TEACHING PRACTICE SCHEME OF WORK (2013-2014)

Richard McKenna G00295467

Subject: Technical Graphics List of Topics: Parabola
Pupil Year Group: 2nd year No. of Pupils: 18
No. of Lessons: 12 Length Of Lessons: 2 doubles / Week(70mins)
Date: 06/01/14 14/02/14 Time of Lesson: 14.25 Thursday & Friday

1. STATEMENT OF THE PUPILS PREVIOUS KNOWLEDGE AND SKILLS


Upon speaking to the cooperating teaching I was informed that the class will have good skills;
understanding and knowledge regarding TG, the students will be competent with the use of the
various drawing equipment, i.e. T-square; set squares; compass and protractor. They will be able
to set up their sheets and neatly lay out the boarder and title box.

The students are familiar with line weights and reading measurements from working drawings.
Students can recognize 2D and 3D shapes and be able to construct them. Students will be able
to bisect lines; angles and divide lines into equal parts and divide lines into ratio.

Students will be able to construct quadrilaterals, define polygons and construct pentagons;
hexagons and octagons students will also be able to construct the ellipse using the auxiliary
circles and trammel methods. Students will be able to produce orthographic projections of plan;
elevation and end views from pictorial drawings.

Students will have covered the following topics from the understanding technical graphics book
for junior certificate level by John OSullivan & Tadhg OSullivan. Inclined lines; Angles;
Triangles; Quadrilaterals And Polygons; Orthographic Projection 1; Developments 1; Circles1
And The Ellipse.

Students will be familiar with rules and routines in the classroom.




2. RATIONALE FOR THE SELECTION & STRUCTURING OF SUBJECT
MATTER AND FOR THE METHODOLOGY


This will be the students first class after the Christmas break therefore I will brainstorm with
them as to what their previous knowledge is I will then hand out work sheets with some questions
that can be answered by free hand sketching and multiple choice answers which will allow me
assess their previous knowledge, I will then devise my lesson plans to put the appropriate
scaffolding in place to build upon this knowledge. During this six week scheme I will be
reinforcing rules and routines and the safety within the classroom by means of skinners concept
positive reinforcement. I will then introduce the new topic of the Parabola in an exciting fashion
and capture the imaginations of the pupils so that they stay focused and motivated at all times. I
will bring real life into the class by exploring real shapes in the world and where the parabola is
used. This will enable the students to connect the parabola with technical graphics. This topic
will contribute to the development of the students ability to visualize 3D objects in 2D and
enhance their hand and eye coordination skills.

I will continue to assess the students learning through higher order questioning and fun quizzes
as well with homework questions to reinforce the learning from that days class this will show me
how the students are progressing and their level of understanding of the topic. I will then
introduce new concepts with use of models and PowerPoint. From speaking with my cooperating
teacher there are no SENs in the class and that there are a number of students who grasp the
subject very quick therefor I will have extra work planned out to keep these students focused and
active throughout the six weeks. I will also have easier work prepared as a backup for students
who may be struggling.

I intend to hone and develop the students understanding of the technical graphic subject and how
we can apply these skills and practice them in real life. It will also increase their visual
awareness creating something in 2D and how that can be related to 3D buildings in real life. The
understanding of the Parabola this will equip the students with the essential skills for additional
topics throughout the course

I will make the class aware of what goals I expect.





3. AIMS

The aims of this scheme are to
Stimulate the pupils creative imagination through developing their motivation and
passion for the subject.
Create a positive working and learning environment.
Give them an insight of the technical graphics world.
Encourage pupils technical skills and knowledge for technical graphics.
Sharpen the pupils visual awareness.
Develop the cognitive and practical skills through technical graphics.
Encourage creativity through problem solving that will challenge the students.
Introduce Parabolas enabling students to construct them using various methods.
Emphasize the importance of labeling the points when found.
Understand the new terminology.
Explore how objects appear in 2d on paper
Identify the level and ability of each student and teach accordingly
Inspire self-confidence and sense of achievement for each student


4. LEARNING OUTCOMES & CORRESPONDING ASSESSMENTS

Demonstrate knowledge of the rules,
routines, and safety hazards.



