WOOD TECHNOLOGY LESSON PLAN

Student Name:
ID:

Subject: Wood Technology Topic(s): Phone Holder Project

Pupil Year Group: 2nd Year No. of Pupils: 22
Lesson Number: 14 Length of lesson: 60 Minutes
Date: 07/02/2023 Time of Lesson: 9:50

2. PREVIOUS KNOWLEDGE, SKILLS AND OSERVATIONS

Relevant Previous Knowledge: Students also have the grasps of the sanding stage. Students are also
aware of the safety precautions involved with dust in a wood technology room. Students understand
the different grits available in the wood technology room.

Relevant Previous Skills: Students are aware of how to sand a piece to a high standard but may need
reminding.

Observations (Previous Lesson): Students have completed cutting out and chiseling their pieces.
Students are ready to sand their pieces to a high standard and start thinking about the finish they
want on their pieces.

2. LESSON RATIONALE

Brief outline of WHY this content is the basis of the lesson- what are your reasons for KEY*
planning the lesson in this way? (Bullets or 1 para)

 The reason this lesson is based around finishes and the application of finishes is NL
because the students have nearly finished their projects except for sanding. Once
students sand their projects, they will be ready to apply a finish, therefore this is the
reason why the teacher is covering finishes quickly.
 After the students sand their pieces to a high standard. The teacher will get the RL
students to research given finishes in groups. The students will also experiment with
those finishes. The students will practice the application of these finishes as they
must be able to apply each finish to their piece.
 The teacher will mainly assess the students learning by use of visual inspection. The NL
teacher will monitor the students throughout the class and always provide
 formative feedback. The teacher will zone in on the application of the finishes within
this lesson.

*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

1.8 apply knowledge of and skills in a range of appropriate existing and emerging principles,
processes and techniques

Learning Intentions (LI’s) Assessment of Learning
At the end of this lesson the students will  Visual Inspection on
be enabled to: Sand their piece to a high the quality of their
standard. pieces looking for any
defects or pencil
lines.
Success Criteria for LI’s Key
 Students must sand C&PM
their pieces to a
high standard.

1.10 apply recognised health and safety practices in the use of tools, equipment and materials

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will  Questioning on the  Students must PM
be enabled to: Research a possible finish. application of the research the
finish, advantages finish given to
and disadvantages, them and be
suitability of the able to answer
finish for the project. the teachers’
questions
regarding the
finish.
2.3 evaluate their own progress to inform future learning

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will  Visual Inspection  Students must PM
be enabled to: Experiment with a finish. on the piece with experiment
the finish on it, with a given
looking for finish after
 blotchy finish or researching it.
marks or a The students
general bad must use the
application of correct
finish. application
 Questioning on method for the
the application of finish and be
the finish. able to explain
this to the
teacher.

5. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

TIME The teacher will bring the students Students enter in an orderly fashion
in and get them to sit in their and take up their seat.
0-2mins assigned seats.

2-3mins The teacher will then take the roll. Students answer when their name O
is called.

3-6mins The teacher shares the learning Students are listening.

intentions of the lesson with the
students using a PowerPoint.

6-10mins The teacher will get the students to
take out their projects.
The teacher will give each student
their projects.
Students will take out their working
drawings and get their piece of
wood off the teacher.

10-13mins The teacher will recap on the Students will listen and engage with O&G
previous lesson by showing the the teacher. Students will quickly
students what they completed in it. pass around a cut piece.
Sanding their pieces. The teacher
will pass around a fully sanded
piece, so the students know what a
sanded piece looks like.

13-20mins The teacher will question the Students will engage with the O
students on what the correct teacher and answer the questions.
technique is for sanding.
  When sanding, what way
do we sand?
 Why do we sand with the
grain?
 What might happen if we
do not sand with the grain.
 When using a sanding,
where are our hands?
 Do we sand without a
sanding block?
 What grit do we sand our
pieces with?
 Why do we use those grits.

LESSON SEQUENCE (MIDDLE)

TIME The teacher will get a student to Students will engage in the CL&G&O
give a brief recap of how to sand a demonstration.
20-25mins piece.

25-35mins The teacher will get the students to
finish sanding their pieces. Any
student that is finished will be told
to research finishes that could be
used on the piece.
Students will finish sanding their G&MA
projects. If they have finished
sanding their pieces, they must
research finishes that could be used
on their projects.

35-40mins The teacher will get the students to Students will clean their areas and L&N&CL
tidy up their area and write their write their name on the back of
name on the back of their pieces. their projects.

40-55mins The teacher will get the students to Students get into assigned groups L&O&G
split into four groups of 4 and two and give them the finish they must
of 3. The teacher will then assign research and experiment with.
each group a finish that they must Students will be given a scrap piece
research and experiment. The of pine to try their finish.
finishes assigned will be paint,
stain, varnish, lacquer, wax and
microporous finishes such as
Danish oil.

CLOSURE (END)

55-57mins The teacher will recap the lesson The students engage with the O
by creating a list on the board of teacher and tell the teacher what
what they covered. The list will be they have covered in the class.
 provided by the students, and the
teacher will fill in anything they
may have forgotten. The teacher
will post the list to google
classrooms for the students to look
back on.

57-58mins The teacher signposts the next The students take note that they
class by telling the students that will focus on assembly in the next
they will focus on assembly in the class.
next class.

58-59mins The teacher gets the students to The students pack up and tidy their
pack up and tidy their areas. areas.

59-60mins The teacher gets the students to Students leave the room in an
leave in an orderly fashion. orderly fashion.

*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

 PowerPoint
 Sample Phone Holder Project
 Sample of Finishes

7. LESSON REFLECTION

[In Year 4 you have options regarding how you would like to do lesson/daily reflections. Below is
one method (text). You may alternatively use other means of reflection- journaling, podcast, video,
using a specific reflection model, etc.].

Q. What went well in this lesson, and why? (1 para)

After teaching this class, it is clear to me that some activities worked as well as hoped and others did
not go as well as hoped. One activity that went as well as hoped was the questioning on sanding.
Students engaged well with this activity and even asked the teacher a question regarding sanding.
Another activity that worked well was getting the students in groups of 3 and 4s. When students were
in their groups, I assigned each group a finish and they researched it and practiced its application on a
scrap piece. Students loved this and engaged well as it was a hands-on way of learning a more theory-
 based chapter.

Q. What did not go as well as hoped, in this lesson, and why? (1 para)

One thing that did not go as well as hoped was the student demonstration on how to sand a piece to a
high standard. As this group are second years, they should know how to sand a piece to a high standard
but after my last class I noticed students were still sanding against the grain. I ensured to go through
the technique of sanding once more, but it backfired as students did not engage or listen to the
demonstration and took it as down time instead of taking notes.

Q. What might I do to improve this lesson, were I to deliver it again? (1 para)

If I were to deliver this lesson again, I would look to include more group work as I was surprised with
how engaged the students were in the groupwork. I would also get each group to present their findings
to the class as each student only knew about one finish instead of all six by the end of the lesson. I
would also give the sanding demonstration as I think the students would listen to me more rather than
one of their peers.

Q. What did I observe today, in general terms, that I need to follow up on, next class? (e.g. student
engagement, classroom management issues, poor/unwieldy entrance and exit from the
classroom, lighting in the room, visibility of the screen from the back of the room, absenteeism,
SEN challenges, H&S, etc.). Bullet points.

MEMOS

 Students’ engagement.
 Groupwork worked well.