Proposed Subject Plan

20132014
Year 1 MTW Scheme of Work

Content Delivery Using Inquiry Learning
Lyndsey Balfe
B.Sc. (Hons) Design and Technology
Materials Technology Wood Table of Contents
Year 1 Scheme of Work
Introduction..................................................................................................................... 2 MTW Curricular Implementation ...................................................................................... 3 Teaching & Learning ................................................................................................ 3 Small group demos .................................................................................................. 3 Peer teaching ........................................................................................................... 3 Mind maps ............................................................................................................... 3 ICT ............................................................................................................................ 4 Teaching Methodologies ......................................................................................... 9 MTW Provision ...............................................................................................................11 Programme Levels ................................................................................................. 11 Subject Aims........................................................................................................... 11 Subject Objectives.................................................................................................. 12 MTW Course Content ............................................................................................ 13 MTW 1st Year Scheme ....................................................................................................16 Project Plans ...................................................................................................................36 Design Challenges .................................................................................................. 38 Optional Projects ................................................................................................... 39 Worksheets ....................................................................................................................40 Feedback Forms ..............................................................................................................42
Lyndsey Balfe
Page 1
Materials Technology Wood Introduction
This scheme of work was developed to help teachers implement inquiry based learning into the MTW. Inquiry based learning is not an add-on but rather a way to achieve the aims and objectives set out by the Department of Education and Skills. The old saying Tell me and I forget, show me and I remember, involve me and I understand is at the core of inquiry based learning. Although it is often associated with science subjects, inquiry learning can be used in any subject; it engages students to learn through exploring and discovery. It is a miracle that curiosity survives formal education If we are to develop our students sense of curiosity, we must be mindful to carve out time to allow our students to inquire and explore. Albert Einstein Inquiry leaning is a problem based approach, students work in pairs or groups to investigate problems identify solutions and generate answers. Students take an active role in building their knowledge, while the teacher plays the role of the facilitator. Education needs to prepare students for their future. Todays employees need to be able to communicate/collaborate with peers, analyse ideas, and solve problems and challenges. These twenty first century skills means that every students needs to be provide wih an effective education that prepares them for a full and productive life.
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Materials Technology Wood
MTW Curricular Implementation
Teaching & Learning
Small group demos
Group demonstrations have been continually used to teach students basic hand skills; for the most part they work well. These demonstrations have one major disadvantage; no teacher can guarantee that every student will be able to see the demonstration. With the ever increasing number of students in classrooms, teachers
Peer teaching
Peer teaching can be used for differentiation in lessons. If a student is flying a head with their project, the teacher could ask the student to demo a stage of the project to other students that are slightly behind.
Mind maps
Mind mappings has been around for years, it helps designers them to track their ideas in a visual way. First you start with a central idea/image and then they branch out ideas in a hierarchical fashion. These maps are at the heart of design, during the brainstorming stage, it also helps designers to share their overall vision.
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ICT
Digital Video Camera Teachers can video their demonstrations, how to use a tenon saw, chisel, trisquare or how to mark out a project. This can free up the teacher so they are able to rotate around the room helping students on a one to one basis or set up small groups for mini-demonstrations if some students are head with the project. Graphic Visualiser Teachers can use the visualiser to show students how to mark out their components without them having to leave their benches. The benefits of this are that students can follow the teacher step by step, every student can see as they are not crowded around a bench and if the visualiser has an option to record, teachers can leave the video on a loop for any student that may need more time. Webcam If teachers cannot afford a graphic visualiser, a cheaper option is a webcam. A simple jig can be created to transform a simple webcam into a graphic visualiser. Most webcams have a short USB cable but there is an option to buy a USB extension cable which will extend the cable to over two metres. The author created such a jig on teaching practice and the plans for it are in Appendices B. Websites Designing and creating resources for inquiry lessons is something each teacher needs to think about. In nearly every lesson a worksheet will be needed; this can be a huge drain on your subject resources if you need to print out 24 worksheets for every lesson. Creating a website where students can visit and see or download the worksheet is a solution. Students can write the answers in their copies and this will save teachers printing hundreds of pages pair year. Weebly is one place teachers can go to create free websites. Information can be found at; http://www.weebly.com Lyndsey Balfe Page 4

