The Science School - LESSON PLAN Teacher Name Mushahid Yasin

Design & Number of

Subject Class VIII 4 Date Oct 16 to 20 / 2023
Technology lessons per week
Evaluation
Evaluation
Topic Sub Topic Class Test Discussion
Material
Wood & Manufactured Boards
Target: How to analyze a manufactured product and assess its alignment with the project's requirements.
Target Students gather information about different types of wood and their properties.

Objectives Actions of the pupils and the teacher in the Vocabulary Assessment Tasks Time Resources Homework
lesson

Concepts:
Block 1 80 min
Product The students should be able Design and
What is Evaluation? Allow students to explore the meaning of Technology
to analyze the product and
evaluation by themselves. Coursebook
What is Analyzing Evaluate write its characteristics.
Example 1: (Upper
the Manufactured Imagine you are buying a new car. The students should be able Secondary)
Product? Requirement to compare two products.
s
Before you make a decision, you would
What is the probably want to test drive the car and read
Requirements of the reviews from other drivers. This is because you Project
Project? want to evaluate the car's performance,
features, and value for money.
What is Matching
the Product to the Example 2:
Project You are looking for a new vacuum cleaner.
Requirements?
You don't want to just buy the first one you see,
so you decide to read reviews and compare
different models. You want to evaluate the
Skills: vacuum cleaner's suction power, ease of use,
and durability.
Students will learn a
detail analysis of the Here are some specific factors that you might
product which is consider when evaluating a simple
being built by manufactured product, such as a pen:
looking at its
features, parts, Build quality: Is the pen well-made? Does it
feel sturdy and durable?
material, color and
Performance: Does the pen write smoothly and
proportions. evenly? Does it flow well?
Durability: How long does the pen's ink last?
Students will draw a Does the pen itself hold up well over time?
comparison Features: Does the pen have any features that
between product are particularly useful, such as a retractable tip
which is built with or a built-in eraser?
Value for money: Is the pen priced fairly for its
its initial
quality and features?
requirements. Appearance: Does the pen look and feel good?
Is it comfortable to hold and use?
Looking for areas
where product
meets it desired Block-2
outcome, written in Requirements of the Project
the specifications - Remind students of the project's initial
and where it lags. requirements and goals.
Students will choose - Discuss the criteria that the product should
to the point words meet based on the project's specifications.
for evaluation by
converting there Guide the students to compare the analyzed
thoughts in logical product with the project requirements.
manner and noting - Ask questions like "Does this product meet
the. the project's requirements?" and "What
aspects of the product align with the project's
goals?"
- Encourage students to think critically about
any areas where the product may fall short of
the requirements.

Facilitate a class discussion about the students'

 observations and evaluations.
Skills: Block 3 corrections Monitor that students are 40 min
-Identify mistakes Discuss answers of test questions and ask correcting mistakes in their
done in the test students to do the corrections in their tests tests.
with a purple pen.

Students will review their notebook task for

teacher’s feedback. Students will be asked to
do the corrections are per teacher’s feedback.
Concepts: Block 4 Hardboard 40min Textbook pg Read
What are Take brief feedback from students about 337-338 textbook pg
manufactured manufactured boards and their advantages. Chipboard 340-341 and
boards? write a brief
MDF Assess through students’ note on
Skills: Show students samples of chipboard, MDF and response that they can main uses of
-Observe samples of hardboard. Ask them how their cross-section Softboard identify difference in each type of
different view differs from each other and what does construction of each type of wood.
manufactured that suggest about the composition of each of manufactured boards.
boards these.

-Retrieve
Read from textbook pg 337-338 and relate the
information from
textbook content to student’s observation.

-Attempt written Task:

work using Attempt questions about the use of solid wood
knowledge about and manufactured boards.
manufactured Q. Which manufactured board can you choose
boards
to make a long shelf for heavy books?
Q. What is the environmental advantage of
making and using chipboard?
Attitudes: Content to be covered
Students will
 Project evaluation.
-Actively participate
in class discussions  Two types of solid wood, hardwood and softwood, are used for different applications according to their properties.

-Neatly do the copy-

work.