CONSTRUCTION STUDIES LESSON PLAN

Student Name/ID: Dearbhla Mc Devitt G00391296

Subject: CS Topic(s): clock face

Pupil Year Group: 5th year No. of Pupils: 24
Lesson Number: 16 Length of lesson: 1 hour
Date: 22/11/23 Time of Lesson: 14:00

1. PREVIOUS KNOWLEDGE, SKILLS AND OSERVATIONS THAT YOU ARE BUILDING ON IN THIS
LESSON

Previous Knowledge:

The students have examined the working drawing with measurements on it for the clock face.

Previous Skills:

Students have used and developed hand tool skills with tenon saw, mallet, bevel edged chisel and
coping saw.

Some students will have used a plane, but I will be recapping it with them.

Observations of Student Learning:

Students are working very well progressing with the project.

Students are developing hand skills greatly in preparation for next year’s day practical.

2. LESSON RATIONALE

Brief outline of WHY this content is the basis of the lesson and why you have selected these KEY*
methodologies and activities- an explanation and a justification (1 para)

I will be doing a demonstration using the working drawing to find out measurements for the NL
clock face.
We will be discussing different ways to finding the center point and mark the dowels. NL
We are doing this project as it had different aspects and a working drawing to follow to
prepare the students for the day practical next year.
I will have the students peer assess each other’s marking out to be more accurate and
develop critical thinking.
 I will be doing a recap on the plane to ensure the students are able to set up and adjust the
plane and avoid tear out. RL

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

4. LEARNING INTENTIONS, ASSESSMENTS & SUCCESS CRITERIA (see drop-down menus)

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

11. develop the skills associated with sourcing and using information, decision making, time and task management
Learning Intentions (LI’s) Assessment of learning Success Criteria for LI’s Key
At the end of this lesson the students will be Visual assessment All students will have PM
enabled to: Peer assessment different sized sliced
Use working drawing for key angles
measurements and decide on what
sized angle cut
17. appreciate the difference between minimum standards and good/best practice
Learning Intentions (LI’s) Assessment of learning Success Criteria for LI’s Key
At the end of this lesson the students will be Peer assessment All students will become A
enabled to: Socratic questioning more critical and give
Peer asses one another’s marking Reflection cards helpful feedback.
out

9. take a structured approach to project planning and critically analyse problems and their solutions in the context o
Learning Intentions (LI’s) Assessment of learning Success Criteria for LI’s Key
At the end of this lesson the students will be Socratic questioning All students will C
enabled to: Discussion understand why this
Discuss why we are finding our process is completed
dowel points before cutting out first
angles

5. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0-3 Welcome students into the Students will entre classroom and
classroom. sit in assigned seats.
3-4
Take a roll call. Answer roll call.
4-6 Introduce LI’s
Recap previous learning.
6-10
LESSON SEQUENCE (MIDDLE)
10-11 Introduce lesson using a power
point and start a demonstration.
12-13
I will gather the students around
the demo desk and outline the
demo rules to reinforce them.
13-19 I will go through the marking out of
the face of the clock I will ask the
students where will I begin? How
do I find the center point? Why do I
need to mark my dowels now and
not after I cut it? What direction
will we put it?
19-25
I will discuss with the students how
will I mark a 45-degree angle on
the corners of the clock to give it
more shape and detail. I will
demonstrate one method to them
and allow them to chose what size
they make it.
I will send students back to their
25-35
desk and get started on their
marking out.
I will walk around the room to
assist any students struggling.
Once all students have their pieces
35-40 marked out, I will get the students
to swap pieces and peer assess to
make sure the marking out is
correct.
40-47
I will gather students around demo
desk and go through cutting the
angles, I will as students to give
ideas. I will give demo using bench
block and tenon saw, and then do a
small bit on the plane and how to
set it up and use it.
I will check for understanding and
send students to their desks to get
Listen to LI’s
Recap discussion.
O
Students will gather their pieces
and gather for demonstration.
Students will orderly gather around
the desk and follow demonstration
rules.
Students will engage in the
demonstration answering
questions, sharing ideas, and asking O,CL
different question.
the students will share their ideas
of how to mark a 45-degree angle
N
and follow the steps to marking it
correctly. The students are given no
measurements for the size of the
45-degree angle that is up to them
to correctly mark angles.
Students will go sit down and get
started on the marking out process.
Students will ask questions if
they’re stuck.
students will swap pieces and
answer questions on the marking MA,CL
out are all angles equal? Is the
center point in the center? Are the
dowels in the correct position?
Students will gather around the
desk orderly and discuss how will
we cut the angles. Students will G
watch demo and ask questions and
get involved.
Students will go back to the bench
 47-55 started. and begin cutting.

I will walk around the room to

check on students students can ask for help if needed.
O

CLOSURE (END)

55-56 I will get the students attention and Students will put tools down and
get them to put down tools. listen up.
56-58
I will ask students to get tidied Students will begin to tidy up and
58-59 away put projects away.
60 Recap learning Recap todays learning

Exit room Exit class.

*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.

Power point

Assessment card

Demonstration

Working drawing

6. LIST OF TEACHING RESOURCES

7. REFLECTION ON THE LESSON (LESSON APPRAISAL)

Q1. What went well in this lesson today, and why? (1 short paragraph or 3-4 bullets)

Q.2 What did not go as well as expected in this lesson today, and why? (1 short paragraph or 3-4
bullets)
Q. 3. What might I have done to improve the standard of this lesson? (1 short paragraph or 3-4
bullets)

Q. 4 What must I take note of from this lesson that I need to consider when planning the next
lesson? (1 short paragraph of 3-4 bullets)