Lesson Plan Format

Class: 8 - 2 Date: 7/5/2013 Time: Start: 9.00 Finish: 9.45 Key Learning Area: Industrial Technology (Timber) Lesson Topic: The structure and Properties of Wood

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson): - Basic knowledge on different types of timber from year 7 (Industrial Technology) Comment [ACU1]: 1.5. This Syllabus Outcome(s): One or two only. Please note the syllabus reference number AND write out in full. Indicators of Learning for this lesson: Behaviours that contribute toward achievement of outcome(s). Quote syllabus numbers. Must be clear, specific, observable. Curriculum Content Strands may be used as headings. By the end of this lesson, the students will: - 4.3.2 recognises the use of - Identify the structural differences between Hardwoods and Softwoods - Analyse the appropriate use of Hardwoods and Softwoods due to the end use - Identify the properties of wood and the suitability of the selection in specific projects demonstrates the way in which I have planned a lesson taking into account the students prior knowledge to the content. Assessment:

Strategies which will be used to assess learners attainment of learning outcomes. Should be linked to each learning indicator.

appropriate materials for specific applications

Ss respond to questions, with correct answers Ssdesigned complete worksheet by identifying a lesson using knowledge of the NSWtype Industrial Technology BOS from Syllabus which of wood comes which tree. Ss complete worksheet questions on the different properties of wood and appropriate end uses for specific properties Comment [ACU3]: 5.1. these informal,
formative assessment strategies are designed to assess learners attainment of the intended learning outcomes in understanding the difference in timber types and properties. Comment [ACU2]: 2.3. Here I have

Any safety issues to be considered: No running or inappropriate use of tools/ equipment in the room as it is in the industrial workshop.

Resources: List resources you used in preparing the lesson AND those used in the lesson implementation. -

Worksheet x 10 1 per group Comment [ACU4]: 4.4. thisLearning Leadbeatter, B., Leadbeatter, M. (2011). Woodworking: Part 1. Melbourne: Cengage demonstrates my use of strategies to Australia support the safety of students in and around Board of Studies NSW (2003) Industrial Technology Years 7-10 theSyllabus. workshop Sydney:BOS Radiata Pine sample Meranti Sample Comment [ACU5]: 3.4. this is an
example of my use of a range of teaching resources to engage students in the learning process, including physical examples of hardwood and softwood timbers.

LESSON SEQUENCE
Lesson Content / Indicators of Learning (What is Taught): Note key skills, concepts and values addressed in each section. Link to your Indicators of Learning. INTRODUCTION Timing (mins) Teaching Strategies / Learning Experiences: (How it is taught) Write detailed steps showing what the teacher (T) will do and what students (Ss) will do. Resources and Organisation:

9.00

T asks students to form 2 lines outside workshop. Wait until Ss are settled in an orderly queue and then enter class to sit on benches to await instructions T greets students and praises settled behaviour T marks the role

Identifying the difference between Hardwood and Softwood

Q. Are hardwoods more dense than softwoods? A. No, hardwoods are not typically harder than softwoods. E.g. Balsa wood is a hardwood and it is very light used for making model planes Q. Can anyone tell me the difference between hardwoods and softwoods? A. Wood is classes as either hardwood or softwood. Hardwoods trees are angiosperms and have leaves, are generally deciduous and have covered seeds e.g gum nuts. Softwoods are gymnosperms and have needle like foliage and uncovered seeds. Hardwoods are characterised by the large pores surrounded by short, stubby cells that vary in size. Softwoods do not have pores but instead have a simpler and more uniform cell structure.

Comment [ACU7]: 4.2. this illustrates my knowledge of strategies to organize the class and provide clear instructions.

9.05

T gets Sample pieces of wood to pass around class and gets Prepare Radiata Pine sample and students to guess which one is the hardwood and which is the Meranti sample softwood Comment [ACU8]: 3.2. the introduction
is designed to gain students attention and motivation and to immediately get students engaged in the lesson. Comment [ACU6]: 3.5. the use of lower order questioning to engage learners by activating their prior knowledge and building their confidence.

