Module Title: School Placement 4

LESSON PLAN (2017-2018)

Topic: Wood turning

Student Name: Mark Quigley
Date: 20/02/2018
Duration of Lesson: 40 mins

1. AIMS

The main aims of this lesson are to:

 Introduce woodturning to students
 Highlight parts of the lathe
 List uses for wood turning
 Outline safety steps for using lathe
 Ask students to research key words for next class
 Discuss belt speeds and how they work

2. MAIN LEARNING OUTCOME & CORRESPONDING ASSESSMENT

Learning Outcomes (LOs) Assessment of LOs

At the end of this lesson the students will be (Note: each LO has an assessment. Include a variety
enabled to… of types.)
1. Identify the lathe and various parts 1. (a) Identify the lathes in the classroom
2. Explain what the lathe is used for (b) List various parts of the lathe and explain
3. Highlight safety steps to using the lathe its purpose
4. Distinguish between pulleys and gear 2. (a) Highlight various uses for the lathe
selections (b) Discuss what tool are used on the lathe
3. (a) Explain dangers to using the lathe
(b) list safety features (PPE, emergency stop)
© mention how to avoid injury on lathe
(buddy system, loose clothes away, long hair
up)
4. (a) explain the use of the pulleys
(b) identify how the gears effect speed
© discuss whether various images of pulleys
are high or low speed
 Module Title: School Placement 4

3. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0-3 mins Bring class into room Enter class, take seats, answer O
Call roll roll call
Go over days learning outcomes
LESSON SEQUENCE (MIDDLE)

2-5 mins Set up powerpoint and introduce One student read introduction from O
lathe to students, ask one book, p216, to class CL
student to read aloud to class MA
Examine samples of turned pieces
Hand out samples of turned that are being passed around, some
pieces students have poor literacy and
cannot be asked to read.

5-10 mins Ask students to close books, bring
up image of lathe and ask students
to attempt to label it
Questions
1. Where is the emergency
stop?
2. What is the purpose of the
headstock? Tailstock? Etc.
10-17 mins Introduce pulley system
Show students various ratios
and ask them to identify if
its high or low speed
Highlight that for safety
students should consult
teacher before changing
speed
Questions
1. What is the benefit to
having various gears on
lathe?
2. How does the gear
system work?
3. Which is the fastest gear
ratio? (images in PP)
why?
Close books over, if they know a G
part, come up to lathe to point CL
out various parts L
O
Use think pair share and
textbooks for ones that can’t be
answered
Raise hands to answer questions
Ask students to explain what the CL
pulley system is MA
O
Identify what gear ratios are N
fastest and slowest- come up to L
board and label fastest to
slowest
Raise hands to answer
questions, weaker students
asked the initial question and
stronger students asked higher
order questions
 Module Title: School Placement 4

17-20 mins Show students various centers for Identify use for centers and G
the lathe highlight the most common L
centers
Hand out the centers for students to
examine

20-25 mins Ask students to explain the tool One student come up and adjust CL
rest’s purpose the banjo and tool rest to MA
various positions
Explain that it can be adjusted
depending on the job Research use for tool rest to
Ask one desk to explain the use for explain to class at the end
the faceplate

25-32 mins Have a selection of gouges to hand Examine various gouges L

around to students O
One group look up use of gouges MA
Ask one desk to research in book the to explain to class
use for gouges

32-38 mins Call up the groups who were asked Students come up in their pairs CL
to research to present findings to teach rest of class about tool O
rest, pulleys and gouges MA

Rest of class take down notes

from presentations
CLOSURE (END)

38-40 mins Initiate clean up Pack bags and clean-up room

Stools up on desks
*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,
ET = Educational Technology, and C&I= Creativity and Innovation.

4. LIST OF TEACHING RESOURCES

Computer, powerpoint, projector, visualizer, lathe, lathe tools, safety shield, centre pieces, turned
wood.

5. POST LESSON CRITICAL REFLECTION (bullet points- 3-5 points)

 Module Title: School Placement 4

Strengths

Students engaged well with demonstration on the lathe, gathered around the top desk in a single
file row on their stools to observe demonstration, engaged well in questioning and volunteered to
come up and point out various parts when asked. Class was evidently engaged as the noise level
was zero for the entire demo.

Questioning students went very well, as opposed to shutting down incorrect answers they were
informed that they weren’t just on track and prompted them again towards the right direction. The
rest of the class also tried to help out and steer each other in the right direction.

Challenges

Some of the students at the back of the room were chatting throughout the class as opposed to
engaging with the rest of the class, one of them was asked some questions and retained interest
for the following few minutes but began chatting again

Suggestions for Improvement

Question the students at the back who are chatting more to help keep them focused on the class
and keep noise levels down

Get complete silence before calling the roll, don’t be calling it out over students talking.

Notes for the Preparation of the Next Lesson

Compile some questions to ask students at the end before they are allowed to leave as a recap, Get
complete silence before calling the roll also.