CONSTRUCTION STUDIES LESSON PLAN

Student Name: Cian Howley

ID: G00389609

Subject: Construction Studies Topic(s): Windows, Passive wall/Finishes and Rendering

model making.
Pupil Year Group: Fifth Year No. of Pupils: 16
Lesson Number: 23 Length of lesson: 80 Minutes
Date: 16/11/2023 Time of Lesson: 11:10

1. PREVIOUS KNOWLEDGE, SKILLS AND OSERVATIONS

Relevant Previous Knowledge:

 The students have previously studied various topics like rural and urban development,
foundations, and floors.
 In the double classes the students have typically drawn different technical drawings of
various construction details, and constructed models of building details relative to current
chapters.
 In the previous class, the students finished the chapter on Roofs and started making models
of passive walls. The students have been learning about various roof types (Flat roofs, Lean-to
roofs, truss roofs, traditional cut roofs) and their components (Hip rafter, common rafter,
ceiling joists). The students have been learning how to build a passive wall model.

The students have a general awareness of where various roof types are used in the real world
(Houses, Factories, Schools). The students can identify the purpose and advantages of a passive wall.
(Reduction in heat loss, Energy cost).

Relevant Previous Skills:

 Their appreciation of the importance of health and safety within the Construction Studies
room is at a standard that would be expected of a fifth-year student. In the junior Certificate
Cycle, most students did Wood Technology and Graphics, meaning they have a good
understanding of technical drawings and the use of hand tools.

Observations (Previous Lesson):

  In the previous class, I noticed some students are struggling to read the information on the
working drawing and replicate it on their pieces.

This is due to:

- Students have never seen or have very little experience with using a working drawing.
- Students not attending class.

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).

In the first proportion of today’s class, the students will be doing a Prior Knowledge Mind
Map. The students will have to state the various relevant information they know on the new
topic of windows. The teacher will put the students in pairs (Vygotsky/Brunner) and allow
the students to choose (UDL) what member of the pair will write their information on the
sheet and the member that will share their answers with the class. The reason for this
exercise is to see if the students have any prior knowledge of this topic before they start to
learn about it. After that, the students will learn about windows, the functions of a window,
types of windows, and the correct terminology that is considered with windows. This will be
done by interactive PowerPoint slides, classroom discussions (Bruner), the use of physical
resources and the use of the Key word wall.
In the second proportion of today’s class, the students will be continuing to construct the NL
passive wall detail. The students will have to follow a working drawing to complete the
activity. In today’s class, most students will be drawing the wall details of a cavity wall. Some
students may get to start the process of displaying the various renderings and wall finishes
on an internal wall and external wall. The teacher will allow the students to select their own
ways (UDL), in which they will represent the renderings and finishes. The reason for this
activity is to reinforce the new learning that took place in previous classes, and as physical
resource the students can use when revising for a test or exam.
In the final proportion of today’s class, the students will be completing a worksheet on the RL
new material that they learned in today’s class. The students will receive a worksheet where
they will have to answer various lower and higher order questions on windows and label the
different parts of a sliding sash window. Once the students have completed the worksheet,
they will self-assess their own work, SELF ASSESSMENT (Rogers). The reason for this
exercise is to recap on the new learning that took place in today’s class. After that, the
students will be given homework and be informed by the teacher that their findings and
results will be discussed in the next class, FLIPPED CLASSROOM (Montessori).

*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

3. have a knowledge of the various technologies which combine to produce a building which is comfortable and safe
Learning Intentions (LI’s) Assessment of learning Success Criteria for LI’s Key
At the end of this lesson the students will be Worksheet Successfully describe C
enabled to: Explain the importance of Socratic questioning why windows are
windows in dwellings. (Socrates) incorporated in a
dwelling.

5. identify, describe and model various structural forms and concepts relating to buildings and other appropriate arc
Learning Intentions (LI’s) Assessment of learning Success Criteria for LI’s Key
At the end of this lesson the students will be Worksheet Correctly explain the C
enabled to: Describe the functions of a Socratic questioning various functions of a
window. (Socrates) window.

