Junior Cycle Graphics Planning Grid 2nd years (2 classes)

Student Name: Conor Gallagher School: Coláiste Éinde Class teacher: Paul Glynn/Micheal O Domhnaill

ID: No: G00378320 No of Pupils: 25/25 Length of Lesson: 80 minutes & 40 minutes

CLASS PROFILE

Special Educational Needs (SEN) Diversity (Gender, Ethnicity etc.) Other relevant information

Linking with Subject specification and Junior Cert

Evidence of Teaching and Learning
Framework
Statement Learning Intentions
Topic/ Relevant JC Success Criteria
Schedul s of (students will learn Key Skills Teaching Methodology Assessment Method Key Words
Chapter Outcomes
e Learning about)
Week 1 SOL 15 Conic 1.1 Visualise the  Identify the 5. MANAGING  PowerPoint  The students  In-class questioning  Cutting
SOL 23 Sections 1 manipulation of different MYSELF  Projector should be able  Self-assessment plane
2D shapes conic shapes 1. BEING  Word wall (Freire) to explain what  Visual inspection  Cone
1.12 Construct  Understand CREATIVE  Visualiser a conic section (Piaget)  Cylinder
2D solutions how ellipses  Ice Breaker (First class) is  Verbal feedback  Major axis
accurately in 4. MANAGING
are formed  Class exercises (Plato)  Describe how  Exercises Minor axis
INFORMATION
accordance with  Construct an  Countdown timer for class ellipses are  Vertex
graphical AND THINKING
ellipse using exercises formed  Focal
conventions. the concentric (https://www.classtools.net/timer  Construct an points
2.1 Visualise the circle method /) ellipse using  Concentric
manipulation of  Know the the concentric circles
3D shapes relationship circle’s method  Profile
3.1 Recognise between focal  Find the focal view
2D and 3D points and points of an  Truncated
features in axis ellipse solid
everyday  Recognise  Intersectin
objects and ellipses g
artefacts around them line/curve

Week 2 SOL 15 Conic 1.1 Visualise the  Draw the 5. MANAGING  Visualiser  The students  Visual Inspection  Major axis
SOL 23 Sections 1 manipulation of ellipse with MYSELF  PowerPoint should be able (Piaget)  Minor axis
2D shapes the major axis  Projector to solve ellipse  In class questioning  Vertex
 1.10 Understand vertical 3.  Word wall questions with (Socrates)  Focal Points
the properties  Construct an COMMUNICATIN  Random name generator question a vertical major  Verbal feedback  Concentric Circles
of geometric ellipse using G  Use of class posters (Freire) axis  Trammel
shapes the trammel 4. MANAGING  Visualiser  Construct an  Vertical
1.12 Construct method INFORMATION ellipse using
2D solutions AND THINKING the trammel
accurately in method
accordance with  Be able to find
graphical the focal points
conventions. of an ellipse
2.1 Visualise the
manipulation of
3D shapes

axis SOL 15 Conic 1.1 Visualise the  Know the 5. MANAGING  PowerPoint  The students  Visual Inspection  Focal Points
SOL 23 Sections 1 manipulation of relationship MYSELF  Projector should be able (Vygotsky)  Cone
2D shapes between focal 1. BEING  Word wall to describe  In class questioning  Cutting Plane
2.1 Visualise the points and CREATIVE  Kahoot quiz on keywords (Skinner) how parabolas  Quiz using Kahoot  Vertex
manipulation of axis in an  Posters are formed (Skinner)  Axis
8. STAYING WELL
3D shapes ellipse  Visualiser  Reproduce  Rectangle
3.4 Solve real-  Understand  Exercises (Montessori) Practice  Parabola
context and how exercises to an
abstract parabolas are appropriate
problems using formed standard of
graphical  Identify parts neatness and
techniques of a parabola accuracy
3.11 Investigate and construct
how geometric a parabola
principles and using the
constructions rectangle
found in the method
natural world  Recognise
have provided parabolas
inspiration for around them
human
applications

Week 4 SOL 15 Conic sections 1.1 Visualise the  Identify parts 1. BEING  PowerPoint  Students  Formative  Vertex
SOL 23 1 manipulation of of a parabola CREATIVE  Projector should be able assessment  Axis
2D shapes and construct 5. MANAGING  Word wall to describe (Humanists)  Rectangle
1.12 Construct a parabola MYSELF  Recap on keywords how parabolas  Visual inspection  Parabola
2D solutions using the  Exercises are formed  (Online) Fling the
4. MANAGING
accurately in rectangle  Peer teaching (Bruner)  Reproduce teacher quiz (Dewey)
accordance with INFORMATION
method  Class Test Practice
AND THINKING
graphical  Fully exercises to an
conventions. understand appropriate
2.1 Visualise the the conic standard of
manipulation of sections 1 neatness and
3D shapes chapter accuracy
3.9 Apply a  Develop all the
 variety of knowledge
rendering and needed on the
presentation conic sections
techniques to 1 chapter
enhance the
communication
of solutions

