Junior Cycle Graphics Planning Grid

Student Name: Grainne McLaughlin School: Moville Community School Class teacher: Mr. Mc Callaghan

ID No: G00388874 No of Pupils: 15 Length of Lesson: 57 minutes

CLASS PROFILE

Special Educational Needs (SEN) Diversity (Gender, Ethnicity etc.) Other relevant information
None 9 Boys and 5 Girls

Linking with Subject specification and Junior Cert Framework Evidence of Teaching and Learning
Relevant JC
Key Words
Outcomes Key Skills Teaching Methodology Assessment Method
Learning Intentions Success Criteria
Statement
s of Topic/Chapter
Learning

Schedule
Week 1 SOL 15 Introduction, Auxiliary 1.1 Visualise the 
To recap and 6a. Expressing  Word Wall (Freire)  Good engagement  Name game Constructions
SOL 24 Projection manipulation of 2D reinforce the ideas  Discovery Learning with recap discussion  Visual inspections lines
SOL 21 shapes principles of mathematically  Students will create 3D (Piaget)
(Montessori) Angles
orthographic model demonstrating.
1a. Exploring  PowerPoint of steps  Reinforcement
projection.  Auxiliary projection Projection
 Explain what an options and (UDL) and
(Skinner)
Auxiliary plan
1.6 Apply their understanding of geometric
auxiliary view is principles to
alternatives solve Collaborative
problems
 explain its relation to  Socratic
and what it is used 2b. Co- Learning the Questioning Foreshortened
for in orthographic operating (Vygotsky/Bruner 2D process used on (Socrates) Auxiliary
projection.
)
their sheet.  Think pair share elevation.
 Identify the key  Visualise and construct (Vygotsky/
components of an  Reinforcement an auxiliary projection Bruner)
auxiliary view and (Skinner) of an object from a
their relationship  Socratic Questioning given viewing point.
to each other. (Socrates)  Describe the process
 To describe and  Think pair share of creating an auxiliary
demonstrate the (Vygotsky/ Bruner) view of an object
process/procedure
of constructing an
 auxiliary elevation.
Week 2 SOL 15 Auxiliary Projection 1.1 Visualise the  Describe the 5b. Making  Word Wall (Freire)  Visualise and  Visual inspections Constructions
SOL 21 manipulation of 2D process of considered  Discovery Learning construct an (Piaget) lines
SOL 24
shapes creating an decisions (Montessori) auxiliary projection  Reinforcement Angles
auxiliary  PowerPoint of steps of a curved object (Skinner) Projection
elevation of a (UDL)
4c. Thinking creatively and critically from a given viewing  Inquiring base
curved
1.2 Analyse graphical information forobject.
the planning of a 2D solution point. Auxiliary plan
 Collaborative learning (Plato)
 Visualise and Learning Foreshortened
1a. Exploring  Questioning
construct the Auxiliary
options and (Vygotsky/Bruner (Socrates)
3.5 Analyse and auxiliary elevation.
alternatives )  Word wall (Freire)
evaluate both their elevation of a
own work, and the curved object.
work of others

3.4 Solve real-context and abstract problems using graphical techniques

Week 3 SOL 15 Auxiliary Projection 1.1 Visualise the  Explain the true 3d. Performing  Instruction will be a  Visualise and  Co-operating Constructions
SOL 21 manipulation of 2D shape of a and presenting combination of construct an (Vygotsky/ lines
SOL 24
shapes surface and the practical auxiliary projection Bruner) Angles
relationship demonstration
5b. Making considered decisions using of a curved object  Discussion Projection
2.1 Visualise the manipulationbetween viewing
of 3D shapes the visualiser and from a given viewing (Socrates)
position and true animated point. Auxiliary plan
4a. Being  Exit Card
3.4 Solve real- shape. PowerPoint. (UDL) Foreshortened
Curious (Humanist)
context and  Identify the  Prepared different Auxiliary
abstract problems viewing direction questions to be used  Verbal feedback
elevation.
using graphical required to to aid differentiation.  Visual Inspection
techniques locate the true  Groupwork PBL in (Piaget)
shape for a Groups (Vygotsky/  Active Learning
series of Bruner) (Dewey)
practical
exercises.
3.9 Apply a variety of rendering and presentation
 Construct an techniques to enhance the communication of solutions
auxiliary view of
an object when
determining the
true shape of a
given surface.
Week 4 SOL 15 Polygons 1.1 Visualise the  Identify different 2b. Co-  Practical  Identify different  Visual inspections Regular
SOL 20 manipulation of 2D types of operating demonstration using types of polygons. (Piaget) Irregular
SOL 23
shapes polygons shapes. the visualiser and  Recognise where  Reinforcement Triangle
 Recognise 1a. Exploring options andanimated
alternatives polygons are found. (Skinner) Square
2.1 Visualise the manipulationpolygon
of 3D shapes
shapes PowerPoint.  Construct polygons  Inquiring base Pentagon
around them.  Develop skills of different sizes Hexagon
4a. Being learning (Plato)
 Construct through the practice when given the Heptagon
Curious  Socratic
hexagons and exercises. length of one side Octagon
Questioning
pentagons  Self-Reflection  Can create shapes Nonagon
(Socrates)
(Socrates) and logos Circle
 PBL Groupwork Radial line
 Co-operating incorporating
 Sefl- Reflection Apex/vertex
(Vygotsky/ Bruner) polygons using
(Socrates)
different techniques.
 Active Learning
 (Dewey)
 PowerPoint (UDL)
Mid Term