IPads
IPads or any type of tablet has the potential to enhance education. Interactive technology like iPad can make learning more engaging. Students have instant access to a wide range of information and the scope for apps that have been designed specifically for teaching and learning is enormous. Some of the Apps available are; Edmodo is designed to be a social learning site for teachers, parents and students. It is an online networking application, think Facebook but in a safe, controlled environment appropriate for schools. It is an easy way for your class to connect and collaborate. Teachers can continue classroom discussions; give polls, quizzes and homework assignments. With edmodo teachers are able to track student progress and can award badges to students for behaviour and performance. Teachers can also connect with other teachers from around the world and swap ideas or resources. For more information on the uses of Edmodo please visit this site: http://www.educatorstechnology.com/2013/06/ahandy-guide-to-everything-teachers.html
Pinterest is an online pin board; it is a visual discovery tool where people collect ideas for different projects and interests. It saves all your pins to your account so they are easily accessible. You can follow friends, repin things your friends have viewed and share pins. Pinterest has a number of categories that can be views such as art, architecture, design, DIY, craft, education and technology. For more information visit this site http://www.pinterest.com/
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Is a non-profit organization devoted to spreading ideas in the form of short but powerful talks. It began with a conference in 1984; the newest ideas in Technology, Entertainment and Design were discussed. TEDs main agenda is to make ideas accessible, spark conversation and spread great ideas. These talks are from the worlds most inspired thinkers. A very famous video on TED was from Sir Ken Robinson who gave a profoundly moving talk on how schools kill creativity. https://www.ted.com/playlists/77/new_to_ted
Show me is an Interactive Whiteboard app, it provides users with a visual way to learn and share information with others. The user is able to write down instructions or sketch out a diagram and insert an image. Show me also allows the user to record not only what they draw but the audio track of the lesson and share these recording to other users. At present show me has 1.5 million lesson files available for download. For more information visit on show me this website; http://ipad.appstorm.net/reviews/productivity/showme-get-interactive/
iLeap is designed to help teachers chose a student for an activity, to answer a question or to help in class. It supports the creation of multiple classes and has to options for choosing students. The app allows the user to pick a student randomly or using a turn based selection meaning every student will be picked before any student is picked again. For more information visit this website; https://itunes.apple.com/us/app/ileap-pick-a-student/id549617029?mt=8
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This app allows you to create rich text formatted flashcards and download millions of flashcards on hundreds of subjects created by both experts and novices. For more information visit this website; https://itunes.apple.com/ie/app/flashcards-+/id478986342?mt=8 This app allows the user to turn their iPad into a digital Teacher organiser. It allows the teacher to track their classes, timetables, class notes, attendance, exam results and topics that the teacher has taught to date. For more information visit this website; https://itunes.apple.com/us/app/teachers-handbook/id580058922?mt=8 bContext makes it quick and easy for users to create visual and audio content. Users can upload static files types such as PDFs and transform them in to interactive presentations. bContext is like a mixture of PowerPoint and a whiteboard, when you first open the app there is a number of tutorials videos to help you create your first document. bContext also allows you to record and share any of the documents you create. For more information visit this website; http://bcontext.com/ Socrative is a student response system that helps to engage students with a number of exercises and games. You can present a question and multiple answers, the student can choose which answer they think is right and instantly Socrative creates a bar chart of the students answers. There is only an option for true or false questions. The user can also create a quiz once it has been completed Socrative will compile a report and grade the quiz. This app can be used with smartphones, computers or tablets. For more information visit this website; https://itunes.apple.com/ie/app/teacher-clicker-socrative/id477620120?mt=8
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Quiz Master Lite app allows the teacher to take on the role of a game show host and the students take on the role of contestants. A quiz can consist of 10 quizes and the app can store up to three quizzes at a time. The app can record the scores and provide background music, sound effects and animations. For more information visit this website; https://itunes.apple.com/us/app/classroom-quiz-master-lite/id616675857?mt=8
Pages is Apples own word processing application. It currently has 16 templates types for documents such as resumes, essays, letters, envelopes, business cards, posters or flyers. For more information visit this website; http://www.apple.com/ios/pages/
Keynote is Apples version of PowerPoint. It makes creating presentations simple as touching and tapping. It currently has 12 themes, it also has a multiple tools and features that pop up at every turn, but remain hidden when you are not using them. For more information visit this website; https://itunes.apple.com/ie/app/keynote/id361285480?mt=8
Numbers is Apples version of Excel. Is currently has thirty templates to choose from and has 250 different functions. Students could be taught to use this app to make cutting lists for their projects. For more information visit this website; https://itunes.apple.com/ie/app/numbers/id361304891?mt=8
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Teaching Methodologies
Part of Inquiry learning involves students working in pairs or small groups to answer a question; unravel a problem; design and/or create a project. For these groups or pairs to be effective they need to be properly structured and planned out. Each student must be assigned a role in the group, if students are allowed to decide the roles themselves, they may elect a role they are most comfortable with and avoid an opportunity to develop other skills. The teacher can rotate the roles within the group after an activity, to allow students experience different roles. Some cooperative learning methods are; 1. Jigsaw Divide students into 5- or 6-person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability. Appoint one student from each group as the leader. Initially, this person should be the most mature student in the group. Divide the day's lesson into 5-6 segments. Assign each student to learn one segment, making sure students have direct access only to their own segment. Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it. Form temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group. Bring the students back into their jigsaw groups. Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification.
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Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention and it's best for the group leader to tackle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.
At the end of the session, give a quiz on the material so that students quickly come to realise that these sessions are not just fun and games but really count.
2. Think Pair Share Think. The teacher provokes students' thinking with a question or prompt or observation. Pair. Using designated partners (sitting on the same bench), students PAIR up to talk about the answer each came up with. They compare notes and identify the answer they think are best or most convincing. Share. After students talk in pairs for a few moments the teacher calls for pairs to share their answers with the rest of the class.
3. Numbered Heads Together Divide the students into groups of four and give each one a number. Pose a question or a problem to the class. Have students gather to think about the question and to make sure everyone in their group understands and can give an answer. Ask the question and call out a number randomly. The students with that number raise their hands, and when called on, the student answers for his or her team.
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Materials Technology Wood MTW Provision

Programme Levels
Junior Certificate: Higher Level & Ordinary Level Junior Certificate School Program: Common The aims and objectives have been taken from the MTW syllabus set out by the Department of Education and Skills. The objectives have been number coded to show how the content in each lesson is meeting this objectives.
Subject Aims
1. To develop a creative approach to problem solving in the design process through designing, making and evaluating, and to promote initiative, enquiry and discrimination. 2. To stimulate the development of a range of manipulative skills through processing wood and other materials 3. To contribute to the development of graphic and other appropriate communication skills 4. To promote technological awareness and the exercise of value judgements of an aesthetic, technological and economic nature. 5. To encourage self-confidence, enthusiasm and a sense of achievement, through the design and execution involved in practical project work 6. To encourage the acquisition of a body of knowledge appropriate to wood craft and technology through analysis, synthesis and realisation. 7. To contribute to the pupils appreciation of ecological and environmental factors and use of natural resources 8. Add Aims specific to your plan Lyndsey Balfe Page 11

