Module Title: School Placement

LESSON PLAN (2018-2019)

TOPIC(S): Timber Frame Building

Student Name: Niall Ó Connaibh
Date: 14/01/19
Duration of Lesson: 40 minutes

1. AIMS

The main aims of this lesson are to:

 Introduce students to the topic of ‘Timber Frame Building’ in Construction Studies.
 Familiarise pupils with the key terminology associated with Timber frame construction
 Provide a physical cross-section model of a Timber frame project for examination
 Instruct students to draw a section through a Timber Frame house and apply labels to the
components.
 Project a 3D interactive model of a Timber frame house into the whiteboard for observation
 Engage students in a verbal questioning session to recap new learning

2. MAIN LEARNING OUTCOME & CORRESPONDING ASSESSMENT

Learning Outcomes (LOs) Assessment of LOs

At the end of this lesson the students will be (Note: each LO has an assessment. Include a variety
enabled to… of types.)
 Define what Timber Frame construction  Verbal questioning
means.  ‘Lolli pop’ stick method of questioning
 Compare this construction type to Concrete
blocks building.
 Examine a physical cross-section model  Verbal questioning
project of a Timber frame house.  Lower and Higher order questioning
 Identify the key components that make up a
Timber frame building.
 Sketch a cross-section through a Timber  Visual inspection
frame building/ house  Peer reviewing
 Apply labels to the key components  Formative feedback
 Recap on new learning through engagement  ‘Lolli pop’ stick method of questioning
of a verbal questioning session.  Verbal questioning session

3. THE LESSON
TIME TEACHER ACTIVITIES
LINE
SET INDUCTION (BEGINNING)
0-4  Mr. Cunniffe witnesses an orderly
entry into the classroom by the
pupils.
 Mr. Cunniffe takes the roll call on
the ePortal website.
 He instructs the students to take
their seats and to open their
notebooks to a blank page.
 Mr. Cunniffe begins the lesson by
means of a set induction.
 He introduces the new words
associated with today’s lesson.
 Words on Word Wall;
1. Timber Frame
2. Head plate
3. Sole plate
4. Panel
5. Insulation
6. Sheathing material
LESSON SEQUENCE (MIDDLE)
4-15  Mr. Cunniffe introduces the
students to the topic of ‘Timber
Frame Building’
(Chapter 11 Get Constructive)
 The teacher displays a Power Point
presentation to deliver the theory
behind Timber Frame construction.
 He defines what Timber frame
construction is and how it’s used in
Ireland today.
 The teacher outlines the
advantages of Timber Frame
construction when compared to
other construction types; Concrete
block.
 He projects images of Timber
Frame buildings to act as a
stimulus for the pupils.
 He walks around the classroom to
ensure that every student is taking
down to notes.
Module Title: School Placement
PUPIL ACTIVITIES KEY*
 The students enter the
classroom in an orderly fashion.
 They answer to the roll call O
when their own name is called
out.
 The students take their seats
and open their notebooks to a G
new page ready for the lesson.
 The students observe the Word
L
wall and Learning intention
board.
 They become aware as to what SEN
is expected to be achieved by
the end of class.
Learning Intentions
 Timber Frame L
 Cross-section model
 Sketch Cog
 3D animated model
 Recap questions
 The pupils are introduced to L
‘Timber Frame Building’ during
this stage of the lesson.
 They observe a Power Point
presentation introducing the ET
theoretical foundations of
Timber frame construction. L
 The students learn the
L
definition of Timber Frame
construction and how this
building type is being used
today in Ireland.
 The class become aware of the
advantages Timber Frame
construction has over Concrete
block construction. C&I
 Images of real-life Timber
Frame houses serve as a G
stimulus for the pupils and
helps the visual learners too. SEN

