CONSTRUCTION STUDIES LESSON PLAN

Student Name: Darragh Owens

ID: G00379119

Subject: Construction Studies Topic(s): Revision - ICF’s

Pupil Year Group: 5th Year No. of Pupils: 23
Lesson Number: 1 Length of lesson: 60 mins
Date: 7/12/22 Time of Lesson: 12.05 PM

1. PREVIOUS KNOWLEDGE, SKILLS AND OSERVATIONS

Relevant Previous Knowledge: Students have covered the following chapters: built heritage, planning
development, site selection, health and safety, site preliminaries, structural forms, building materials
and foundations. Students should know the keywords from these chapters.

Relevant Previous Skills: Students have spent time doing the day practical exam which will help
during the practical element of my lessons

Observations (Previous Lesson): Most students have a strong work rate. Students bond well with one
another. I will create a new seating plan to maximize engagement.

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? (1 para or bullets).

Students will get a recap of the previous covered chapters which will assess their previous RL
knowledge and development over the CS syllabus.
Students will get to see a new building technology – ICF blocks. This will engage them an NL
create an exciting atmosphere around the construction studies subject.

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

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

LEARNING INTENTIONS & ASSESSMENTS

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

Choose an item.
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: List the definition of CS

keywords Hot Heads Activity Students will
successfully complete
two rounds of Hot A

Heads
Choose an item.
Learning Intentions (LI’s) Assessment of learning Success Criteria for LI’s Key
At the end of this lesson the students will be Students will examine
enabled to: Compare ICF’s to standard Classroom Discussion and discuss the
building materials similarities and C

differences of the ICF

blocks
Choose an item.
Learning Intentions (LI’s) Assessment of learning Success Criteria for LI’s Key
At the end of this lesson the students will be Students will all be
enabled to: Identify different forms of Questioning able to discuss each C
PPE and state a fact about each form of PPE

4. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

1-3 Teacher greets students at the Students enter the room in an

door and watches them walk to orderly fashion. They go to their
their seat in an orderly fashion assigned seats and sit down.

3-4
Teacher asks students to take out Students remove their equipment
their equipment for the lesson and from their bags and wait for further
also their school journals instruction

O
4-6 Teacher will call out the attendance Students will say ‘Present’ when
list and mark all students who they hear their name called. If a
 confirm they are in attendance. student is absent, the other
Teacher will also count students to students will let the teacher know
ensure correct numbers.

6-7 Students will respond to questions

Teacher will formally welcome the asked E.G. What kind of work have O, N,
class and introduce himself. He will you been doing in CS so far this
state that he will be taking the class year?
until February.

7-10
Teacher will display the ‘Class Plan
Outline’ slide and discuss what we Students will respond to questions
will be covering in the near future asked E.G. Does anybody know O, N, L
before narrowing in on this lesson’s what a Learning Intention is?
topic. He will then display the Students will note down their
‘Opening Board’ slide and discuss homework in their journals
what this infographic means.
Teacher will make sure to read out
key words and ask students to note
any homework displayed

LESSON SEQUENCE (MIDDLE)

10-13 Teacher will begin the lesson by Students will scan the QR code and O, G, L, N
revealing a QR code and askes all submit a post.
students to scan the code before
submitting a post each. Teacher
will make sure to warn students to
only enter relevant information
and the repercussions if
inappropriate content is added.
Teacher will then go through the
submissions.

