(The Cedar Grove Academy)

‘Centre of Excellence’

LESSON PLAN

SUBJECT: Industrial Techniques

GRADE: 8 Faith, Gentleness, Happiness & Joy
INSTRUCTOR: T. TAYLOR
DURATION: 140 minutes
LESSON DATE(S): March 20 – 31, 2023
TOPIC: Timber Technology

SUB-TOPIC: Conversion

NATIONAL GOAL #4: Jamaica has a healthy natural environment

 Outcome: Sustainable management and use of environmental and natural

resources.

GENERAL OBJECTIVE:

Students should be able to:

1. understand the characteristics, uses, parts and properties of timber and timber products.
2. develop skills in selecting, treating, and storing timber and timber products.
3. develop a working knowledge of the preparation of timber for production purposes.

Prior Knowledge:
1. students should know about where the timber comes from; the environment in which the tree has
grown and the functions of a tree while it is still alive.

Key Vocabulary: tree, timber, lumber, conversion, felling, wood

RESOURCES:

▪ White Board (√) ▪Computer lab () ▪ Text book (√) ▪ Laboratory/equipment( ) ▪Handouts ( )
▪ Work book (√ ) _____________▪ Document Camera ( ) ▪ Digital Camera ( ) ▪ Website ( )
______________ ▪Overhead Projector ( ) ▪ Laptop/ Multi-media projector ( ) ▪ Worksheet ( )
▪Smart board ( ) ▪ Other (s): _ google classroom (Class code - 6x3uagm)__

TEACHING METHODS AND STRATEGIES AND REQUIRED LEARNER PARTICIPATION

▪ Verbal explanation (√ ) ▪ Question & Answer(√ ) ▪ Note making / taking (√)

▪ Board work ( ) ▪ Brainstorming (√ ) ▪ Class-work questions (√)
▪ Lecture (√ ) ▪ Guided Discussion(√ ) ▪ Group work ( )
▪ Computer presentation ( ) ▪ Debate ( ) ▪ Experiment/Practical work ( )
▪ Videos (√) ▪ Worksheet (√) ▪ Presentations/Oral report ( )
▪ Handouts ( ) ▪ Co-operative Learning ( ) ▪ Research Assignment ( )
▪ Demonstrations (√) ▪ Pre Test ( ) ▪ Role play ( )
▪ Quiz/Test ( ) ▪ Games ( ) ▪ Computer lab practical ( )
▪ Field Trip (√ ) ▪ Seat Work ( ) ▪ Map work ( )
▪ Other (s) _____________

PROCESS SKILLS:
▪ Observing (√) ▪ Inferring (√) ▪ Separating and controlling variables ( )
▪ Measuring ( ) ▪ Interpreting (√) ▪ Manipulating materials (√ )
▪ Communicating ( ) ▪ Classifying( ) ▪ Defining operationally ( )
▪ Recording/Drawing (√) ▪ Hypothesizing ( ) ▪ Formulating models ( )
▪ Using numbers ( ) ▪ Predicting (√) ▪ Other (s) _____________
▪ Experimenting ( ) ▪ Investigating ( )
WEEK/DAY SPECIFIC OBJECTIVES
(Cognitive, Affective, Psychomotor)

WEEK 1 /DAY 1 At the end of the lesson students should be able to:

1. Cognitive
• formulate a definition for the term “conversion”.
• identify and describe the two (2) main methods of timber conversion.

2. Psychomotor
• create a flow chart of the process of trees turning into usable timber with 100% accuracy.

3. Affective
• justify two (2) importance of conversion of timber after lesson.

Engagement: 10 minutes
1. Begin the lesson by asking students what they know about timber and how it is used.
2. Students will be tasked to complete a word search so that that they can be introduced to the new
terms associated with the topic.
Exploration: 20 minutes
1. Present a video on “Plain Sawn vs Quarter Sawn”.

2. After viewing, the video students are required to highlight the differences between the two
methods.
Explanation: 10 minutes
1. Formal definition for the term “conversion” will be provided to students, explaining that it is the
process of turning raw timber into usable wood products.
2. Students will be challenged with creating a flow chart that depicts the process of transforming
trees to wood, followed by seasoning and preservation.
3. The students are expected to record the information in their notebook.