Subject Objectives
1. Acquire knowledge and understanding of the problems associated with the process of designing. 2. Work within imposed or recognised constraints of materials, cost, time, resources and skills 3. Derive satisfaction and confidence from designing, making and evaluating projects 4. Acquire knowledge and skills associated with jointing techniques, fasteners, fixtures and adhesives. 5. Display appreciation for the character of wood and other materials through appropriate selection and processing. 6. Interpret given data and demonstrate graphical and other appropriate communication skills relating to artifacts or systems using appropriate media. 7. Plan the production of specified and non-specified solutions 8. Appropriately finish artifacts in both surface and applied finishes. 9. Appreciate the inter-relationship between wood-technology and the environment and technology in general and be aware of relevant technological developments 10. Have a knowledge and appreciation of trees in relation to climate, the eco-system and the environment 11. Apply safety standards in planning, experimenting and making and in the use of hand and powered tool, equipment and materials. 12. Add Objectives specific to your plan
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MTW Course Content
These topic headings have been taken from the MTW syllabus set out by the Department of Education and Skills. The main headings have been colour code so they can be matched with the content in the scheme.
TOPICS
PRODUCTS DESIGN AND REALISATION
Design Briefs/Appraisal Fitness for purpose Aesthetics Choice of materials, etc. Basic ergonomics The Process of Design Identification of problem/s Constraints/Limitations Investigation Choice of solutions/prototypes Project planning Selection of materials Working drawings, sketches, Computer Aided Design Execution Evaluation Freehand Drawing Freehand 2D sketching, including outline Sketching 2D reproduction of basic drawings; 3D sketching shading and colouring Procedural sketches
Data Bases Use of catalogues and technical data Reference Books Electronic data bases People sources
Drawing with Instruments Use of drawing instruments Scaling and measurement Planes of reference Orthographic projection Dimensioning Pictorial drawing Working drawings Schematic drawings
Report Writing & Presentation Layout and production of reports Graphical data Photographs Models O.H.P slides Bar and Pie charts
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MATERIALS
Wood Growth and structure of trees Classification of hardwoods & softwood Characteristics and properties of woods Finishes, adhesives and the timber industry Preservation of wood Conservation of trees
Metals Classification, ferrous and non-ferrous Properties of metals Finishing
Plastics Classification, thermoplastics and thermosetting plastics Glass reinforced plastics Plastic Finishes
Ceramics Glass Tiles Cement Finishes
Surface and Applied Finishes Burnishing (Wood and Metal) Preparation for applied finishes Stains and dyes Waxes and oils Lacquers Varnishes Paints and preservatives
Adhesives Protein Adhesives Synthetic resin adhesives Impact Adhesives
THE TIMBER INDUSTRY

Felling Conversion Grading Manufactured boards By-products Marking Transport/Storage
DISTRIBUTION OF TIMBERS
Common Species National distribution World distribution Trees and forestry in Ireland Climatic and environmental effects on trees
TOOLS AND TOOLING

Hand Tools Boring tools Cutting tools Power Tools Jig saws Drills
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Paring tools Shaping tools Setting-out tools Fastening tools Jigs & Fixtures

Sanders Lathe Chisel Morticer Router Spraygun C.A.M Stapler
JOINT FASTENERS AND FIXTURES

Joint design and technique Butt and mitre joints Halving joints Housed joints Bridle joints Mortise and Tenon joints Dovetail joints Dowelling Screws and nails Pins and staples Knockdown fittings Locks and Hinges
SHAPING AND FORMING

Woodturning The use of the lathe Woodturning chisels Templates/Design outlines Woodturning techniques Selection of woods suitable for turning Surface finishing on the lathe Bending and Laminating Making and using jigs Choice of materials Choice of glues Finishing bent and laminated elements
Embellishments/Ornamentation Carving tools Chip carving Relief carving Veneers and veneering Inlays Marquetry Moulding Wood sculpture
Experiments Moisture content of wood Suitability of various glues Effectiveness of fasteners Suitability of stains , dyes and finishes
HEALTH AND SAFETY

Effects of inhalation of glues and solvents Effects of solvents and sprays Safety with electrical equipment Safe use of tools Code of practice for safe use of power tools Tidiness of the workplace Storage of equipment Protection of sight and hearing Masks, googles, ear muffs and gloves Safety consideration in design and finish
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Materials Technology Wood MTW 1st Year Scheme
September/October (6 weeks)
Subject: MTW Student Year Group: 1 year No. of Lessons: Date:
st
List of Topics: No. of Pupils: Length Of Lessons: 2 double 80 minute class Time of Lesson
WEEKLY OUTLINE OF LESSON CONTENT & REQUIRED RESOURES

RESOURCES & WEEK LESSON CONTENT LEARNING OUTCOMES Resources A3 Paper Markers IPAD(if school uses them) MTW Book Pictures of MTW Room PowerPoint Learning Outcome Achieved 2, 6, 11,
1 1
Introduction What is MTW (ask students what they know about the subject, what are their perceptions of MTW) Health & Safety Divide the room into sections. In groups the students will assess the potential dangers they see. Show the students some of the projects that have been made (can any student tell how they have been put together) Homework, show a picture of a trisquare and tenon saw students most find out what it is and what its used for
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WEEK LESSON 1 2

