GRAPHICS LESSON PLAN

Student Name: Cian Howley

ID: G00389609

Subject: Graphics Topic(s): Orthographic Projection

Pupil Year Group: First Year No. of Pupils: 11
Lesson Number: 15 Length of lesson: 40 Minutes
Date: 13/12/23 Time of Lesson: 8:55

1. PREVIOUS KNOWLEDGE, SKILLS AND OSERVATIONS

Previous Knowledge

 The students have previously studied various topics like inclined lines, angles, triangles, and
Polygons.
 Circles was the previous chapter that the students covered.

Previous Skills

 The students have a good understanding of how to use the technical drawing equipment.
 They can draw vertical and horizontal lines using the correct drawing equipment.
 They can draw circles using the appropriate drawing equipment and techniques.
 Their neatness and presentation are of a good standard.

Teacher Observations

 In the previous class I noticed that some students are struggling with the correct terminology
associated with the topic of Orthographic Project and struggle to identify the correct parts of
an object that is seen from a specific viewing point.

This is due to:

- Students have only recently started learning about the topic of Orthographic Projection.
- Students not attending class.
2. LESSON RATIONALE

Brief outline of WHY this content is the basis of the lesson, and why these teaching KEY*
methodologies were selected- a justification.

In the first proportion of today’s class, the students will be completing a worksheet on RL
Orthographic Projection. The students will have to identify the correct views that will be
seen from a specific viewing point and name the various views. 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 and reinforce the new learning that took place in the
previous class.
In the second proportion of today’s class, the students will be making a model (Papert) of an NL
object that will be drawing later in today’s class. The students will have to construct the
model by marking out various pieces of cardboard and sticking the pieces together using
glue. Once the students have constructed the models, they will draw the various views
related to Orthographic Projection of the object. This will be done with interactive
PowerPoint slides and the use of a video. If any student finishes the activity quickly or fast,
the teacher will have a second Orthographic Projection question prepared to give to the
students. RL
In the final proportion of today’s class, the students will be completing a QUICK-FIRE round
of questions on Orthographic Projection. The teacher will use lollypop sticks containing the
students’ names for this activity. The teacher will pull out a random lollypop stick and ask
the selected student a question on Orthographic Projection. The reason for this activity is to
determine if students are learning and remembering information on Orthographic
Projection.

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

4. LEARNING INTENTIONS, ASSESSMENT OF LEARNING & SUCCESS CRITERIA

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

2.8 Construct a 3D representation of an artefact or abstract idea using a variety of media and methods.

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Visual Inspection Accurately and neatly PM
be enabled to: Construct a physical build a model of the
model of the object that can be seen object that is seen in the
in the Orthographic Projection Orthographic Projection
question. question.

2.10 Understand the properties of geometric objects and surfaces

 Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Worksheet Correctly identify the C
be enabled to: Identify the correct Visual Inspection part/s of an object that
part/s of an object that will be seen Socratic questioning will be seen when looking
from a specific viewing point. (Socrates) at an object in relation to
the questions on the
worksheet.
1.6 Apply their understanding of geometric principles to solve problems

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Visual Inspection Successfully draw the C
be enabled to: Represent a 3D object Socratic questioning three main views that will
using Orthographic Projection. (Socrates) represent the 3D model
that has been created,
with ease and confidence.

5. 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.

2-4 The teacher will call the roll call The students will reply to the O
and ask the students to reply when teacher when their name is called.
their name is called.

The teacher will take note of any

students that are missing.

4-5 The teachers will introduce the The students will be made aware of O
new learning intentions to the the new learning intentions.
students.

1. Construct a physical model

of the object that can be
seen in the Orthographic
Projection question.
2. Identify the correct part/s
of an object that will be
seen from a specific
 viewing point.
3. Represent a 3D object
using Orthographic
Projection.

5-6 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.

6-7 The teacher will select two Two students will hand out the O
students to hand out the worksheets to each student in the
worksheets to each student in the classroom.
class.

7-10 The teacher will explain the The students will be made aware of MA
worksheet to the students and what they must do to complete the
L
afterwards, will ask the students if worksheet.
they have any questions about the O
worksheet. The students will ask the teacher if
they have any questions on the
Once the teacher is satisfied that worksheet.
the students understand what they
must do to complete the The students will start the
worksheet, the teacher will allow worksheet once they are told to do
the students to start the so by the teacher.
worksheet.

10-13 The teacher will start to correct the The students will start to correct N
worksheets with the students. the worksheet with the teacher.
L
The teacher will inform the The students will look at the
O
students that the correct answers whiteboard or listen to the teacher
are on the whiteboard and correct to correct their own work. G
any mistakes they may have made.
SELF ASSESSMENT (Rogers). The students will correct any
mistakes they may have made.
The teacher will tell the students to
tally up their results and put them The students will tally up their own
into a percentage. results and put them into a
 percentage.