Distinguish between the different
equipment and what they are used for.
Competently set up sheet for classwork
for each class
Examine the effectiveness of the
graphical communication between
teacher and student.
Know the vertical and horizontal
planes and point out the XY line


Observing students while reinforcing
best practice in the classroom.
With the aid of a multiple choice
question sheet they will be made aware
of potential hazards.
Observing students and teacher
demonstrations.
Observing students and have a student
demonstrate to the class.
Analyze if students could follow
teachers instructions with use of fun
quizzes to keep a high moral
Observing students while constantly
reinforcing these principles with the
use of a teaching resources of a planes
board




Create drawings of objects in the real
world.
Identify the differences between a
parabola and the ellipse


Construct various Parabolic real life
objects
Interact within a classroom where
active learning takes place

Understand various shapes and how
they are drawn

Construct parabolas by means of the
locus; rectangle methods.
Explain step by step the method
involved in constructing a parabola in
their own words
Create drawings up to a high standard



Create a positive working and learning
environment for the pupils



Students practice by doing.

Each student will be assessed through
observation and correction of
homework and recapping on this
knowledge
Students practice by doing, while I
observe.
Group work with students racing each
other in a labeling quiz and sketches,
on the chalk board and white board
Observing the students while drawing
and guiding them to discover the
correct solution
Questioning the class and reinforcing
the details of parabolas as I teach it
Controlled discussion with use of
higher order questioning as in blooms
taxonomy
Teacher demonstrations and choosing
one students drawing that is of a high
standard and putting it on the wall as a
guide (change drawing each week)
Examine the atmosphere within the
group this will determine how well
they operate in the various tasks


5. NUMERACY & LITERACY STRATEGY
Literacy
I will be reinforcing the following terminology dimension, dimensioning and diameter,
horizontal, vertical, datum, parallel, perpendicular and ellipse and have visual posters
around the room to explain this terminology.
The students will be introduced to new words and terminology in this scheme; this
included the parabola; directrix; focal points; vertex and axis. The students will be using
these new terms and become very familiar with them, by means of oral, reading and
writing I will have the following around the room to promote the latter





Word walls,
Theme Posters (Parabolas displaying the directrix and focal points etc & ellipses)
Posters with pictures of new words and correct spelling
Implementing consistent approaches to keywords / maths terminology usage
Identifying Patterns / Making connections
Mental Arithmetic
Numeracy
Measuring and marking out. Reading working drawings having to add, subtract,
divide and multiplication equations. Developing and implementing numeracy
projects.


6. DIFFERENTIATION STRATEGY
The cooperating teacher has informed me that there are no SEN students in this group
To plan for mixed ability I will focus on the following as the weeks progress,
Differentiation through classroom organization implementing seating plans;
cooperative learning; Simplified drawings where needed.
The class is mixed gender, there for I have designed the drawings to appeal to
both male and female.
Differentiation through open ended tasks allowing each student to respond to their
own ability.
Physical models for students to explore.
Differentiation through materials and worksheets provided.
Additional drawings completed from scratch by more able students.
Group work and pair work








7. WEEKLY OUTLINE OF LESSON CONTENT & REQUIRED RESOURES
WEEK LESSON CONTENT RESOURCES
1

#1
Double
Set Induction
Welcome the students into the class in
an orderly manner.
Introduce myself
Roll call.
Establish the relevant rules & routines.
Play two truth and one lie game.
Discussion on technical graphics.
Explain the relevance TG has in the
real world, it being a universal
language in every country.
Brain storm to evaluate previous
knowledge.
Introduce the parabola as the new topic.
Explain it is part of the conic sections.
Introduce new terminology.
Introduce the Locus method for
parabolas - by spiraling back to the
locus method they would have used to
construct the ellipse.
Start drawing a parabola using the
locus method. page 163
Give research homework where can
parabolas be found.
Recap class.




PowerPoint.
Set squares; pencils;
compass; drawing
boards; rubbers;
protractor.
Chalk board.
Handouts.
Myself.
Models of 3D conic
sections.
Tennis balls.




1
#2
Double

Set induction.
Demonstrate how to set sheets up.
Recap the correct use of the equipment.
Introduce new terminology.
Spiral back on previous knowledge and
develop his with the locus method.
Introduce new terminology.
Recap on class and explain what we
will be doing next class.