Resources Project plans Model of Project Solidworks Drawing of possible designs Tool worksheets Bases pieces Ruler Tri-square
Introduce Mobile Phone Holder Design, what is the important of design, where do the ideas for projects come from What can the students change about the project? Students must make two changes to the design for homework Pass out the base piece of the project Mark where the housing joint is going. (Discuss the homework with students Demonstrate how to put the piece in the vice and used the tennon saw Show a picture of a chisel students must find out what it is hows its used for the next class
Learning Outcome Achieved 1, 3, 7, 11
WEEK
LESSON What have students learnt about the chisel (what types are there, what sizes do they come in) Demonstrate how to use the chisel to remove the timber for the housing joint. Hand out the piece of timber the phone will be sitting on. Students will have their designs on the bench for the teacher to inspect Homework, what is Coillte, what does it do
Resources Tennon Saw Phone rest piece Different types of chisels Worksheet on Coillte
Learning Outcome Achieved 1, 2, 4, 5, 11 Resources
WEEK
LESSON Discuss with students what they learnt about Coillte What are the two main types of trees Ask students what is the differences between hardwood and softwood In groups students will sort a number of timber samples into hardwood or softwood Mark out the piece the phone charger will pass through Demonstrate how to remove the waste Make sure the piece fits into the housing joint
Tri-square Ruler Worksheet different types of hardwood and softwood trees Picture of a crosssection of a tree trunk Chisel
Learning Outcome Achieved 5, 9, 10,
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WEEK LESSON 3 1

Resources Tri-square Ruler Chisel Student project pieces
Mark out the groove for the charger in the base piece Cut on the groove on the base piece first Chisel out the waste piece on the underneath, chisel out the groove on the face of the base piece Homework have a finished design for the back piece the phone will lean against.
Learning Outcome Achieved 1, 3, 7,
WEEK
LESSON Student will mark the base of the mobile phone holder (chamber, rounded or cut a section off the base in line with their designs) Students will also need to discuss with the teacher how the back piece the phone will lean on is made. (Plastic, dowels, Plywood) Students will sketch out possible designs Using cardboard students can make models of their designs Show students designs made with the pyrography machine, students can bring in pictures or text to add to the project
Resources Pyrography machine Carbon paper Different materials available for the back rest (plastic, dowels, plywood, MDF, etc) A4 paper Cardboard Scissor
3 2
Learning Outcome Achieved 1, 2, 3, 4, 5, 6, 7, Resources
WEEK
LESSON Set up a station for wood burning Show a picture of a Plane, any student that wants to chamber the edges of their project has 5 mins to find out what a plane is and how it will create a chamber Have a student demonstrate the correct way to use a tennon saw under supervision (This is for any
Wood burners Carbon Paper Smoothing Plane worksheet Tri-square FSC worksheet Tennon Saw
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Learning Outcome Achieved 3, 4, 11
student who is cutting off a section of their base piece) Homework does the projects we make effect the environment (what is FSC) Teacher will take up designs for the back rests and have materials ready for the next class
WEEK
LESSON
Resources Samples of Discuss FSC and why it is relevance products with the to MTW FSC mark Why do we need to know where the Chisels timber we use come from Material for Put in one of the FSC codes and trace students backrests the timber back to the source Hot glue gun Can we use renewable sources in the Wood burners projects we make Different colour Students will finish chiseling out the paints groove for the charging cable Carbon paper Any student that is ready will start Brushes work on their back rest Set up stations for hot glue gun, Learning Outcome wood burning and a place for Achieved students to paint their project 2, 3, 4, 6, 7, 9, 10, 11 Resources Students will finish their back rest Mark out where the back rest is going Cut out and fit the back rest on the base piece Students will decide if they are painting their project or using a varnish Homework picture of a cross-section of a tree truck, label the different parts of the tree Students project pieces Tennon Saw Tri-square Rulers Paints Brushes Varnish Worksheet on timber seasoning
WEEK
LESSON
Learning Outcome Achieved
1, 3, 4, 7, 11
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WEEK LESSON 5 2

Resources
How many parts are in the tree Chat about the different parts and there uses Have small cross sections of trees for students to label Worksheet for students to explain what each part is and the important it has to the tree Finish off any part of the project that has not been completed Sand all pencil lines off the base piece and phone rest Once the base piece has been finished students can glue in the piece the phone sits on
Moisture Meter Tree trucks Weighting scales Sand Paper PVA glue Project pieces Tri-square Rulers Tennon Saw
Learning Outcome Achieved 3, 4, 5, 8, 10, 11
WEEK
LESSON
Resources Glue gun Wood Burners Paints Brushes PVA Glue Project pieces Sand paper Carbon paper
6 1
Set up stations for the glue gun, wood burners and a place for painting/varnishing Finish the back rest Glue the back rest to the base piece Sand the back rest Finish any designs with the wood burner Paint or varnish the project Add any final touches to their projects
Learning Outcome Achieved 2, 3, 4, 8, 11 Resources Students results and feedback Student marking scheme Worksheets of students learning to date
WEEK
LESSON
Finish off projects Hand out marking scheme students will swap projects and grade each others work and compare the result with what the teacher gave. Worksheet with questions on what the students have leant over the past six weeks
Learning Outcome Achieved 1, 2, 3, 4, 5, 8, 11
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WEEK LESSON 7 1