LESSON SEQUENCE (MIDDLE)

13-15 (LI1) Model Making: O

Gives out equipment: Each student receives the

Scalpel, Glue, Cardboard. equipment required.

15-22 Teacher explains task of making AL

model.
MA
Key Qs:
Why build a model? CL
What jobs would use this?
N
(Piaget, Vygotsky)
O
Video: demo to complete model. Complete the model with aid from
(Bruner) video.
Visually assess, walking around. Answer questions regarding safe
Reinforce Health & Safety use of scalpel:
protocols: NB. Scalpel use. Placing their hands behind the
cutting edge.
Key words:
Orthographic
Projection
Perspective?

22-34 Once the students have completed The students will go through the MA
the model, the teacher will go drawing question with the teacher
through today’s drawing question over the visualizer. CL
with the students over the
G
visualizer.
The students will complete the O
The teacher will encourage the
students to complete the activity drawing question individually and if
L
individually and if any students they face any issues or problems
need help, then the teacher will be they will look to the visualizer.
doing the question over the
visualizer.

If some of the students finish the

question fast or before their peers,
the teacher will have another
question prepared for the students.

CLOSURE (END)

34-35 The teacher will tell the students to The students will start tidying up O
 start tidying up their area and to their area and return the
return the scalpel and pritt stick to equipment back to their designated
the correct place within the room. area once indicated to do so by the
teacher.
The teacher will tell the students to
put their sheets into their folders The students will put their drawing
and pass their folder over to the sheets into their folder and pass
person seating at the end of table. them over to the person setting at
the end of the table.
The teacher will tell the students to
pass their T-squares over to the The students will pass their T-
person seating at the other end of squares over to the person sitting at
table. the other end of the table.

35-36 The teacher will start the QUICK- The students will learn about the O
FIRE questions activity with the QUICK-FIRE questions activity and
students. start the activity once they
understand what will take place.
The teacher will explain what the
activity is about.

36-39 The teacher will select a random The students will watch the teacher MA
lollypop stick out an empty jar select a random lollypop stick out O
containing a student’s name. of a jar.

The teacher will ask that particular A randomly selected student will
student either a lower or higher answer either a higher or lower
order question depending on the order question depending on what
student’s ability, Like: the teacher asks.

1. What is another word that

can be used instead of the
End Elevation.
2. Why do we project our
lines down from the
Elevation when drawing
the Plan view.
3. Why is there a 45-degree
line projected from the
corner of the elevation
when we want to draw the
end view of an object.

39-40 The teacher will tell the students to The students will put their chairs O
put their chairs under their tables. under their tables.

The teacher will inform the The student will be informed to put
students to put their masking tape their masking tape into the bin on
in the bin on the way out of the the way out from the classroom.
classroom.
When the bell rings the students
 When the bell rings, the teacher will leave the class row by row,
will get the students to leave the quietly and in an orderly fashion.
classroom row by row, quietly and
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.

6. LIST OF TEACHING RESOURCES

PowerPoint

Video

Worksheet

Quick Fire Questions

Drawing Questions

Physical Resource

7. REFLECTION ON THE LESSON (LESSON APPRAISAL)

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

In today’s class, the students were constructing a model of an object that they would later being
drawing in an Orthographic Projection question. When the students were creating the model, it
created a positive and fun learning environment. I could see by the student’s facial reaction and
body language that they really enjoyed constructing and drawing the model. The students even
started a competition among themselves to see who could construct the best model. As a result,
several students made accurate and well-designed models. At the end of the class, I conduct the
Quick-Fire questions activity with the students. When preparing for this class, I was aware that
time management would be very important as there was a lot happing in today’s class. I've
noticed over the past few weeks, that my time management has significantly improved, but would
be tested on today’s class. I have seen firsthand what this group of students can accomplish in a
set amount of time. Given the limited time available, I choose to use the Quick-fire questions
exercise instead of asking the students to complete a worksheet or an online activity like Kahoot.
This activity worked really well, as it allowed me to question the students with lower and higher
order question on the new material in today’s class, quickly and effectively.

Q.2 What did not go as well as expected in this lesson today, and why? (1 short paragraph or 3-4
bullets)
 When the students were getting close to finishing the model-building activity, I noticed that there
were three students further behind with the activity compared to their peers. Due to this, I had to
spend more time with these students. Because of this, their peers had started and finished the
Orthographic Projection question before these three students. Luckily for me, I had predicted that
some students may finish the questions before their peers, so I had prepared a second
Orthographic Projection question.

Q. 3. What might I have done to improve the standard of this lesson? (1 short paragraph or 3-4
bullets)

To improve the standard of this lesson, there is a few things I would change. Having now
conducted the class, I have discovered that I need to have extra pieces completed for the weaker
students. This way, it would allow the students to complete the activity individually. Another thing
I could do, is construct half of the model. This way the students would only have to mark and cut
out half of the pieces that they would need to complete the model.

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)

 Students with poor hand skills.

 Preparing completed or semi-completed - activities, pieces, objects, etc.