Junior Cycle Wood Technology Planning Grid

Student Name: Niall Phelan List of Topics: Project (phone holder) Class teacher: Mr Aidan Walsh

ID: No: G00396329 No of Pupils: 18 Length of Lesson: 60 minutes

Class profile

Special Educational Needs (SEN) Diversity (Gender, Ethnicity etc.) Other relevant information
Key:
Activity
Theorists
UDL Key

Statements of Learning Intentions (students Success Criteria

Topic/Chapter Relevant JC Outcomes Key Skills Teaching Methodology Assessment Method Key Words
Schedule Learning will learn about)
Week 1 SOL 15 Phone Holder Project  Creating a well made 1a. Exploring  Word wall (UDL)  A well made  Teacher observation Face side
SOL 19 SOL 23 jigsaw finished cross options and  ICT/ Visualiser practice cross  Questioning Face edge
1.1 explore key elements required for the completion of tasks
halving joint. alternatives  Teacher halving joint (Socrates)
Length
 How to use marking out demonstration that can be  Homework tasks
tool such as marking 3b. Using numbers (Bandura) turned upside  Peer discussion Width
gauge, tri square and  Use of visuals down with a Grain
5c. Setting and
1.9 demonstrate principles of craft excellence
ruler through
correctly to the design and realisation of tasks
 and artefacts
Questioning piece falling.
achieving goals Cross cutting
maximise neatness. (Socrates)  Straight saw
 Cutting across the grain lines Pistol grip
and the set up involved. perpendicular
2.1 explore design problems
 The correct stance when to the edge of
cutting wood in the vice the wood.
 and how to hold the  Standing with
tenon saw correctly. feet shoulder
with apart
with the lead
foot facing
forward and
the back foot
to one side.
 The correct
use of a
marking
gauge, not
gauge over
intended lines,
straight
gauged lines
and lines that
are not too
deep.
Week 2 SOL 19 Phone Holder Project  Remembering the best 4e. Using digital  Animated  Ensuring they  Groupwork Grain
SOL 20 SOL 24 practice for health and technology to PowerPoints (UDL) have a pistol worksheet Cross cutting
2.6 produce sketches, drawings and models/prototypes to explore design ideas
safety as they process a access, manage  Teacher grip with their  Exit cards. Pistol grip
cross halving joint. and share content observations for strong hand  Prior knowledge test Chisel
 Using a chisel to flatten a health and safety when they are  Questions for Jigsaw finish
2.9 evolve their solutions based on criticalsurface
rugged reflection
and how 3. COMMUNICATING  Teaching without processing success Shoulder lines
to achieve clean cut lines a textbook (UDL) their project.  Exit cards
with the chisel.  Exit cards  Creating a flat  Traffic Lights as a
1b. Implementing
 Getting signed off on the  Traffic Lights smooth level form of reflection
ideas and taking
1.7 explain the function and application of and
pilar drill a range of tools, equipment, fixtures and fittings(Reflection) (Greek
completing surface using a
action
a health and safety Philosophy-Know chisel to have
assessment. Thyself-Socrates) the best
 The properties or quality fitting
different woodworking joints.
joints that will be used in  Using the pilar
this project, their drill all hair
positives and negative must be tied
and how to identify up, the correct
them. ppe worn, the
correct stance,
the speed of
the plunge
and the
security of the
piece in the
vice will all be
assessed
before sign
off.

Week 3 SOL 15 Phone Holder Project How to identify better 1c. Learning  Hot potatoes  Choosing  Socratic questioning Hazard
SOL 20 SOL 21 grain of wood and more Creatively (Active learning) more  Reflective activity Risk
1.1 explore key elements required for the completion of tasks
visually appealing pieces (Dewey) appealing (KWL) Safety
of wood. 5a. Knowing myself  Reflective learning sides for their  Visual inspections Signage
  Realizing why we use 6f. Using digital activity, mind project and  Mind Mapping PPE
face side and face edge technology to mapping (Dewey) orientating analysis Specific risk
1.10 apply recognised health and and predicting
safety practiceswhy thisuse ofdevlop
in the tools, numeracy  PBL (Vygotsky)
equipment and materials this to be the  Assessing diamond areas
will be beneficial to us. skills  Active learning more seen ranking
 How to begin a cut to task Diamond side.
ensure the saw blade ranking (Dewey)  Applying face
2.14 investigate how to minimise does
material
not use
causeand manage waste
excess side and edge
damage. to each piece
 Cutting angles and and labelling
shapes onto their pieces every piece
to personalise their using
project. numbers.
 Completing a
number of
angled pull
backs with the
saw on the
waste side of
the marked
line to leave
an indentation
where they
can start their
cut.
Week 4 SOL 19 Phone Holder Project  Assembling a project and 1c. Learning  KWL post it  Assembling  Exam questions Position of
SOL 21 SOL 24 1.4 manage themselves and their anticipating
resources issues that Creatively exercise reflection the project  Reflective log Joints
may arise and how to (UDL) (Greek using a dry run  Peer Assessment Triangulation
improve these through 3e. Discussing and debating Philosophy-Know to ensure that  Questioning Processing
self-assessment. Thyself-Socrates) the project fits  KWL Reflection Pistol grip
2b. Co-operating Work Journal
2.12 create an artefact havingconsidered factors such
The correctly finishingas materials, cost, time,  Peer
resources and skills
teaching together. activity
techniques. (Vygotsky)  Having
 Sanding with the grain  Logging student smooth pieces
and starting with a lower progress (Greeks) of timber with
3.4 evaluate the use of wood in comparison to alternative
grit to improve work materials  Socratic no pencil
quality. questioning marks and
 How to create a mount (Socrates) rough edges,
to fit a phone and how through
to attach this to the correct
base. sanding
process.
 Creating a
design that is
personal to
every student
and processing
this effectively
using
measurements
and sketches.

