Lesson Plan

Day: Wednesday
Year: 8

Date:

02/09/2015

Time:

13:20

Learning Area: Metalwork Topic: Metal sheeting

Curriculum content description: (from ACARA)
This subject is not outlined in the curriculum
Students prior knowledge and experience:
(Outline what the students already know about this topic)

Students have drawn their designs on their worksheets. Students

have been informed they are making clocks.
Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)

Students learn how to use equipment and machines to cut metal

sheets. Students learn to design a clock using creative thinking.
Learning objectives:
Evaluation:
On completion of this lesson,
students will be able to:
(What will students know and be able to do
at the completion of the lesson specific,
concise and attainable objectives)

How to use tin snips

How to operate a guillotine
How to transfer a design to
metal
How to file down the metal
How to use a buffer to
smooth the metal edges

(Explain how you will know that lesson

objective have been achieved / monitor
student learning)
Students will be able to

The students completed

work
The rate at which the
students complete the
task
The quality of the work
completed

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)

Each student will have their completed drawing

Paper for creating their template A3 size
Pencils for drawing
Metal sheeting
Tin snips
Drill with nibbler drill bit sit up on the benches
Buffer machine

 Personal protective equipment ( goggles, gloves, aprons)

A variety of different files
Sharpie

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)

Students who are more advanced may create detailed clocks

with many different sized parts
Students who need more direction are able to be guided
through how to use the machine by the workshop technician
or the teacher
Students who are struggling can choose to design less
complicated clocks with large, regular shaped parts

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Timi
ng:
13:2
0
5min
s

Learning Experiences:
1. Introduction:

(How will I engage the learners?)

Students are brought into the design classroom

and asked to take out their designs. Students are
told they are to complete their designs before
moving on to complete the templates.

2. Sequence of learning experiences: (What will you do to help the

students achieve the learning objectives? What tasks and activities will
the students be involved in to help achieve the learning objectives?)

13:3
0
10mi
ns

13:4
0
20mi
ns

Students are asked to explain what the next step is

after they have completed their drawings.
Students are then asked to start their templates.
Students are directed to draw each part of the clock
separately so the parts can be transferred to the
metal sheets.
The students are asked how to draw certain lines on
their template. They are told to use rulers to create
strait lines, compasses to draw curved lines and to
draw around other objects that have the same shape
to make sure the template is nice and neat without
wobbly lines.
Students told that after they have created their
templates they need to cut them out with scissors.
Once the templates are cut out the students are
allowed to enter the workshop.
Students asked to demonstrate what they need to do
before entering the workshop. (Taking off blazers,
long hair to be tied up and neck ties to be tucked
inside the shirts)
Once entering the workshop the students need to
wear aprons.
Students are shown how to draw around the
template onto the metal sheets.
The students are then shown how the drill bit works
and how to hold the metal sheets (gloves and

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goggles to be worn). The demonstration is performed

by the workshop technician.
They are then told what type of tin snips should be
used depending on the type of cut they need to
make (Straight cuts or curved cuts).
They are then shown how to buff the edges of their
shapes to make smooth edges (goggles and gloves
to be worn). This is demonstrated by the workshop
technician.
Students are then able to all find a bench and begin
to start work.

14:0
0
10mi
ns

3. Lesson conclusion: (How will you summarise the learning and relate it
to the lesson objectives?)

Students are given a 5 minute warning that they

will need to begin clearing up so they can prepare
their work.
Students are asked to sweep away their benches
and around them.
Once everything has been cleared away the
students are asked to show the rest of the group
the progress they made during the lesson.
Students are asked questions about the correct
procedures to the machines and equipment they
were introduced to today.

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Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

Teacher observation on how the students understood

the task by how many had completed their templates.
Whether the students were excited to do the activity.
How well they completed the activity.
The quality of their work.
The speed at which they completed their work.
Assessing whether the students stayed on topic or
became easily distracted

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 Assessing whether the students were asking lots of

questions because they were confused by the activity
or whether they finished the activity quicker than
anticipated due to the task being too easy for the
students.

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