4. understand and evaluate a variety of building types and systems in the context of design and aesthetics, architect
Learning Intentions (LI’s) Assessment of learning Success Criteria for LI’s Key
At the end of this lesson the students will be Visual Inspection Recognize the various C
enabled to: Identify the different parts Worksheet parts that make up a
that make up a sliding sash window. Socratic questioning sliding sash window
(Socrates) with ease and
confidence.

4. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

1-2 The teacher will enter the The students will follow the teacher O
classroom and the students will into the classroom.
follow behind.

2-5 The teacher will indicate one A specified student will welcome O
student to welcome the tutor to the tutor to the room, once
the class. indicated to do so by the teacher.

The teacher will call the roll call

 and ask the students to reply when The students will reply to the
their name is called. teacher when their name is called.

The teacher will take note of any

students that are missing.

5-7 The teachers will introduce the The students will be made aware of O
new learning intentions to the the new learning intentions.
students.

1. Explain the importance of

windows in dwellings.
2. Describe the functions of a
window.
3. Identify the different parts
that make up a sliding sash
window.

7-8 The teacher will give the students The students will hear the O
the classroom rules and routines. classroom rules and routines again
to become more familiar with
 No talking when the them.
teacher is talking.
 Raise your hand if you have
a question.
 Keep your area clean and
tidy.
 Put your chairs under the
tables when the class is
finished.
 Leave the classroom
quietly and in an orderly
fashion.

8-10 The teacher will introduce the new The students will be made aware of O
topic to the students and explain the new topic and how to complete
the Prior Knowledge Mind Map the activity.
activity.

10-11 The teacher will put each student The students will be placed into O
into groups of twos. groups of twos by the teacher.

11-12 The teacher will select two Two random students selected by O
students to hand out the the teacher will hand out the
worksheet Prior Knowledge Mind worksheet to each pair in the
Map, to each pair in the classroom. classroom.

12-13 The teacher will explain to the The students will select among O
students that they will have to themselves who will write their
select what person will write down answers and who will share their
their information and what student answers with the class.
 will share their answers with the
class (UDL).
13-15 The teacher will indicate to the
students to start the activity once
the teacher is satisfied that the
students know what they must do
to complete the activity.
15-20 The teacher will have a discussion
(Bruner), with the students
regarding what the know about
they know about windows.
If key words are brought up or
discussed, the teacher will reveal
them from the key word wall.
20-35 The teacher will pull together all
the information the students have
discussed back to a PowerPoint
slide focused windows.
The teacher will allow the students
to take notes or draw pictures in
their copies on the new material
(UDL).
35-40 The teacher will show a physical
model of a sliding sash window to
the students.
The teacher will also show the
students various building materials
that are used around the
construction of a window in a
house.
LESSON SEQUENCE (MIDDLE)
40-45 In the middle of the double class,
the teacher will give the students a
short break, by asking the students
to think about the answers to
different riddles and puzzles.
45-47 The teacher will explain to the
students the next part of the
project.
47-48 The teacher will select two random
The students will start the activity CL
once indicated to do so by the
teacher. O
L
The students will have a discussion MA
with the teacher and their peers, on
any knowledge they may have on CL
windows.
O
The students will share their
answer with the class and identify
any key words associated with the
topic.
The students will gather their CL
information and see how it relates
to the PowerPoint slide. MA
L
The students will have the option to G
take notes or draw pictures in their
O
copies of the new material being
discussed in class.
The students will see a model of a MA
sliding sash window.
O
The students will see and hold
various building materials that are
used around the construction of a
window.
The students will try to figure out O
the answer to various riddles and
puzzles the teacher will ask.
The students will be informed O
about the next part of the project.
Two students will hand out the O
 students to hand out their models
that they started making in last
week’s double class.
48-66 Once the teacher is satisfied that
students are aware of what they
must do, the teacher will allow the
students to start the next part of
the project.
During this part of the class, the
teacher will walk around the
classroom, to make sure that the
students are following the correct
routines and producers when using
hand tools.
CLOSURE (END)
66-69 The teacher will tell the students to
start tidying up their area, return
the hand tools to their correct
location, and to place their projects
into their locker.
69-70 The teacher will select two
students to hand out the
worksheet to each student in the
classroom.
70-73 The teacher will explain the
worksheet to the students and
afterwards, will ask the students if
they have any questions about the
worksheet.
Once the teacher is satisfied that
the students understand what they
must do to complete the
worksheet, the teacher will allow
the students to start the
worksheet.
73-76 The teacher will start to correct the
worksheets with the students.
The teacher will inform the
students that the correct answers
are on the whiteboard and correct
models to each student in the
classroom.
The students will start the next part O
of the exercise, once indicated to
do so by the teacher.
The students will start tidying up O
their area once indicated to do so
by the teacher.
Two students will hand out the O
worksheet to each student in the
classroom.
The students will be made aware of MA
what they must do to complete the O
worksheet. L
The students will ask the teacher if
they have any questions on the
worksheet.
The students will start the
worksheet once they are told to do
so by the teacher.
The students will start to correct N
the worksheet with the teacher. L
O
The students will look at the
whiteboard or listen to the teacher
to correct their own work.
 any mistakes they may have made. The students will correct any
SELF ASSESSMENT (Rogers). mistakes they may have made.