Week 5 SOL 15 Polygons 3.4 Solve real-  Construct an 2e. Learning 

Timed activity  Draw an octagon in  Collaborative Triangle
SOL 21 context and octagon using with others 
Practice exercises a square. Learning Square
SOL 24
abstract problems the standard from the textbook.  Reproduce Practice (Vygotsky/Bruner) Pentagon
using graphical method. 5a. Knowing myself  Peer Reflection. exercises to an Hexagon
 Discussion
techniques  Construct an (Socrates) appropriate (Socrates) Heptagon
4b. Gathering, Octagon
octagon in a  PowerPoint (UDL) standard of neatness
recording,  Exit Card
square.  Socratic Questioning and accuracy. Nonagon
organising and (Humanist)
(Socrates) Circle
evaluating  Verbal feedback Side
3.12 Develop an appropriate graphical representation  Think pair
of a solution to a contextual share of their choice
problem
information  Visual Inspection Base
(Vygotsky/ Bruner)
(Piaget)
 Word wall (Freire)
 Socratic
Questioning
(Socrates)
 Word wall (Freire)
Week 6 Exam week
Timetable collapses

Week 7 SOL 15 Polygons 2.1 Visualise the  Inscribe a 2e. Learning  Think pair share  Use equipment to  Self/ Peer Inscribed hexagon
SOL 20 manipulation of 3D polygon in a with others (Vygotsky/Bruner) inscribe a polygon in assessment of Inscribed octagon
SOL 21
shapes circle.  Worksheets (UDL) a circle. projects (Socrates) Inscribed pentagon
 Demonstrate 4c. Thinking creatively and
Models Discovery
critically  Reproduce Practice  Visual inspection Internal angle
1.1 Visualise the manipulationnew
of 2Dskills
shapes
in Learning exercises to an (Piaget) External angle
practice (Montessori) appropriate Central angle
6. BEING  Formative
exercises.  Active learning standard of neatness Two- dimensional
NUMERATE feedback
 Show (Dewey) and accuracy. Circumscribe
3.4 Solve real-context and abstract problems using graphical techniques PowerPoint  Worksheet (UDL)
(Skeleton)  Exit Card
 Self-Reflection (Humanist)
(Socrates)
Week 8 SOL 21 Tangent & Ellipse  Construct an 6b. Estimating,  Teacher  Complete an ellipse  Keywords (Freire) Tangent
SOL 21 ellipse using the prediciting and demonstration using the concentric  Flipped classroom Ellipses
concentric calculating (Bandura) circles method. (UDL) Major Axis
circles method. 4d. Reflecting  Keywords (Freire)  List the steps  Discussion Minor Axis
3.12 Develop an appropriate graphical representation of a solution to a contextual problem of their choice
 Identify the on and  Flipped classroom involved to achieve (Socrates) Concentric circles
steps involved to evaluating my (UDL) an ellipse and Trammel
achieve an learning tangent. Vertical
 Active learning
ellipse and  Complete a tangent
(Dewey)
tangent. to an ellipse.
 PBL Groupwork
 Construct a
1.6 Apply their understandingtangent
of geometric  Collaborative
to an principles to solve problems
ellipse. Learning
(Vygotsky/Bruner)

Week 9 SOL 21 Ellipse Construct an 6b. Estimating,  Self-reflection  Complete an ellipse  Visual Inspection Tangent
SOL 21 ellipse using the prediciting and (Socrates) using the concentric (Piaget) Ellipses
concentric calculating  Active learning circles method.  Self-reflection Major Axis
circles method.
3.12 Develop an appropriate graphical 5b. Making
representation of a solution to a contextual 
(Dewey)problem of their choice List the steps (Socrates) Minor Axis
 Identify the considered involved to achieve  Reinforcement Concentric circles
steps involved to decisions an ellipse and Trammel
(Skinner)
achieve an tangent. Vertical
 ellipse and  Complete a tangent
tangent. to an ellipse.
 Construct a
tangent to an
1.12 Construct 2D solutions accurately in accordance with graphical conventions.
ellipse.

Week 10 SOL 21 Introduction to Parabola  Identify parts of 3d. Performing  Teacher  Label parts of the  Visual Inspection Parabola
SOL 21 1.1 Visualise the manipulationthe parabola.
of 2D shapes and presenting demonstration parabola. (Piaget) Axis
 Construct a 5b. Making (Bandura)  Complete a parabola  Self-reflection Centre Line
parabola using considered  Think pair share using the rectangle (Socrates) Symmetrical
2.1 Visualise the manipulationthe
of 3D shapes
rectangle decisions (Vygotsky/Bruner) method.  Keywords (Freire) Vertex
method. Rectangle
 Worksheets (UDL)  Socratic
Questioning
(Socrates)
STATEMENTS OF LEARNING
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