Students will receive PPE examples

Teacher will then reinforce the and inspect them. Student will O, N, L
13-19 correct answer by going through engage in a classroom discussion
the list. After each item of PPE,
teacher will remove several real life
examples from my box and
discusses the differences/key
information of each different form
of PPE. Divide the workshop tables
into 6 groups and hand out these
examples for the students to
 examine. After the list has been
finished each group will have an
example of each form of PPE.
Ensuring to reference the building
19-22
works going on at the minute in the
school ask individual students
wearing hard hats to read out one
column from the board telling us
what the different colour hard hats
represent.
Discuss the importance of having
22-25 an expiry date on a hard hat and
what the term regular use means.
Relate these back to Motorbike
and Hurling Helmets in case
students have an interest in either
of these things.
Explain how the game hot heads
works. Ask the students to begin
25-36
while keeping an eye on the
countdown timer. Explain to the
students that they can do this kind
of game when studying for their
exams and also for the Leaving Cert
exam.
Introduce the real life examples of
36-47 ICF’s. Ask the students to discuss in
their groups about the material,
weight and any other features of
the ICF’s they think are necessary.
Discuss with the class the Lego
style detail on the top and bottom
of the blocks and why they think
they are there. Go through the real
life images of the blocks in day to
Students will read from the board. O, CL
Other students will answer
questions i.e what is another trade
that would wear a blue hard hat?
Students will examine their hard
N, L, O
hats and determine the date of
manufacture of their model.
One student wears a hard hat, the O, G, N, L,
other students must stick a CL, MA
keyword from a given bag to the
hard hat and then describe what
the key word is. The student
wearing the hard hat must try guess
as many key words as possible in
the 60 second time frame. After the
time is up the hat will be passed to
the next student, the player will
note down their score on a given
score sheet and the students will
bag up the keywords and pass the
bag to the next group before
preparing for the next round. Each
student will get two turns and the
highest scorers will then play
another game each to crown the
class champion.
Students will work together to talk
about the ICF blocks. They will O, G, N, L,
examine all aspects of the design of CL
the blocks and answer questions
about the forms. Groups will
nominate one advantage and one
disadvantage of using this form of
 day life referring back to the construction.
physical models when necessary.
Click on the link for Altherm ICF
Systems and reinforce the
information using their diagrams
on their website. Ask each group to
come up with a pro and con for
using ICF’s

Gather students around a pre- Students will volunteer and carry

prepared area in the classroom. out the demonstration. Other
Ask the students to nominate the 3 students will watch and direct the O, G, L, N,
strongest members of the class. volunteers on how to build using MA, CL
47-55
Give 2 of the students the role of ICF’s
holding the rebar (dowel) in place
and the other student to pour the
concrete (sand) into the cavity of
the ICF. Reinforce the steps taken
when building a wall using ICF’s

Hand out exit cards to the students

55-57 Students will think about the
to fill out. Give them a time limit to N, L, MA,
questions before filling out their
complete this task in and ask GI
exit cards
students to be critical and detailed
in their answers .i.e Hobbies,
Favorite Element of Subject etc

Return to the opening board slide

and as a class mark off the
successful learning intentions Students will hand their equipment
57-59 to the nominated student and
completed during that lesson. O, MA,
answer questions on what they GI, MI
Inform the students its now time to have learned during the lesson
tidy up and nominate one member
from each group to collect the Exit
Cards and another to return the
PPE objects. Repeat what the goal
is over the next number of classes
before quizzing the students about
the content covered in that class.
 CLOSURE (END)

59-60 Teacher will ask students to pack
up their stuff, making sure their
desk is clean and there is no
rubbish around their desk.
Reminding the students to push in
their stools and remain behind
their desks until the bell sounds.
Students will clean off their desks
and place any waste paper or
rubbish in the bin. They will push in
their chairs and stand behind their
desks. Pupils will exit the room in
an 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.

5. LIST OF TEACHING RESOURCES

Animated PowerPoint Presentation,

Exit Card,
Real Life PPE Examples,
Real Life ICF Examples,
Hot Heads Equipment,
Padlet Page,
Physical Demonstration Components.

6. LESSON REFLECTION

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

Students’ engagement was strong throughout the lesson, they had a good knowledge of the content
covered during my recap at the end of the lesson. Students seemed to enjoy the physical examples
and spent a good amount of time examining the models. Students put good effort in during the hot
head’s activity and were determined to get the highest score possible.

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

I would have liked the students who had previously received a form off PPE to listen to information
about the next example rather than continue inspecting the example they already had. I could have
simply asked students to place the PPE on the table while I spoke and this issue would have been
solved

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

Allow the students research the Altherm website prior to explaining about ICF’s and get the students
 to figure out themselves the name and function of the blocks

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

 Results of the Exit Cards were interesting:

(Exit Cards completed with all groups and results are as follows)
1. All groups enjoy working in groups,
2. 2nd year groups don’t enjoy speaking in front of their peers (effects of covid?),
3. All student’s like choice and freedom in design,
4. 2nd years put down they disliked ‘theory’ while 5 th years named specific areas such as
chiseling.