DEVELOPMENT T tells the Ss which sample of wood is the hardwood and which is the softwood Identifying the Different applications of hardwoods and softwoods Q. What are some examples of: - Hardwoods? A. Meranti, eucalypts, maple, oak, ash, red cedar, mahogany - Softwoods? A. Pine(Cypress, radiate), Douglas Fir Identify the properties of wood and the suitability of the selection in specific 9.15 Radiata Pine and Meranti Samples

9.20

projects Q. Why is it important to know about the different types of timbers? A. Different timbers have different properties which impact upon the end use of a project. Q. What are some properties that are found in different timbers? A. Density, hardness and softness, durability, strength, figure, texture and grain Q. Can anyone give examples of projects where some of these properties are needed? A. Density Model planes made of Balsa wood. Texture/grain Decorative projects (Art) Durability/Strength Furniture 9.25 T asks Ss to remain in the groups that they are sitting in already. T hands out worksheet to Ss and reminds Ss to work quietly within groups. Ss begin worksheet. Ss identify which trees are hardwoods and which are softwoods. Ss identify which crosssection is hardwood and which is softwood. Ss label the pores on the hardwood cross-section and the tracheids on the softwood cross-section. Ss analyse which properties are desirable for the given example projects. T walks around class to help answer questions and to ensure Ss have understood the task CLOSURE Analyse the appropriate use of Hardwoods and Softwoods due to the end use Q. What type of wood did you have labeled for each tree? A. Hardwood, Hardwood, Softwood Q. What is the importance of the large pores and the surrounding smaller cells? A. It provides a continuous means of conducting solutions from the roots to the leaves. Q. Discuss what properties you think are more desired for each project. Q. Why is it so important to choose 9.35 T asks different groups to give their answers to specific questions. *ASSESS* Ss give answers to specific questions and justify how they got that answer. T commends behavior and answers.

Comment [ACU9]: 3.1. this is designed to provide challenges for the students. Questions become increasingly more complex and higher order.

*ASSESS*

Prepare work sheets

Comment [ACU10]: 4.1 &4.3. this demonstrates my knowledge of practical approaches to support inclusive student participation and to manage behavior.

*ASSESS*

timber based on the end use?

Comment [ACU11]: 2.2. this demonstrates my use of review questions to create a lesson closure

9.45

Ss pack away books. Dismiss class when all Ss are quiet.

Student Teachers Evaluation Assessment of Learning Outcomes

To what extent did the learners achieve the intended learning outcomes? Most students by the end of the lesson were able to define hardwood and softwood according to their different cell structures. Most students were able to identify that hardwoods contain pores, whilst softwoods do not. However, when the students were asked to give practical examples of softwoods there were some became confused and their answers consisted of hardwood examples such as Balsa wood. Some students were able to determine what types of trees are hardwoods and which are softwoods based on leaf characteristics and seed covering. Their responses to the questions in the worksheet involving identifying the type of wood based on the leafs characteristics saw some students easily able to identify each tree as either hardwood or softwood and matching it with the correct seed covering, while other students were able to identify whether the tree was a hardwood or a softwood but were unable to correctly identify what seed covering matched the tree. Most students were easily able to analyse which properties are needed for a particular project. Those students were able to identify many different kinds of wood properties and effectively explain why they would be suitable for different projects, based on the specific application.

Describe the evidence you have for this. I continuously assessed the students understanding through the questions that were asked throughout the lesson. Through the accuracy and depth of their answers I was able to determine whether they understood the content or needed further instruction. The answers given indicated that some students needed more information given to help understand the concept of identifying hardwoods and softwoods based on leaf characteristics and seed coverings. I also was able to assess their understanding through the worksheet given to the students to complete in groups. The responses to the various questions based on identifying hardwoods and softwoods and properties associated with different woods, allowed me to see where students needed further instruction. The worksheet demonstrated that most of the students successfully were able to identify properties in wood and justify why they would be desirable or undesirable to the specific application provided in the worksheet.