PowerPoint images of
Parabolas.
Data Visualizer.
Word walls of new TG
terminology.
Animated PowerPoint.
TG book.
Models of 3D conic
sections






2
#3
Double
Set induction.
Recap on previous class.
Reinforce the rules and routines.
Group work - label diagrams with new
terminology.
Reinforce locus method.
Draw next question page 164
Complete drawings for homework.
Recap class

Poster of the rules.
Chalk board.
Data Visualizer.
Animated PowerPoint.
Word walls.
Set squares; pencils;
compass; drawing
boards; rubbers.
TG book.
Models of 3D conic
sections.
2
#4
Double

Set induction.
Recap previous class on locus method.
Check homework drawings.
Reinforce the correct method for laying
out drawing sheet.
Reinforce new terminology and the
definitions of these new words.
Introduce a more complex question
page 164, promoting higher order
thinking and problem solving.
Recap lesson with fire round questions.



Models of 3D objects
Data Visualizer.
Set squares; pencils;
compass; drawing
boards; rubbers;
Drawing boards.
Laptop.
TG book.
Word walls.

3
#5
Double

Set induction.
Recap on previous class and remind
pupils on how to set out the page and
lay it out correctly.
Continue the construction of the
parabola.
Reinforce line weights.
Introduce the rectangle method page
165.
Explain homework question.
Recap class.

Chalk board.
Examples of good neat
and tidy work.
Animated PowerPoint.
TG book.
Data Visualizer.
Laptop.
A3 and A4 paper.
Homework handouts.





3
#6
Double

Set induction.
Reinforce the rules and routines.
Recapping the topic to date with last
man standing questions.
Introduce a more complex question pg
165, building upon previous
knowledge.
Monitor students putting the
appropriate scaffolds in place where
necessary.
Help students who are struggling.
Give homework.
Recap lesson.

Animated PowerPoint.
Rules and routines
posters.
Higher order
questioning.
A3 paper.
Drawing equipment.
Data Visualizer.
Homework handouts.
4
#7
Double

Set induction.
Recap previous class.
Continue the question from the
previous lesson.
Help students who are struggling.
Finish question for homework
Recap class with group sketches on the
chalk board.

Animated PowerPoint.
A3 paper.
Drawing equipment.
Handouts.
Data Visualizer.
Chalk boards.
3D models
4
#8
Double

Set induction.
Introduce new question page 166.
Students set out sheet correctly.
Check homework.
Class discussion on the solution for
todays question.
Introduce a more complex question pg
166.
Reinforce the importance of good
draftsman ship.
Recap question students on what
have they learned so far?


Chalk board.
Data Visualizer.
Animated PowerPoint.
Word walls.
Set squares; pencils;
compass; drawing
boards; rubbers.
TG book.





5
#9
Double

Set induction.
Finish question from last class.
Start new question on the chalk board
page 167.
Answer any common problems on the
board that may arise.
Reinforce the need for accuracy.
Monitor students and help where
needed.
Start a more complex question building
upon previous knowledge page 167.
Give out revision for exam in next
class.
Recap Lesson.

Data Visualizer.
Chalk board.
Word walls.
Standard TG
Equipment.
Laptop.
TG book.
Animated PowerPoint.
Handouts.
5
#10
Double

Set Induction.
Recap previous class.
Class Exam.
Class discussion on how they are
getting on, have each student write
down one thing they found most
difficult and one thing they found was
easy over the last 5 weeks.
Recap lesson by reinforcing the key
principles. .


Exam papers.
A3 paper.
Students and teacher.

6
#11
Double

Set Induction.
Introduce a more difficult question to
be solved individually page 168.
Give individual appraisal on their exam
Allow students to consult their
neighbor after 10 minutes.
Recap class students sketching in
teams on the chalk board.`



Data Visualizer.
Animated PowerPoint
question step by step.
Chalk board.
Work sheets for home
work.
TG book.





6
#12
Double

Set Induction.
Recap the class.
Check homework.
Reinforce the key principles with
sketching.
Students finish off the previous class
question.
Recap the previous 6 weeks with a fun
quiz.

Fun quiz.
Chalkboard.
Data visualizer.
Students.
Educational prizes.
Quiz handouts.