledge, it wouldhave been beneficial for them to have had some of the keywords up on the board. I did not use the term quality control, which is a shame because that is what they weredoing. All students understood that they were assessing the bird feeder against the design specification.
Characteristics of natural timber Growth rings create wood grain and branch stumps turn in knotsAll students understood about grain and knots. I think that we will re visit this next lesson to confirm their knowledge.

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