Outline the follow-up to this lesson for the learners. The follow-up lesson I would implement would consist of a theoretical design project where the students are given a project belonging to a fictitious company who has employed them to determine what type of wood material and the desired properties that would be necessary for the intended application. The students will receive a list of suggested wood materials and they will have to research to find whether it is a hardwood or softwood. They would then have to identify which properties are needed to positively influence the end application of the given project and why they are needed. Once properties are identified and justified, they will then have to research from the list of woods given, which wood is going to be most suitable to the design project.

Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why. The teaching strategies that were most effective were those that were visual. Being an all boys school, it is proven that they are more engaged when information is presented visually. To support this, I used 2 planks of wood to provide physical, visual stimulus to support the information about identifying hardwoods and softwoods. Using the visual aids they were able to inspect the sample planks of wood to see the physical differences in the timbers. Visual aids were also present in the worksheet given, helped them to better see the example projects so they could predict which properties were best suited to each project.

Identify the teaching strategies / learning experiences that were least effective. Explain why. The teaching strategy of verbally giving information to the students was the least effective in conveying information about the properties and classification of timber. This would have been the least engaging part of my lesson to the students as there was no physical or visual stimulus to pair the information to. There were also a

couple of students present in the class who seemed to struggle with maintaining their attention for the lesson. Because it was a theory lesson, it was less hands on than their usual lessons, making it more of a struggle to keep their attention on the theory being taught.

How appropriate was the timing throughout the various sections of the lesson? Why? The timing in the introduction of the lesson was very appropriate as the time it took to get them settled in class and introduce the topic took around 15 minutes. The development part of the lesson prior to the worksheets could have been shortened as I found it was a little long to keep them sitting and listening to information. They began to get restless before I gave out the worksheets. The time spent in groups working on the worksheets could have been about 5 minutes longer to allow the slower groups to get through all the questions.

Describe how the selection and use of resources supported learning in the lesson. All the selected the resources were used to provide the essential information I needed for my lesson plan. I used the textbook Woodworking Part 1 by Bruce and Michael Leadbeatter to provide me with additional information as I was not 100% familiar with the topic I was teaching. I used timber planks that they would commonly use in the workshop to provide visual stimulus to information I was presenting, to connect the theory with a physical example.

Identify what motivated the students. Explain why. The students were motivated through applying theoretical information to practical circumstances such as learning the differences between hardwoods and softwoods and then being able to receive a sample plank of timber and deduce if it was a hardwood or softwood. This allowed them to see the importance in knowing this information and that it can be applied to their future projects. They were also motivated by group work and class discussion about the different properties they thought were most important in each example project. This allowed them to express their own opinions on to the class.

Identify the classroom management strategies that were most effective. Explain why. The classroom management strategies that were most effective were at the beginning of the lesson, such as lining up outside the room, stand behind benches, the school prayer, and the teacher greeting the class and the class greeting the teacher in return. This allowed the teacher to set the scene of whats expected within the classroom, that it is to be calm and orderly. Other management strategies that were effective in class was the reminder to put hands up instead o f calling out, and when class was too noisy while I was talking, to stop and wait for silence before continuing. This allowed them to see what they were doing wrong and how I expected them to behave.

What was most satisfying about the lesson? The most satisfying parts of the lesson was the participation of the students in answering questions throughout the lesson and seeing them begin to understand why hardwoods and softwoods are classified as they are. I was satisfied seeing them answer the questions on the worksheet and then them being able to have a discussion about why they thought the properties they chose were important to the example application.

Based on these reflections, outline the steps you should now take to improve your teaching in future lessons. To be more confident in my classroom management skills, focus more on engaging/hands on methods of teaching with smaller segments of lecturing. Also it would be beneficial to learn students names to become more respected as a teacher. I would also utilise technology in my theory lessons through the use of videos or online presentations, to help keep them engaged.