Elaborate: 15 minutes
1. Students will be required to work in pairs to add graphics to their flow chart by adding pictures,
labels, notes, etc.

Evaluate: 15 minutes

1. Review the key points of the lesson and ask students to share one thing they learned about timber
conversion.
2. Individuals will critique each other’s finished flow chart depicting the process trees turned into
usable pieces of woods.
 3. Teacher will assess students’ work considering the extent to which the skills and competencies
have been developed, students’ collaborative skills and students’ adherence to safety procedures.
EXTENDED LEARNING:
Students will complete the following for homework:

Read up on the advantages and disadvantages on Plain Sawn and Quarter Sawn in the google classroom
for next lesson.

Content outline:

 Definition of conversion o Plain/slash/through and through
 Methods of conversion o Quarter/radial

Classroom safety:

1. Always follow instructions given by teacher

2. Observe class safety rules where applicable.
3. Seek clarification where instructions are not clear.
4. Use equipment and material/s safely and effectively

EMPLOYABILITY SKILLS: Collecting, analyzing and organizing ideas and information

Collecting ,analy Communicating- Planning and Working with Creativity & Using Attention to
zing and Writing - organizing others and in Solving mathematical Quality
organizing ideas Speaking – activities & Time teams & on Problems & ideas and
and information Cooperating idea Management Own initiative Decision making techniques
and information & Technology
1 1 1 1 1 1
WEEK/DAY SPECIFIC OBJECTIVES
(Cognitive, Affective, Psychomotor)

WEEK 2/DAY 2 At the end of the lesson students should be able to:

1. Cognitive
• recall the definition for the term “conversion”.
• discuss at least three (3) benefits and drawbacks of Plain Sawn and Quarter Sawn.

2. Psychomotor
• draw the two (2) main methods of conversion with at least 80% accuracy.

3. Affective
• justify two (2) importance of conversion of timber after lesson.

Engagement: 10 minutes
1. Students will be tasked to complete a worksheet to recap what they would have learned from last
class.
2. The teacher will start the class by asking the students if they have ever worked with wood or
seen furniture made out of wood.
Exploration: 20 minutes
1. Present a video on “Plain Sawn vs Quarter Sawn”.

2. After viewing, the video students will discuss the advantages and disadvantages of using these
two (2) methods of conversion to create furniture.
3. The teacher will provide wood samples to the students for them to examine and identify whether
they were plain sawn or quarter sawn.
Explanation: 10 minutes
1. A PowerPoint presentation will be displayed that describes the two (2) techniques of timber
conversion and provides a brief overview of each approach with the use of graphics to
demonstrate the process.
2. The students are expected to record the information in their notebook.

Elaborate: 20 minutes
1. Students will be tasked to work in pairs to write a short paragraph on the method they would use
to convert the timber into a usable wood product based on the wood samples provided.
Evaluate: 10 minutes

1. Review the key points of the lesson and ask students to share one thing they learned about the
advantages and disadvantages of methods of conversion.
2. Individuals will critique each other’s short paragraph.
 3. Teacher will assess students’ work considering the extent to which the skills and competencies
have been developed, students’ collaborative skills and students’ adherence to safety procedures.

EXTENDED LEARNING:
Students will complete the following for homework:

Read up on the Topic: Seasoning in the google classroom for next lesson.

Classroom safety:

1. Always follow instructions given by teacher

2. Observe class safety rules where applicable.
3. Seek clarification where instructions are not clear.
4. Use equipment and material/s safely and effectively
 Attached Content Sheet

Subject: Industrial Techniques Date: March 2023

Topic: Timber Technology Sub-topic: Conversion

Felling – killing and cleaning up the tree

Conversion – is the process of sawing logs into timber or boards. Timber is sawn into useful shapes and sizes
for general use.
 LESSON EVALUATION

Grade: ______________________ Date: ______________________

Subject: ______________________ Topic:______________________

STRENGTHS WEAKNESSES RECOMMENDATIONS

LESSON

ATTITUDES/
EMPLOYABILITY
SKILLS

TECHNOLOGY
INTEGRATION

LEARNER

FACILITATOR