Resources
Introduce Sweet Dispenser project What is different about this project (Glass Jar) What other materials could be used in are projects Design what areas can be improved or changed What type of sweets will be in the jar Does the type of sweets make a difference to the project (the size of the sweet will determine the size of the hole drilled in the top) Can the jar be decorated (if you search glass jars on Pinterest it will show different ways to decorate the jars) Homework; Sketch some ideas that would change the design of the project
A3 Paper Markers MTW book PowerPoint Project Plans Worksheets for tools and manufactured board
Learning Outcome Achieved 1, 2, 3, 5, 7, 11
WEEK
LESSON Discuss possible designs What improvements or changes have they made What ideas did the come up with to decorate the Glass Jar Marking out process for the base Chisel out groove in the base Homework: What is timber conversion
Resources Project plans Glass Jars Model of Project Solidworks Drawing of different designs Learning Outcome Achieved 1, 2, 3, 6, 9, 11 Resources
WEEK
LESSON What have Students learn about conversion Does the methods of felling differ between hardwood and softwood In groups students will investigate the different methods of conversion What are the advantages and disadvantages with each method Students will finish the stop housing joint on the base piece Show a picture of a Pillar Drill, students must find out what it is, how is it used and what health and safety measures must we take
Conversion worksheets Different types of timber Softwood v Hardwood Tennon Saw Chisel Sand Paper Picture of Pillar Drill
Learning Outcome Achieved 4, 5, 9, 10, 11
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WEEK LESSON 8 2 WEEK LESSON 9 1

Resources
Discuss what they found out about the Pillar Drill Mark middle stack pieces Cut to size Mark where the dowels are going in the stack pieces and base Ask the students how we will make the hole Using the pillar drill students will drill the holes in the base, top and stack pieces Explain the use of the jig, how it is used and why do we need one Sanding
Foster Bit Stack pieces Tennon saw Chisels Sanding Paper Pillar Drill Jig
Learning Outcome Achieved 4, 7, 11
Resources In pairs students will finish working on the conversion worksheet, three methods of converting logs Put a saw mark in the top of the dowels for a wedge What types of glue are used to stick timber together Hammer and glue the dowels into place to hold the base and stack pieces Sand the edges students can round or chamber them Conversion Worksheets Dowels Wedges Hammers Sand paper Tennon Saw PVA Glue
Learning Outcome Achieved 5, 6, 7, 11 Resources
WEEK
LESSON Finish gluing pieces into place Sand off all the pencil lines and round or chamber the edges Mark centre in top for the hole for the sweets to drop in Using a pillar drill and jig to drill the hole in the top Students will mark where the dowels will go on the top piece Homework; what is timber seasoning
PVA Glue Sand paper Smoothing Planes Dowels Foster bit Tri-square Ruler Pillar Drill Jig
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WEEK LESSON

Resources
10
In pairs students will work through a worksheet on timber seasoning Discuss the answers with the students have them write their answers on a whiteboard (showme supply A4 whiteboards that are reasonable inexpensive) that way the teacher can see if all the students have the right answer Students will bring in glass jars for the sweets Set up a jig to drill a hole in the lid of the jar for the sweets Pre-drill the lid for attaching the it to the top with pins and hot glue The edge must be sanded down after it has been drilled
Timber defects worksheets Glass Jars Pillar Drill jig Foster bit Sand paper Small drill bits Panel pins Glue Gun
WEEK
LESSON Hand out the piece that will distribute the sweets. Mark out the trench were the sweets will sit Cut out the trench Use a chisel to remove the waste and add in tapers to the trench Mark out a trench in the back of the piece for the plywood stop Use a tennon saw and chisel to remove the trench Show students the plywood stop What is plywood, how is it made, is their different types of plywood
Resources Project pieces Tennon Saw Ruler Tri-square Chisels Plywood worksheets Plywood samples
10
4, 5, 9, 10 ,11 Resources Manufactured Boards worksheets Samples of manufactured boards Cordless drills Dowels PVA glue Project pieces
WEEK
LESSON In pairs students will work on the Worksheet on Manufactured Board, list the different types of boards, how they are made, advantages and disadvantages Show different samples of Manufactured board that students must identify Set up cordless drills for students to
11
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drill a small hole for a dowel at the front of the piece Glue dowel into place Glue top into place once the middle piece is in place
WEEK
LESSON Students can use the hot glue gun and coloured paper to decorate the jars Students can use PVA glue to stick pictures or coloured jars Using the hot glue gun students can write words and paint over them Homework; What does Moisture Content mean
11
Resources Hot Glue Gun PVA Colour paper Pictures Paint Ribbon Brushes Learning Outcome Achieved 1, 2, 3, 7, 8, 11 Resources
WEEK
LESSON Recap on timber seasoning, Discuss moisture content, a small experiment could be set up. 3 pieces of timber the same size. 2 pieces can be left to soak in water for different lengths of time, 1 piece should be left dry. Students can weigh the different samples see if theres a difference and if a moisture meter is available they can check the MC % Set up stations for glue gun, wood burners, painting and varnishing Students will attach the top to the base Glue in the plywood stop Finish sanding their projects remove all pencil lines Students can paint or varnish their project
12 1 WEEK LESSON 12 2
Hot glue guns PVA glue Wood burners Brushes Paint Panel pins Sand paper Varnish
7, 8, 9, 10, 11
Resources Hand out marking scheme students will swap projects and grade each others work and compare the result with what the teacher gave. Discuss the project Worksheet with questions on what the students have leant over the past Students results and feedback Student marking scheme Worksheets of students learning to date
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six weeks