Week 5 SOL 15 Conic 1.7 Interpret  Apply the 5. MANAGING  PowerPoint  The students  In class questioning  Concentric circles
SOL 23 Sections 2 and create principles of MYSELF  Projector will be able to  Exercises  Tangent
graphical drawing a 3.  Word wall draw a tangent  Self  Normal
representations tangent to an COMMUNICATIN  Short videos to an ellipse assessment(Vygotsky  Focal points
of ellipse to G  Key word flash cards (Freire)  Carry out the )  Major axis
data/ solve  Use of online games with class questions to a  Peer Assessment  Minor axis
information 4. MANAGING
contextual interaction (fill in the blanks) high standard
INFORMATION
2.1 Visualise the problems  Understand
manipulation of AND THINKING
 The students the meaning of
3D shapes will all the key
3.9 Apply a understand words
variety of the how to
rendering and achieve an
presentation ellipse in a
techniques to question
enhance the
communication
of solutions

Week 6 SOL 15 Conic sections 1.6 Apply their  Create 3.  PowerPoint  The students  Self assessment  Ellipse
SOL 23 2 understanding drawings that COMMUNICATIN  Projector will be able to  Kick starter activity  Concentric
of geometric combine the G  Word wall accomplish (Dewey)  Parabola
principles to ellipse and 6. BEING  Kick starter activity (equipment drawings that  Visual inspections  Vertex
solve problems parabola in NUMERATE needed) pairs or teacher ask (UDL) involve both  Rubric sheet
3.1 Recognise their  Visualiser (Dewey) the ellipse and
2D and 3D 2. WORKING
construction  Class exercises parabola in
WITH OTHERS
features in  Understand their
everyday the idea of a construction
objects and parabola  Create an
artefacts ellipse using
3.12 Develop an the pin and
appropriate string
graphical technique
representation
of a solution to a
contextual
problem of their
choice
Week 7 SOL 21 Conic 1.3 Derive 2D  Problem solve 5. MANAGING  PowerPoint  The students  Visual inspection  Trammel
SOL 23 Sections 2 solutions using questions MYSELF  Projector will be able to  KWL activity  Pen and string
appropriate relating to the 3.  Word wall Create an (Montessori)  Focal points
media ellipse where COMMUNICATIN  KWL activity (Montessori) ellipse using  Peer assessment  Major axis
 3.8 Represent alternative G  Research activity/ mind map or the pin and  Minor axis
graphically their measurement 1. BEING poster (UDL) (recap of all learned) string
approach to a s to just the CREATIVE (Bruner) technique
design task major and  Can accomplish
3.12 Develop an minor axes problem-
appropriate are given solving
graphical  Interpret questions in
representation questions on relation to the
of a solution to a conic sections ellipse and
contextual parabola
problem of their
choice
Week 8 SOL 15 Revision of 1.1 Visualise the  Fully 1. BEING  PowerPoint  The students  In-class test
SOL 20 conic sections manipulation of understand CREATIVE  Projector will be able to  Verbal feedback
½ 2D shapes conic sections 5. MANAGING  Recap sheet thoroughly  Exit cards (Dewey)
2.1 Visualise the chapters ½ MYSELF  Word wall carry out all
manipulation of  Be able to  Class test questions
8. STAYING WELL
3D shapes complete all  Fun games for last week (quizzes) relating to the
3.1 Recognise questions (UDL) choice of quizzes (Humanist) topic
2D and 3D relating to the  Be able to
features in topics define what is
everyday  Have a good a
objects and knowledge of parabola/ellips
artefacts how to create e
an ellipse
using the
methods

Statements of Learning (Graphics)

SOL No. The statement Example of relevant learning
SOL 15 Recognises the potential uses of mathematical knowledge, skills and Students will be able to support their solutions to
understanding in all areas of learning geometry problems by referencing appropriate
geometry concepts and principles.
SOL 19 Values the role and contribution of science and technology to society, and Students will evaluate the impact of technologies on
their personal, social and global importance. their lives, society and the environment.
SOL 20 Uses appropriate technologies in meeting a design challenge Students will determine the most suitable
technologies available to them and apply them to
fulfil the criteria of a given design challenge.
SOL 21 Applies practical skills as she/he develop models and products using a variety Students will develop 3D representations of solutions
of materials and technologies to problems through modelling using appropriate
media.
SOL 23 Brings an idea from conception to realisation Students will individually explore ideas to satisfy a
problem and develop their solutions using
appropriate modelling skills they have developed.

SOL 24 Uses technology and digital media tools to learn, communicate, work and Students will select appropriate digital media tools to
think collaboratively and creatively in a responsible and ethical matter research, explore and present design ideas.
KEY SKILLS