Student Name: Dearcán Ó Donnghaile

ID No: G00362102
Subject: Design & Communication Graphics Topic(s): Solids in Contact

Pupil Year Group: 5th Year No. of Pupils: 4

Lesson Number: 25 Length of lesson: 80 mins
Date: 03-02-2022 Time of Lesson: 09:00 – 10:20

1. PREVIOUS KNOWLEDGE AND OSERVATIONS

In the last lesson we looked at the basic introduction to solids in contact and what it was. The
students liked the physical models I used to explain principles and the Solidworks models were also a
great help to link the animated 2 drawings with the realistic 3d representation. I have found in both
DCG and Graphics, that this is a great way to make that link and it is a huge support for those who
struggle to visualize 2D drawings.

The biggest thing I have been experimenting with and really enjoying in the past two weeks, is
student led classes. In the last lesson especially, I noticed how the student demonstrations allowed
the students to actively and collaboratively learn. Students were able to demonstrate on the board,
the different methods and approaches to answering questions that they had solved in their groups,
and because of this they are becoming a lot more confident presenting in front of the class and they
are getting much better at communicating ideas and discussing things openly.

After the last lesson I reflected on how the visualizer is broken and I tried to come up with solutions
to fix it but I couldn’t figure anything out. Instead, I have animated drawings with 2D and 3D sided by
side and I think this is a clearer and more interactive way of teaching and learning as apposed to
students simply watching me draw and drawing along.

2. LESSON RATIONALE

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

While solids in contact is not a big part of the leaving certificate exam, it is still on the RL NL
syllabus, and it is important that students are comfortable with this topic. As well as that,
the basic principles associated with this topic can be transferred and used in other topics.
 Students will need to know both the elements and the horizontal sections method of RL NL
locating points on solids and transferring them to different views.

They will have to know how to find points of contact between solids and how to revolve RL NL
solids around to appropriate positions in order to locate the point of contact.

Where there is no way of rotating a solid, students will need to know how to take an NL
auxiliary view, to see the connecting surface as an edge, thus locating the point of contact.

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

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

LEARNING INTENTIONS & ASSESSMENTS

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

1. familiar with the principles, concepts, terminology and methodologies associated with the
graphics code

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be
enabled to:
Recap Activity- Student Students can
Explain and demonstrate the process and demonstration of demonstrate on the C
principals involved in finding points on principles board, the process and
solids in the elevation and the plan view principals involved in
PM
using both the elements and the finding points on a solid,
horizontal sections method using both methods

2. able to apply the principles of both plane and descriptive geometries to the solution of a
variety of concrete and abstract graphic problems

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be
enabled to: Students can explain
Student explanations C
and 30 second summery how to rotate solids
activity around to see them as
Explain how to manipulate solids to see edge views, revealing PM
them as an edge view (Rotation) the POC
3. able to produce neat and accurate drawings that comply with internationally recognised
standards and conventions

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be Students can explain
 enabled to:
Explain and demonstrate the process and
principals involved in finding the POC
between two solids where one has a
sloped surface
5. THE LESSON
TIME LINE TEACHER ACTIVITIES
SET INDUCTION (BEGINNING)
0-3 Greet students at the door and
invite into the classroom
Discuss plan for class
3-4
Recap activity- student
4-10 demonstration on previous
principles
30second summery
LESSON SEQUENCE (MIDDLE)
10-11 Distribute worksheets
11-13 Display the question for the first
principle – rotating solids (football)
and discuss with students
Instruct students to begin
13-16
16-20 Go through question using
animated PPT and clarify any
questions students have
Introduce next question- wheel
20-24 bearings and link to real life
Play short clip on how wheel
bearings work
Activity- speed round- challenge
Activity- Student and demonstrate on the C
demonstration and board, the process and
explanation of principals involved
principles PM
bisecting the angle
between two solids
where one has a sloped
surface, to find the POC
PUPIL ACTIVITIES KEY*
Enter into the room in an orderly R
fashion and take assigned seats.
Discuss and agree on plan for class
O, R
Students demonstrate principles in
30seconds using key terms O,G
correctly
Take worksheets and write their
names on them
Students discuss the question,
CL
recalling previous knowledge
Begin question, helping peers if CL G
necessary
Watch carefully and cross check CL
their own, asking and answering GO
questions
Discuss any previous knowledge on
wheel bearings or how they work. CL G
Watch short video clip
Students begin speed challenge-
24-27 students to plan and complete the
next question before peers
Invite the first student to finish to
27-30 demonstrate on the board how
they answered the question
Discuss and scaffold, encouraging
30-33 student to explain his reasoning
Display the next question on the
board, and invite another student
33-36 (using spinning wheel) to
demonstrate how to find the
center point of a sphere in contact
with a cone
Instruct students to begin the next
36-42
question (soccer)
Visually inspect students’
worksheets
42-46
Go through the question using
animated PPT
46-48
Display the last question and mix
48-52 students into groups using.
Group challenge- students work in
pairs to plan and draw the solution
53-59 of the next question together
Invite one student to demonstrate
how to answer the question
59-63 (auxiliary)
Scaffold and questioning
throughout
 What is the purpose of
auxiliary views (to see the
edge view- POC)
Demonstrate and discuss the
principles of taking auxiliary views
applying previous knowledge and G MS
considering angles to allow for 6 N
balls
Student demonstrates on the board
how they answered the question,
explaining where each ball must be O G CL
located
Discuss and answer questions,
CL
explaining to peers
Student demonstrates on the board
how they answered the question, G CL
explaining where each ball must be
located
Students begin the next question
CL MS
applying what was discussed and
practicing the bisection of angles
Ask/answer questions in needed
O
Watch animated solution and cross
reference with their own G
Consider the next question and
swap into new pairs
Work together to apply previous CT,CL
knowledge and use critical thinking
to problem solve the rest
One student approaches the board
CL G
and demonstrates how to find the
POC using an auxiliary view
Students demonstrates and
O CL
explains to peers what he is doing
and why. Answers teachers G
questions and explains the purpose
of the auxiliary view.
 63-67 and why they are useful Students watch the drawing of the
 Recap on roof geometry- solution on the board, asking and
CL G
link principles answering questions, and discuss
 Mention parallel and how this can be done
perpendicular lines
 Joining views to find POC Students answer questions and
engage in discussion on the links
between topic and principles CL
Recap activity- hot seat with key
terms One student sits at the front of the
67-73 class and the teacher writes a key
Go through learning intentions term above their head. Peers must L
checklist explain the work without using it
and student has to figure out what
73-74 it is.