WEEK
LESSON Introduce Design Challenge 1 Students are given 5 pieces of and a tea light With the piece of timber students must make something that will hold the tea light Ask students what they have learnt about design so far What do they have to consider when designing this project (size of the tea light, does it have to be stable, what will happen when the candle is lit) Develop students sketching ability Demonstrate to students how to sketch a cube Using the crating methods students can develop a single line sketch to a 3D sketch Vanishing points can also be used to develop a sketch
Resources A4 Paper Pencils Visualiser Sketching videos MTW Book Pictures of MTW Room PowerPoint
13
WEEK LESSON
Learning Outcome Achieved 1, 2, 3, 4, 5 6, 7, 11 Resources A4 projects Cardboard Tape Scissors Coloured card MTW book IPADS Markers
13 2
Discuss their designs How will it be joined How many pieces of timber will they use What tools will they need to make their project Students will use cardboard to make models of their project Try different methods of joining timer What shapes can they use
Learning Outcome Achieved 1, 2, 3, 4, 5 6, 7, 11
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WEEK LESSON

Resources Tenon Saw Tri-squares Rulers Hot Glue Guns Wood Burners Tri-squares Rulers Chisel
14 1
Project Pieces Set up a hot Glue gun, wood burners stations and an area for students to paint Tools need for the project tenon saw, rulers, tri-square and chisels Students should have the models of their designs on their benches Homework students will have a coloured 3D sketch to hand up, write one thing they would change about the project if they had a chance to make it again
WEEK
LESSON Finish Project Feedback form: what did they during this project, what part did they enjoy, would you change anything if you had a chance to do it again. Marking schemes have the students grade their own project first before the teacher grades them
14
Resources Feedback Forms Marking schemes Sand paper Stains Paint Varnish Learning Outcome Achieved 1, 2, 3, 4, 6, 7, 8, 11
WEEK
LESSON Optional Project Using branches and tree slices students can create unique Christmas decorations Have the students pair up and design 3 different decorations Students can use Pinterest for ideas Student should make a list of the different tools they could use (Pyrography, chisels, saws) What are materials could they use paints, stains, ribbon, markers, etc Homework; have sketches of at least three different designs
Resources Pictures of different wooden decorations A4 paper Pinterest Markers Colouring pencils A selection of different materials they could use
15
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WEEK LESSON 15 2

Resources
Handout the pieces the will be using for the project Students will discuss their ideas with the class What other materials are they going to use What finishes are they going to use stain, paints or varnish Students can seal the timber slices by using PVA glue Are they going to burn on designs or paint them Sketch the designs they are going to use.
Hand tools Paints Wood-burner Stains Possible designs Stains Varnish PVA glue
Learning Outcome Achieved 1, 2, 3, 4, 6, 7, 8, 11 Resources
WEEK
LESSON Students will have their sketches in front of them Distribute the tree slices and branches Set up areas for painting, wood burning, drilling, etc.. Carbon paper can be used by the students to transfer designs on to their decorations Set up a jig that will hold the timber slices in place so students can drill a hole in them for string or ribbon
16
Models of projects Project pieces Tea lights Hand tools Wood-burner
Learning Outcome Achieved 5, 7, 11 Resources
WEEK
LESSON
16
Project pieces Finish off decorations PVA glue Sand the decorations before the Wood finishes designs are put on Stains Paint or burn on designs Paints Apply finishes Wood-burner Ask students if they did the project again what would they change Learning Outcome 5, 7, 11
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WEEK LESSON 17 1

Resources
Introduce new project Birdhouse Show different types of birdhouses What other materials can they add to their project Worksheets with the basic drawing of the birdhouse and highlight areas students can change the design Homework students must have a coloured 3D sketch of Birdhouse Design
PowerPoint presentation on different Birdhouses A4 paper Drawing of the project
WEEK
LESSON
Resources Student Designs Discuss students designs, what Project Plans changes have they made, will any Tri-square effect the marking out of the Tenon Saw trenches Pencil What is a Housing joint (students PowerPoint with used this joint in their first looped videos of project) marking out How is it marked out procedures What tools do we need to make Graphic this joint Visualiser Mark out the two housing joints on the base Demonstrate how to cut out the joint Learning Outcome Homework; what is a timber Achieved defect, how does it affect the project we make and are defects 1, 2, 3, 4, 11 always a bad thing
17 2
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WEEK LESSON

Resources
18 1
Finish the cuts on the housing Wood burners joint on the base Carbon Paper Use a chisel to remove the waste Smoothing Plane (can students name the parts of a worksheet chisel, what type of chisel are Tri-square they using) Tennon Saw Hand out the front and back of the birdhouse Have a looped video showing the marking out procedure for the Learning Outcome front and back of the birdhouse Achieved If any student has designed they roof different the loop video gives the teacher time to work with 4, 5, 7, 11 students in smaller groups Homework; what are wood preservatives, why do we need them and what types are their
WEEK
LESSON
18 2
Timber defects Students in pairs will look at fungal and insect attack on timber What is the two main types of types of fungal attacks and causes What is the life cycle of woodboring insect, how many types of insects and what effects do they have on timber Finish chiseling out the housing joints Mark out the angle of the roof on Learning Outcome the front and back pieces of the Achieved birdhouse Homework what diameter must the hole be for to fit a bird 1, 2, 3, 4, 5, 6, 9, 10, 11 Bring in pictures for burning on to the timber
Resources Worksheets for timber defects Chisels Material for students backrests Hot glue gun Wood burners Different colour paints Carbon paper Brushes
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WEEK LESSON