15-30  Mr. Cunniffe displays a cross-
section image through a Timber
Frame house.
 He identifies the key components
that make up a Timber Frame
build.
 Mr. Cunniffe instructs the class to
form a wide circle around the top
workbench.
 He displays a physical cross-section
model of a Timber frame project to
the group.
 He points out the key components
and identifies them.
 He allows students to ask
questions during this stage.
 Mr. Cunniffe instructs the students
to take their seats and to sketch
the cross-section model into their
notebooks.
 He asks that they apply labels to
the key components and to
highlight them for future revision.
 He walks around from pupil to
pupil offering formative feedback
and practical assistance where
necessary.
30-35  The lesson is closed by means of a
verbal questioning session.
 Mr. Cunniffe displays a 3D
interactive model of a Timber
frame house from SketchUp onto
the whiteboard. He uses the 3D
model during the questioning
session.
 Mr. Cunniffe chooses names at
random using the ‘Lolli pop’ stick
method of questioning.
 He asks a series of Lower and
Higher order questions.
Module Title: School Placement
 The whole class observes a G
cross-section image of a Timber
Frame house.
 They become familiar with the
L
components and where they
are positioned.
Mont
 The students are then
instructed to form a wide circle
around the top workbench near
the teacher’s desk. C&I
 They examine a physical cross-
CL
section model project of a
Timber Frame house made by
Cog
one of the tutoring teachers.
 He reinforces the positioning of
O
the key components by
identifying them both in the
physical model and in the
image on the whiteboard.
 The students are then G
instructed to sketch the cross-
section into their copybooks. L
 They are tasked with applying
labels to the components and
to highlight the key
components/ elements advised
by Mr. Cunniffe.
BFK
 They receive formative
feedback and practical MA
sketching assistance from Mr.
Cunniffe is necessary.
 The pupils recap today’s new O
learning through a verbal
questioning session.
 They observe a 3D interactive
model of a Timber Frame house
ET
being projected onto the
C&I
whiteboard via the over-head
projector.
 The student’s names are
chosen using the ‘Lolli pop’ GI
stick method of questioning.
 When picked, the pupil must O
answer the question posed,
 Module Title: School Placement

 Key questions asked; they may call on their peers for MA

support if they have difficulty.
1. Define Timber Frame construction, CL
how is it made?
2. List the advantages of Timber
Frame construct when compared
O
to Concrete Block construction.
3. Can you list key components that
make up a Timber Frame building?
4. Identify this component (Points to ET
Head plate on 3D model)
5. Identify this component (Points to O
Sole plate on 3D model)

CLOSURE (END)

35-40  The classroom teacher will instruct
the pupils to put away their books
and to tidy away any rubbish.
 He will ask that all students place
their stools underneath the
benches neatly.
 The teacher will organise and
witness an orderly, safe exit from
the Woodwork classroom by all the
pupils.
 The students listen carefully to
the teacher’s instructions and
put away their books.
 The pupils place any rubbish
into the available waste bins
and place their stools neatly
underneath the benches.
 The class performs an orderly,
safe exit, leaving the room row
by row.

Keywords: L= Literacy, N= Numeracy, O= Oracy, G= Graphicacy, SEN= Special Educational Needs,

MA= Mixed Ability, CL= Cooperative Learning, GI = Gender Inclusion, MI = Multicultural Inclusion, ET
= Educational Technology, C&I= Creativity and Innovation, Cog = Cognitive, Psych = Psychomotor,
Mont = Montessori and Aff = Affective
 Module Title: School Placement

4. LIST OF TEACHING RESOURCES

Laptop, Power Point Presentation; Notes, Logitech Laser pointer, Whiteboard; Learning intentions
board, Overhead Projector, Physical cross-section model, 3D interactive SketchUp model and ‘Lolli
pop’ sticks.

3D model from SketchUp

5. POST LESSON CRITICAL REFLECTION (bullet points- 3-5 points)

Strengths

Challenges

Suggestions for Improvement

Notes for the Preparation of the Next Lesson