CLOSURE (END)

74-76 Explain and discuss plan for the
next lesson
Thank students and ask them to
76-79 pack away their things, sanitizing
all surfaces
Thank students and invite them to
79-80
leave the class one desk at a time.
Listen and agree on plan R
Pack away their things quietly and
sanitize all the surfaces around H&S R
them
Quietly exit class in an orderly
fashion, desk by desk R H&S

*KEY: L=Literacy, N=Numeracy, O= Oracy, G=Graphicacy, H&S=Health and Safety SEN=Special Educational
Needs, MA=Mixed Ability, CL= Cooperative Learning, R- Routine, CT- Critical Thinking, MS= Motor Skills

6. LIST OF TEACHING RESOURCES

Interactive PowerPoint Presentation- solids in contact

2D and 3D representations of questions

Digital wordwall

Worksheets
Physical Models- Cone, Cylinder, Sphere

Short video clip- wheel bearing (rotation)

7. LESSON REVIEW/REFLECTION

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

This lesson was very enjoyable. I am starting to develop a good routine and system in the class
now and students know what to expect. This makes setting up and getting ready for work a lot
easier and less hassle free. The students are getting used to the recap at the beginning of class
and prepare to be asked to demonstrate how to answer a question or apply a principle on the
board.

As well as that, I find that the demonstrations are a great way to see exactly where students are
with the learning and identify any areas which they are getting stuck. Having a small group makes
this much easier as everyone gets a chance and I am able to gague how they are doing. Not only
does it help me to identify things that are harder to see when students are drawing on their own
sheets, but it helps their peers to understand things better as well. Because of this, they are
progressing well and can find the points of contact between different solids, applying what they
have learned and demonstrated.

Reiteration and scaffolding really help to get students thinking and the use of questioning allows
for the opportunity to consider the reasoning behind doing things and this involves critical
thinking.

The best part off this lesson, I think, was the resources prepared. They made the teaching much
easier, and I was able to present the work in an clear and interesting way. The use of the ball
bearings question, with the aid of the short, animated video, gives context to the question and
links the learning to real life. This is something I think is very important for students, that they feel
the work they are doing is relevant and not abstract from their own lives.

WEAKNESSES: What did not work so well and why?

The biggest area that affected this lesson was the students missing. The class is small enough as it
is but having half of them absent today changed the plan I had a little. While I was still able to
incorporate some peer teaching and learning and some paired work, I wasn’t able to initiate the
same kind of discussions we were able to have about questions with a full class. However, this was
something I had allowed for and I was able to continue with the lesson anyway.

I would have liked to get more student discussion but that was difficult with only two in the class. I
was able to incorporate more questioning and scaffolding to make up for this, but I find that peer
learning is much more effective as students have to both learn and teach the principles.

While the demonstrations and the peer teaching was very good, I was encouraged by the tutor to
try and remove myself from the activities a little to allow it to be more student led. It was good to
get this advice as the whole point of the activity was to allow for students to take control of their
own learning and I was probably restricting this a little through being involved. I thought that I
was doing the right thing, scaffolding and asking questions, but I was introduced to a better way of
involving the students and letting them take my place.

Through stepping back and taking a facilitators role, I would be able to direct some questions to
the class and let them discuss it with the student demonstrating. As well as that I was encouraged
to get students to stand to the side a little when demonstrating for peers as they could not see the
board. While I never thought of this before, it came to my attention in this lesson because it was
being streamed and I was conscious that the tutor would be missing some of the teaching as well.
All this information was very useful and I will try to incorporate this new learning into my future
lessons.

SUGGESTIONS FOR IMPROVEMENT:

I will have to keep planning and preparing lessons that are suitable for a class, regardless if there
are students missing or not. Having group work and collaborative learning in the preferred option,
but I have no control over students being absents.

I will try to apply the recommendations I got today about facilitating demonstrations and other
student activities and allow the students to take full control of their learning.

MEMOS: Brief planning notes for future planning

 Keep planning and making good resources

 Facilitate group work
 Incorporate cooperative learning
 Allow for absent students in plans
 Keep the same routine and approach to lessons