Resources Students project pieces Tennon Saw Tri-square Rulers Paints Brushes Varnish Worksheet on timber seasoning Wood burners Carbon paper Learning Outcome Achieved 1, 3, 7, 11 Resources Sand Paper PVA glue Project pieces Tri-square Rulers Tennon Saw
19 1
Demonstrate the cutting out of the apex of the roof on the front and back pieces of the birdhouse Set up a hot glue gun, wood burner and paint station Students should have pictures of things they want to burn onto their birdhouse Homework; the roof can be made with plywood, what is it, how is it made and is there any different types
WEEK
LESSON In pairs students will work on the Worksheet on Manufactured Board, list the different types of boards, how they are made, advantages and disadvantages Show different samples of Manufactured board that students must identify Set up pillar driller for students to drill out the hole at the front of the birdhouse Have a jig set up and demonstrate how to use the pillar drill If the students are adding bark, moss, stones or any other material to their project, have them in for the next class
19 2
4, 7, 9, 10, 11
WEEK
LESSON Before the front or back is pinned in students must sand off all the pencil lines from the base Demonstrate how to mark the centre of the front piece so it can be drilled Students will cut and plane the
Resources Glue gun Wood Burners Paints Brushes PVA Glue Project pieces Sand paper Carbon paper Page 30
20
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sides to size Set up the Pillar dill which the right size foster bit. Set up hot glue gun, wood burner and paint stations Students will glue and pin the front and back pieces to the base Students will start to look at how to attach the different materials like moss, bark, stone, dowels or timber they have brought in Homework; name some timber defects, what is the difference between natural and artificial defects.
1, 2, 3, 4, 5, 7, 10, 11
WEEK
LESSON In pairs students will work through a worksheet on timber defects Identify the defects and list what can cause them Pillar drill will be set up so students can continue drilling out the front and back piece Demonstrate how to mark out where the sides are going on the base Looped video of how to mark out the sides Show students how to cut the sides Any student whos side does not fit demo how to use a plane
20
Resources Worksheet on Timber defects (Natural and Artificial) Pillar Drill Jig Side pieces Looped Video Smooth Plane Tenon Saw Tri-square
Learning Outcome Achieved 4, 5, 10,11 Resources
WEEK
LESSON Demonstrate how to cut out the joint for the sides Use the chisels to remove the waste Before any of the pieces can be pinned together all pencil lines
21
Tenon Saw Chisel Sand Paper Side pieces PVA Glue
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must be removed Mark out the side pieces to fit and mark the angle the students will need to plane for the roof to fit Cut the sides Demonstrate how to the plane the angle on the sides for the roof to fit properly
4, 7, 11
WEEK
LESSON
Resources Project pieces Finish cutting out the joints in the Panel Pins base for the sides Tri-square Set up an area for pinning and Tenon Saw gluing PVA Glue Demonstrate how to pin the front Roof Pieces and back to the base Attach front and back to the Learning Outcome birdhouse Achieved Mark the roof out for the birdhouse Homework; timber needs to be 4, 7, 11 protected why Resources Worksheets on wood preservatives, identify types, why we need them, what do they protect against, how are they applied and advantages/disadvantages Have students apply different preservatives to softwoods and hardwoods samples, can they see a difference Set up an area for gluing and for pinning in the front and back pieces to the base Pillar drill will be set up so students can continue drilling out the front and back piece Once the front and back has been pinned in handout the pieces for the side of the birdhouse Looped video of how to mark out the sides Wood preservatives worksheets PVA Glue Foster bit Demo videos Front and back pieces Panel pins Hammers Roof pieces
21
WEEK
LESSON
22
4, 5, 8, 9, 10, 11
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Mark out the roof Demonstrate how to attach the roof
WEEK
LESSON Set up an area for gluing and for pinning in the front and back pieces to the base Once the front and back has been pinned in handout the pieces for the side of the birdhouse Looped video of how to mark out the sides Finished attaching the roof Add on any extra materials to the birdhouse Homework; how do we apply wood preservatives, does the method we use depend on anything
Resources PVA Glue Foster bit Demo videos Front and back pieces Panel pins Hammers Roof pieces
22
4, 9, 10, 11
WEEK
LESSON
Resources Sand paper Discuss the different methods of Wood-burner application Design ideas for What are the advantages and burning disadvantages for each method Stains, paints or Finish attaching any extra varnish material students may have Moss, bark, brought in stone, lollypop Students will finish sanding off all sticks, etc pencil lines Burn on any design the students Learning Outcome may have Achieved Once the project has been properly sanded students can paint, stain or varnish their 3, 4, 7, 8, 10, 11 project.
23
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WEEK LESSON

Resources Students results and feedback Student marking scheme Worksheets of students learning to date Learning Outcome Achieved 1, 2, 3, 5, 6, 9, 10, 11
23
Finish off projects Hand out marking scheme students will swap projects and grade each others work and compare the result with what the teacher gave. Worksheet with questions on what the students have leant over the past six weeks
WEEK
LESSON As a final project students should design their own project. The project could be a previous Junior Cert Project. Or the teacher could set a project One possible is for students to design a trophy Discuss design constraints like they must use a different material other than timber, have at least one joint etc, can only be a certain size What are their interests What materials can they use Students will work in groups and discuss the different options, what type of activates can the trophy be based on As the students name the different activates the teacher will write them on the board Homework; Pick two activities to base their trophy on and have three possible designs for each
Resources PowerPoint on Trophy design Different pictures of trophys Sample of different materials A4 paper Pencils Markers Colouring pencils
24
1, 2, 3, 4, 5, 6, 7, 9, 11
WEEK
LESSON Students will continue working on their designs Use the Think-Pair-Share method (have the students discuss their ideas/designs, have the students give feedback on their designs)
Resources Cardboard Masking Tape Paints Markers Scissors Coloured Paper Page 34
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Lyndsey Balfe

