TEACHING PRACTICE LESSON PLAN (2013-2014)

DTE Student Name & ID No.

Mark Harley, G00274897

Subject: Materials Technology Wood

Topic(s): Theory saws and experiment,

Pupil Year Group: 2nd Year

Practical cutting the dovetail joint.

No. of Pupils: 20

Lesson No. _4_ of _12_

Length Of Lesson: 70 mins

th

Date: 16 January 2014

Time of Lesson: 9.20

1. STATEMENT OF THE PUPILS PREVIOUS KNOWLEDGE AND SKILLS

The students in the previous theory classes looked at the marking out tools. They are able
to label each of the marking out tools and describe the function of the specific parts of the
tool.

The students are able to use the marking out tools correctly and safely.

They also have shown they can work in pairs to achieve a common goal. Also showed
they have the ability to communicate well between each other.

The students are able mark out the dovetail joint using the correct methods. They are also
able to cut the timber into the two pieces needed.

They can read a working drawing and relate the drawing to the real life pieces of timber
on which they have to mark out the joints.

2. RATIONALE FOR THE SELECTION & STRUCTURING OF SUBJECT MATTER

AND FOR THE METHODOLOGY

This class again will be a combination of both theory and practical classes. The theory
will focus this time on the various types of saws that are available.

This class will incorporate an experiment where the students will have to use the different
saws, then analyse the results and finally draw conclusions from this. By structuring the
class like this will make it active learning and discovery learning which both are very
good modes of delivering a lesson.

The students will also have to problem solve in that they will have to think critically
about what each of the saws give different results. These will the lead me onto explaining
the idea of teeth per inch on a saw.

This class incorporates numerous different learning styles which mean that all students
are benefiting from this. They are learning by doing, writing, listening and problem
solving in the class.

The practical class will be introducing the students to cutting out dovetails. They have
never done this before so it is important to go through clearly the vital steps in cutting out
the dovetail. In order to ensure that the students know what they are meant to be doing I
will have loop powerpoint playing in the class. This will act as a secondary source of
information after the demonstration has been completed for the whole class.

This can prove to be a very beneficial resource in a class where a process is new to all
students as it frees up the teacher to help the students as majority will have problems. It
also gives the students a reference point before interacting with the teacher.

3. AIMS
The aims of this lesson are to

Introduce the various types of saws that are available for cutting timber.

Outline where each of the saws would be used and the purpose.

Get the students to learn through different modes of delivery and encourage problem
solving in this learning.

Reinforce rules and routines for activities in the class and ensure the students follow
these rules.

Encourage the holistic development of the students through communication and

interaction with classmates and teacher.

Enable the students to cut out the dovetail joint accurately and correctly.

Highlight the importance of accuracy in marking out and cutting also the importance of
taking your time and ensuring the process is done well.

4. LEARNING OUTCOMES & CORRESPONDING ASSESSMENTS

Learning Outcomes (LOs)

Assessment of LOs

At the end of this lesson the students will be enabled

(Note: each LO has an assessment. Include a variety

to

of types.)

Name each of the various saws.

Question the students and they will

have to complete a worksheet which

Problem solve and form conclusions

from results and data they know.

they think the saws give different

Identify where each of saw would be

results when sawing.

They will have to take notes and fill out

used and the design that enables them

the worksheet. Also through

for the specific job.

questioning the students on their

Complete the dovetail part of the

dovetail joint to a good standard.

5.

accompanies the experiment/activity.

Get the students to give reasons why

PLANNING FOR LITERACY & NUMERACY

thoughts.
Mark the joint and give formative
feedback.

I will be careful and mindful when pairing the students for the activity. This is an
opportunity to plan for differentiation as I can pair the strong and weak students
together also I will be able to keep any students that have the ability to mess from
working together. This is where it is important to know your class well.

Literacy will be explored and encouraged when filling out the worksheet which will be
completed as they do the experiment/activity. The students will have to use the correct
spelling of the tools and if they are not sure they will dialogue with their partner. It is
important that they use the correct spelling.