Week 5 SOL 19 Phone Holder Project  The correct process 3d. Performing  Problem based  Gluing 2  Evaluation sheet 120 Grit
SOL 20 SOL 21 when gluing
1.7 explain the function and application of a range and presenting
and of tools, equipment, fixtures and fittingslearning pieces of  Padlet 150 Grit
clamping a project. 2d. Contributing to making the(Vygotsky)
world a better place wood together  Exit cards. PVA glue
  How to critically analyse  Using prior to maximize  Socratic questioning Varnish
work through worksheet knowledge the strength of  Pair reflection Oil
and self-assessment (Bruner) the joints. Finishing
tasks. 5d. Being able to  Working with a  Using paper
2.6 produce sketches, drawings and models/prototypes to explore design ideas
 How to recognise low reflect on my visualizer (UDL) and wet
quality where and learning.  PowerPoint as a clothes to
establishing how to learning aid (UDL) clean the
improve on this. joints when
 Using digital squeezing
1.8 apply knowledge of and skills in a range of appropriate existing and emerging principles, processes and techniques
technologies to evaluate using clamps
their work and posting and vices.
this to class group team.  Filling in an
evaluation
sheet that can
be available
on person or
online and
including
sketches and
then posting
this to the
class teams.
 Critically
assessing the
students work
and making
sure they are
meeting the
learning
intentions to
finish their
project.

Week 6 SOL 15 Structure of a tree  Develop literacy skills 1c. Learning  Creating posters  Correctly label  Correcting Hardwood
SOL 19 SOL 23 through the new key Creatively for visual aids the different homework Softwood
1.1 explore key elements required for the completion of tasks
words and be able to (UDL) parts of a tree,  Peer assessment of
5a. Knowing myself Bark
apply these in learning  PBL (Vygotsky) spell these posters
tasks  Using visuals as a correctly and  Group discussion Cambium
2.1 explore design problems 4c. Thinking Layer
 Identify different learning aid (UDL) pronounce  Learning log
creatively and
hardwoods and  Logging student them to the  Prior Knowledge test Bast
2.5 communicate relevant information critically
softwoods. progress (Greeks) best of their
Heart
 Distinguish between  Working with a ability.
hardwood and softwood. visualizer (UDL)  Distinguish Pith
 Associate properties to  Homework task between
hardwood and softwood. hardwood and
softwood
using physical
models.
 List 3
properties of
hardwoods
and
softwoods.
  Identify the
climates
where the
types of trees
flourish.

Week 7 SOL 20 Structure of a tree  Identify different 1a. Exploring  Using a workbook  Determine the  KWL Conversion
SOL 21 SOL 23 hardwoods and options and  Peer teaching difference  Traffic lights as a Felling
2.13 recognise the environmental and social impacts of design decisions
softwoods. alternatives (Vygotsky) between pine, form of assessment.
Planks
 Develop knowledge on  Logging student ash, oak, red  Questioning
the relationship between 3a. Using language progress (Greeks) deal and  Teacher observation Sapwood
different types of wood,  Socratic walnut.  Assessing using Heartwood
4a. Being Curious
3.3 understand the properties associated with
their look, a range of materials applicable to Wood Technology
colour, questioning  Describe the progress log Growth Rings
strengths and functions. (Socrates) colour of the  Peer assessment and
 Evaluate learning of the  Flipped classroom timber, the peer teaching Medullary rays
structure of a tree. (UDL) bark structure, through flipped
3.11 investigate the use of wood
 from forest
Display to end use
an understanding (Montessori). the leaves and classroom
of the structure of a tree the fruit of
through graphical different
representation. examples of
timber.
 Complete a
poster using a
variety of
media in
groups of
various types
of trees.
 Choose the
correct label
ad indicate
where these
are on the
cross section
of a tree using
arrows.