Have students make models of A4 paper any of the designs they are Coloured pencils thinking of making Students can use coloured paper, markers, paints, colouring pencils Learning Outcome to make the model as realistic as Achieved possible Make a list of the materials and tools they need 1, 2, 3, 4, 5, 6, 7, 9, 11 Homework; students must have finished designs for the next class, a list of materials need and sizes of the materials
For the remaining weeks of the school term students will work on their final project. Students will create a portfolio cataloguing their work, by taking photographs to document the progress. This will give students experience of what they will have to do in third year, but it is also developing there problem solving and critical thinking skills. The goal of this scheme is broader that the development of these skills it aims to take learning further by supporting students to use their knowledge to solve problems in different situations. Designed based lessons are ideal for assessing students knowledge in different situations. Students must design a project to a set of constraints, they have to generate ideas, create prototypes, develop plans and finally construct the final artefact.
Lyndsey Balfe
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Materials Technology Wood Project Plans
Below are pictures of the projects to download the full plans of any of these projects go to; http://mtwinquiry.weebly.com/
Mobile Phone Holder
The project show above is one possible design. The students should be given a rectangle block of wood and decide what shape it should be. Also the back rest is an area that the students should design.
Lyndsey Balfe
Page 36

Sweet Dispenser
This project is about introducing different materials into a design. The glass jar can be decorated and the base of the project can be redesigned by the students.
This project is allowing students to have more input on the design process.
Lyndsey Balfe
Page 37

Design Challenges
Design Challenge 1: Give the students five pieces of timber, using the timber they must make something to hold a tea light.
Design Challenge 2: Give the students a small square block of timber. Then pose a problem to the students: The teachers needs help to organise their desk. Using this block of timber design something that would help to organise their desk.
Lyndsey Balfe
Page 38

Optional Projects
These are optional projects that students can make if one of the main projects has been completed early. These projects were found on the Pinterest site.
Using branches or timber slices the students can create Christmas decorations
Students can create these colourful pieces using coloured string and panel pins. Any design can be created by taping down a printed pattern to a piece of timber, place the panels pins around the pattern to create your design. For more information visit this site http://www.stringartfun.com/section.php/3/1/techniques
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Materials Technology Wood Worksheets
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Page 40
These are a sample of the worksheets that can be used in this scheme. Worksheets are available to download at http://mtwinquiry.weebly.com/
Lyndsey Balfe
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Feedback Forms
This feedback form should be given to the students after each completed project and topic; this will allow the teacher to know if each student understands the material and if the project is aimed at the appropriate level.
Lyndsey Balfe
Page 42

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20132014

Year 1 MTW Scheme of Work

Materials Technology Wood Table of Contents

Year 1 Scheme of Work

Materials Technology Wood Introduction

Year 1 Scheme of Work

Materials Technology Wood

Year 1 Scheme of Work

MTW Curricular Implementation

Teaching & Learning

Small group demos

Materials Technology Wood

Year 1 Scheme of Work

Materials Technology Wood

Year 1 Scheme of Work

Materials Technology Wood

Year 1 Scheme of Work

Materials Technology Wood

Year 1 Scheme of Work

Materials Technology Wood

Year 1 Scheme of Work

Materials Technology Wood

Year 1 Scheme of Work

Materials Technology Wood

Year 1 Scheme of Work

Materials Technology Wood MTW Provision

Year 1 Scheme of Work

Materials Technology Wood

Year 1 Scheme of Work

Materials Technology Wood

Year 1 Scheme of Work

Materials Technology Wood

Year 1 Scheme of Work

Metals Classification, ferrous and non-ferrous Properties of metals Finishing

Ceramics Glass Tiles Cement Finishes

Adhesives Protein Adhesives Synthetic resin adhesives Impact Adhesives

THE TIMBER INDUSTRY

TOOLS AND TOOLING

Materials Technology Wood

Year 1 Scheme of Work

JOINT FASTENERS AND FIXTURES

SHAPING AND FORMING

HEALTH AND SAFETY

Materials Technology Wood MTW 1st Year Scheme

Year 1 Scheme of Work

WEEKLY OUTLINE OF LESSON CONTENT & REQUIRED RESOURES

Materials Technology Wood

Year 1 Scheme of Work

Learning Outcome Achieved 1, 3, 7, 11

Learning Outcome Achieved 1, 2, 4, 5, 11 Resources

Learning Outcome Achieved 5, 9, 10,

Materials Technology Wood

Year 1 Scheme of Work

Learning Outcome Achieved 1, 3, 7,

Learning Outcome Achieved 1, 2, 3, 4, 5, 6, 7, Resources

Materials Technology Wood

Year 1 Scheme of Work

Learning Outcome Achieved

Materials Technology Wood

Year 1 Scheme of Work

Learning Outcome Achieved 3, 4, 5, 8, 10, 11

Learning Outcome Achieved 1, 2, 3, 4, 5, 8, 11

Materials Technology Wood