GRAPHICS LESSON PLAN

Student Name: Ross Duigan

ID: G00369996

Subject: Graphics Topic(s): Development

Pupil Year Group: 1st Year No. of Pupils: 16
Lesson Number: 6 Length of lesson: 40 minutes
Date: 12/1/2022 Time of Lesson: 11:00

1. PREVIOUS KNOWLEDGE AND OSERVATIONS

 Students have a better understanding of how to complete each development question from
observing the teacher’s demonstration on solidworks and reading the questions
 Keep repeating to the students to make sure that all the lines are light construction line
before marking the outline of the object in bold correctly
 Keep repeating to the students to make sure that each part of the drawing is labell ed so that
it can be completed correctly
 When observing all the students, I feel that not all the students have a great understanding of
how to development regular objects correctly
 From my observations and independently teaching, I notice that some students struggled
with understanding how to develop the Barry’s Tea box correctly

2. LESSON RATIONALE

Brief outline of WHY this content is the basis of the lesson KEY*

Re-cap from the last lesson by showing the class how to develop the Barry’s Tea box RL
correctly and asking question throughout NL

Continue working on development questions moving onto the Lemsip box and teach the
students how to development questions correctly

Reinforce the importance of trying to visualize the 2D model flat down before starting the
question

Reinforce the importance to the students, to make sure that all the lines are light
construction lines before marking the outline of the object in bold correctly

Present PowerPoint and use the projector to demonstrate step by step how to complete the
question correctly
 Re-cap the lesson, filling out an exit card and giving out homework

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

4. SUBJECT OUTCOMES (AS IDENTIFIED IN SUBJECT PLANNER) AND CORRESPONDING

LEARNING INTENTIONS & ASSESSMENTS

1.2 Analyse graphical information for the planning of a 2D solution

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Students understand how Students have a better
be enabled to: to develop the basic understand of how to
Create flatted development of object shapes and can apply it develop any regular shape
from their orthographic projection
on their own learning

1.6 Apply their understanding of geometric principles to solve problems

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Students have a basic Students can demonstrate
be enabled to:
understanding from and understand how to
Visualize a 3D object being unfolded
looking at the develop different 3D objects
into a 2D shape
orthographic views how into flat 2D objects
to develop 3D objects
into a flat 2D object

2.2 Analyse graphical information for the planning of a 3D solution

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Students are able to Students have a better
be enabled to: realize and understand understanding of how to
Develop design ideas/solution how to develop different develop different objects
through graphics modelling objects and are able to that they see in the world
apply it on their own around them
learning
TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0-4 minutes The teacher meets and greets Students walking into the classroom
the students when coming into the in an orderly fashion and set up
classroom their equipment

4-10 The teacher recaps from the last Students observe the N
lesson by demonstrating to the demonstration of how to develop
minutes
class using PowerPoint, how to the Barry’s Tea box correctly
develop the Barry’s Tea box
correctly and helps reinforce the
learning on the students

Teacher asking questions Students answer the question being

throughout the recap asked
Key Question:

 What does fold line

represent?
 How do we develop the
Barry’s Tea box correctly?

LESSON SEQUENCE (MIDDLE)

10-12 Teacher set out the learning Students observe the PowerPoint of N
minutes intentions for today’s class and the learning intentions for today’s
explains what we are going to class
cover in class

12-34 Teacher demonstrates to the class Students observed the G

step by step how to complete demonstration while completing the
minutes O
Lemsip box correctly step-by-step drawing on their own
sheet

Teacher allows the students to Students working their way through

work through the question and the question with the teacher
answer to any of the question helping where necessary
being asked

Key question:

 What lines are dashed

 from the object?
 How do we locate the
base of the object?

CLOSURE (END)

34-36 Teacher uses exit card to get a Students complete the exit cards G
minutes better sense of where all the and ask any questions that they O
N
students are at in development have
question and then answer any
questions the students have

36-40 Teacher signs off by giving Students write down their

minutes homework and waiting for all the homework and tidy up around their
students to tidy up desk

*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.

6. LIST OF TEACHING RESOURCES

1. PowerPoint,
2. Solidworks model of Barry tea box,
3. Solidworks model of Lemsip max box,
4. Computer,
5. Graphic solution workbook,
6. Exit card.
7. LESSON REVIEW

STRENGTHS: What went well in this lesson, and why?

What I feel went very well is that the students had a better understanding from observing the
demonstration and looking at the projector how to find the true shape correctly. I feel that it was
successful because I questioned some students to repeat the process back to me and they did so
correctly

What I feel went very well is that I demonstrated to the class using the real life models how to
visualize the object from looking at the 3D model to be developed into 2d

When independently teaching the class and observing the students, what I feel went very well in
the lesson is that I used exit cards and it gave me a good understanding where all the students are
at in terms of development questions

WEAKNESSES: What did not work so well and why?

What I feel did not go so well is that some of the students struggled to understand what lines dash
and solid from looking at the object correctly

What I also felt did not go so well is that the students struggled to understand from the
demonstrates how to develop the sides of the object correctly. This resulted in students having
error with their developments

SUGGESTIONS FOR IMPROVEMENT: 3-4

Keep reinforcing the information to the class several times to help the students to remember the
information a lot better.

Questions the students more to try and get the students more engaged in the task and ask one
student to repeat the task back to me and his fellow peers. When the students repeated the
process back to me and I was happy with it I will allow them to go complete the task correctly

Use more exit cards in the future because this will allow me to get a better understanding of where
all the students are at in correcting development questions

Reinforce the importance to draw all the line light before drawing the lines in heavy after when
finished

MEMOS: Brief planning notes for future planning

GH was not in today