Week 8 SOL 15 Structure of a tree  The correct and optimal 6b. Estimating,  In the hot seat  Plant a seed  Class test Plain Sawing
SOL 20 SOL 24 standards
2.4 understand key principles of design and for the
ergonomics prediciting and (Active learning) individually  Peer set questions. Quarter
planting of a seed. calculating (Dewey) using the best  In the hot seat peer sawing
 Remember the process  KWL post it practice and discussion
3d. Performing and presenting Radial sawing
from seed to processed exercise reflection optimal  KWL/ exit cards
1.12 appreciate sustainable practice throughout their learning Tangential
timber that they are (UDL) (Greek conditions.  Q notes assessment
2b. Co-operating sawing
familiar with in the wood Philosophy-Know  List the steps a by teacher
technology classroom. Thyself-Socrates) seed takes to Flame pattern
 Memorize the definitions  IBL (Piaget) go from seed,
Straight grain
3.10 appreciate the role of forestation
of theand wood key
chapters in terms of local/global ecology and sustainability
 QNotes literacy to seedling, to
words and help students exercice sapling to tree
develop their (Dewey/Piaget) etc.
communication and  Through a
oracy skills. game of in the
hot seat the
students must
 work together
to apply
knowledge of
the chapters
key words to
help their
classmates
guess the
word behind
them.

Week 9 SOL 15 Diseases and defects  Identify and describe 2b. Co-operating  PBL (Vygotsky)  Use language  Traffic lights to Cupping
SOL 20 SOL 24 1.4 manage themselves and their various
resourceswood defects  Using visuals as a and key words assess students Warping
and diseases. 1c. Learning Creatively learning aid (UDL) to identify and understanding Waney Edge
 Understand how  Working with a describe  Peer teaching Bowing
2a. Developing End split
different wood defects visualizer (UDL) defects and assessed by teacher
1.12 appreciate sustainable practice throughout their learninggood relationships
affect the choice of  Traffic lights (UDL) diseases in observation Case
and dealing with Hardening
materials. (Reflection) (Greek cooperative  Homework exercise
conflict Defects
 How to minimise Philosophy-Know pairs.  Flipped classroom as
2.9 evolve their solutions based on critical and
diseases reflection
defects Thyself-Socrates)  Complete a homework exercise Disease
 Recognise the disease  Read and explain research at which will be peer
and defect by visualising pairs (UDL) home on the assessed
(Vygotsky/Bruner) effects of
diseases and
defects and
complete
work in class
to reinforce
this.
 Apply
knowledge of
topic to a
picture sheet/
worksheet/
Journal/
poster and
include
information
on diseases
and defects

Week 10 SOL 15 Diseases and defects  Identify how diseases 3e. Discussing and  Questioning  Apply their  Questioning Burr
SOL 19 SOL 23 and defects can enhance debating (Socrates) knowledge of  Teacher observation Knot
2.6 produce sketches, drawings and models/prototypes to explore design ideas
a piece 4a. Being Curious  Think, pair, share diseases and  Using symbols as a Larva
 Understand the (Collaborative defects to form of assessment Pupa
5b. Making Shake
difference between active learning) choose their  Rubric
considered Spalting
3.4 evaluate the use of wood in comparison
natural andtoartificial
alternative materials (Vygotsky/Bruner). favourite  Evaluation sheet
decisions
defects  PowerPoint as projects
 Identify the fungal and learning resource around the
insect attacks that affect (UDL) room that
1.6 create sketches and working drawings
wood andtohow
recognised
they standards using a variety of media
 Woking with a incorporate a
occur visualiser. defect and
 Recognise the treatment explain the
that wood needs for reasoning
certain disease and behind their
defects choice.
 Understand
the difference
between an
artificial and
natural defect
through lower
and higher
order
questioning
 Identify the
fungal attacks
in wood and
the insect
attacks,
complete a
worksheet on
this.
 Recognise the
treatment that
wood must go
through if it is
affected by a
disease or
defect
STATEMENTS OF LEARNING
Statements of Learning (Wood Technology)
The statement
SOL 15 The student recognises the potential uses of mathematical knowledge, skills
and understanding in all areas of learning.
SOL 19 The student values the role and contribution of science and technology to
society, and their personal, social and global importance.
SOL 20 The student uses appropriate technologies in meeting a design challenge.
SOL 21 The student applies practical skills as she/he develops models and products
using a variety of materials and technologies.
SOL 23 The student brings an idea from conception to realisation.
SOL 24 The student uses technology and digital media tools to learn, work and think
collaboratively and creatively in a responsible and ethical manner.
Examples of relevant learning
Students will apply numerical reasoning to establish
appropriate functions, proportions and dimensions.
Students will evaluate the impact of Wood
Technology on their lives, society and the
environment.
Students will select suitable equipment to realise a
design task.
Students will create solutions through modelling and
tasks that encourage the development of their
practical skills, while working with a range of
materials and equipment.
Students will develop, individually, a concept to
address a problem and create their solution using
appropriate materials and the skills they have
developed.
Students will select appropriate digital media tools
to explore, research and represent design ideas.

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