The accurate measurement of lines is vital in good quality joint making and so I will
stress the importance of this in the class. Distinguishing that there are significant
differences between 9mm and 10mm when the work is on a small scale.

Time management is also important in this class. They will also have to read
instructions which are a form of literacy in reading.

6.

PLANNING FOR DIFFERENTIATION

The pairing of the students will be the biggest thing for this class to help bridge gap
between the students that are strong and the students that are weak in the class.

I will also remind the students they have the option to complete 3 finger joints rather
than dovetail joints if the find this process too difficult.

Two students that sat beside each other previously and where misbehaving will have to
be moved in this class. they are causing disruption in the class and hindering other
learning.

7.

THE LESSON SEQUENCE

TIME LINE

TEACHER ACTIVITIES

PUPIL ACTIVITIES

0-5

Set Induction:

Students enter room and return to

Students enter room in orderly original seats as set out by cooperating

fashion; I will meet them at door teacher.

5-10

and instruct to sit in normal seats.

They will take out notes copy and get

I will have text books on desk.

ready to start the theory.

I will get the students to think on Students will brainstorm and think on
as many types of saw as they can different saws. They will record these
remember and write them down in in their copy.
their copy.
I will then get the class to list out They will then raise hand if they want
all the saws they can remember to contribute to the whole class as I
and record on the board.
form a list of saws on the board.

10-20

I will then do the experiment with Students will take piece of timber and
the students.
record sheet and move from station to

In pairs the students will be station

given a piece of timber.

Will

then

move

testing

the

various

saws

supplied. This data will then be used for

from the discussion.

station to station where

different saws are placed.

Record the name of each

saw and result.

20-25

Question the students and get them Students will then discuss the results
thinking what the reason for the and think what the reason for the
difference in saw cuts is.

differences in saw cuts is.

Get the students to label the Students will fill out the hand-out
25-33

diagrams given by the teacher and which contains diagrams. They must

some important information about label diagrams and fill out important
the type of saw.

information about the saw. This will

then be stuck into notes copy.

Instruct the students to put away Students will tidy away the theory
33-35

theory equipment.

books and notes copies and get ready

for practical class.

Instruct
35-40

students

to

distribute The students will carry out assigned

equipment after outlining what roles in the distribution of the tools

will be needed for the class.

needed for the class. this will be done in

an orderly fashion.

Recap on previous class find out Students will feedback to the teacher
40-45

what stage each student is at. what stage they are at in the marking
Order all students to get the out process. Students will then finish
marking out completed accurately the marking out process.
if not already completed.
I will gather the students around Students

45-50

the

demonstration

desk

will

follow

the

clear

and demonstration on sawing the dovetail

explain and clearly demonstrate joint out. They will have to pay
how to cut the dovetail joint using particular attention this as they have
the tenon saw. The students have never completed the dovetail joint
never done the dovetail joint previously. They will have to recall
before so I will have to ensure all each step of the process back to the
students can remember and can teacher
repeat the process.

to ensure they have the

knowledge to complete the joint to a

good standard.

I will allow the students return to The students will place the timber in the

50-65

the desks and begin cutting out the vice and begin cutting the dovetails.
dovetail. I will monitor the class They will have to keep in mind the
carefully ensuring all students are correct and safe use of the tenon saw.
following health and safety rules.

They will also be aware of the

importance of watching that they are
cutting straight and following the line
marked on the timber.

Closure:
65-70

The students will put away the Students will carry out their assigned
tools and timber as instructed to do roles in the class and ensure the room is
so by the teacher. They will then tidy. They will then leave in an orderly
leave when room is tidy in an fashion.
orderly fashion.

8. TEACHING RESOURCES

Saws introduction basic uses of the saw end the fact different types.

Experiment instructions

Report sheets for experiment

Saws tenon, dovetail, Jap saw, copping, hack

Timber

Routines

Rota

Tools

Hand out with different saws.