The teacher will tell the students to The students will tally up their own
tally up their results and put them results and put them into a
into a percentage. percentage.

76-78 The teacher will tell the students to The students will be informed L
take note of the homework and about tonight’s homework. They O
explain what must be done. will write the homework into the
FLIPPED CLASSROOM journals.

78-79 The teacher will indicate to one A specified student will thank the O
student to thank the tutor for tutor for visiting the school and
attending today’s class. being part of today’s class, once
indicated to do so by the teacher.

79-80 The teacher will tell the students to The students will put their chairs O
put their chairs under their tables. under their tables.

When the bell rings, the teacher When the bell rings the students
will get the students to leave the leave the class row by row, quietly
classroom row by row, quietly and and in an orderly fashion.
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

PowerPoint

Prior Knowledge Mind Map

Worksheet

Working Drawing

Physical Resources

6. LESSON REFLECTION

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

Today I had my first inspection. Before the class I was very nervous. This is my final school placement,
 so I wanted to really impress my tutor and conduct a good lesson. The results you get in school
placement can dictate whether you get a job or not after college. In today’s class, the students were
learning about windows. In today’s class I brough in a model of a sliding sash window and various
building materials. I have discovered that a lot of the students in my class are kinesthetic learners, so
physical resources make it easier for them to learn new material. I feel that the students were able to
relate the theory to the practical, as they can physically see what is commonly done on a building site.

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

In the second part of today’s, the students were drawing on the blocks and lintels onto their passive
wall models. Before the students started the activity, I explained to the students how to draw in the
lintel above the window. Once I was satisfied that the students were aware of what they had to do, I
informed the students that they could start the class. Within a few minutes of allowing the students
to start the activity, I noticed that a lot of the students had difficulties drawing in the lintel over the
window. Quite a few students had the same common difficulty, so I decided to stop the students from
doing what they were doing and told the students to look up to the whiteboard. On the whiteboard, I
drew an image of the passive wall and the window. I showed the students how to replicate the lintel
in their model and the measurements they would need. I personally believe this really benefited the
students, as it addressed any issues the students had. After the class, I spoke with mu tutor about the
class. I discussed with her that I was shocked with the level of difficulty some students had with this
exercise. She told me that initially I had explained it very well, in a manner that was clear and easy to
follow. She told me that some students will pick up new material faster and easier than some
students and some students may need additional help. It's about finding the correct balance within
the classroom, where some students can work away with few instructions and some students need
information to be teased out.

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

If I had to deliver this lesson again, I would create a video of me going the exercise that I wanted the
students to complete in class. This way I could refer to the video for the students that are struggling
or that have any difficulties. For the stronger students, I would encourage them not to use the video
to see how far they could get on their own. The video is a resource that could be useful for the
weaker students, but the stronger students may see it as an opportunity to take the easy option, as
the work has been done for them. Monitoring the students that follow the video would have to be
observed during the class.

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

 Amend Learning Intentions in future classes - Cognitive, Psychomotor, Affective.

 Reduce the length of the lesson Plans.