TEACHING PRACTICE LESSON PLAN (2013-2014)

DTE Student Name & ID No: Shane Fleming G00277980

Subject: Construction Studies
Pupil Year Group: 5th Year

Topic(s): Fireplaces & Chimneys

No. of Pupils: 18

Lesson No.12 of 24

Length Of Lesson: 80min

Date: 24-01-14

Time of Lesson: 1:45-3:05

1. STATEMENT OF THE PUPILS PREVIOUS KNOWLEDGE AND SKILLS

In the previous 35 minute lesson the students were involved in a recap quiz of the past 3
weeks. In correcting the quiz papers the students result were very high and the average
being 63%. The short exam shows the students are well experienced and are comfortable
to move on to the next topic of stairs.

The students are able to express their knowledge of the construction of the fireplace from
foundation level up to the chimney stack in their detail drawings.
1. In completing the details the students showed neatness and accuracy with using
light lines for construction and finishing with heavy lines.
2. The students correctly labelled each part as practiced in previous lessons
(although need more practice).
3. The students showed an awareness of the new building regulations in correctly
completing and labelling the detail.

The students understand that there are set guidelines and regulations for architects and

construction workers to follow when building a dwelling house.

The students are aware of the importance of dry sealing the house when constructing as if
not done so, professionally the first time this can lead to costly repairs as seen in the
YouTube videos

The class acknowledge how a domestic open fire works and are aware of method of
solving back drafts etc.

Previously in the year the students studied the topic of internal and external walls.

2. RATIONALE FOR THE SELECTION & STRUCTURING OF SUBJECT MATTER

AND FOR THE METHODOLOGY

In todays lesson the students will be introduced into the new topic of Stairs function and
its terminology.

As the students have studied internal walls this will be recapping some of the information
they learnt previously in the year as stairs are normally fixed up against internal block
walls although in some cases the stairs are free standing. All will be discussed in the
coming weeks.

In the start of the lesson I have planned some introductory slides to break in the new
topic. In this the images show some weird and contemporary structures of stairs that I
will discuss with the students.

As the lesson moves on there will be a break down in the names and functions of parts of
the stairs in order for me to access the students progression with the topic I am going to
involve them in an activity naming the part of the stairs and outlining their functions to
the structure.

Using the model in class I can show the students the correct construction in real life and
the students can get a visualisation of the sizes in real scale.

The student will be introduce to building recommendations and building restrictions that
construction workers have to abide by.

3. AIMS
The aims of this lesson are to:

Introduce the new topic of stairs to the students and from the first lesson get them
interested in the topic.

Improve the student literacy by note taking and correct labelling of the activity drawings
in the activity the students will be introduced to the correct spelling of the part of the
stairs.

As students will be in groups for the activity this will increase the classs attitude and
improve the positive working atmosphere in the room. Also as the student will be up and
active this will get the class and get them more alert for the second 40 minute lesson.

Present the correct method of creating a stairs and the highlight the mathematics behind
it.

Emphasize around the regulations involved in correctly installing a stairs in a dwelling

house.
1. Number of steps before a landing
2. Height clearance.
3. Thread and riser calculations
4. Baluster spacing.

4. LEARNING OUTCOMES & CORRESPONDING ASSESSMENTS

Learning Outcomes (LOs)

Assessment of LOs

At the end of this lesson the students will be enabled

(Note: each LO has an assessment. Include a variety

to

of types.)

Explain the function of a stairs in a

knowledge throughout the class.

dwelling house.

Recall some of the regulations around

Explain and question the students

Question the students and ask them to

the correct installation of a stair case.

1.

Number of steps before a landing

2.

Thread and riser calculations

3.

Baluster spacing.

4.

Height clearance.

recall the regulations regarding

correctly installed stair cases.

Observe the students notes a free hand

sketches of the construction.

Describe the construction method of a

feature of the different stair types.

stair case.

The group will be able to distinguish

Question the students as they partake in

the group activity.

between different types of stairs and

recall their correct names.

Display and describe the different

In the recap ask the students to call out

Be able to explain the importance of

the correct answers to the names given

labelling drawing correctly and neatly.

to the cut joists.

List the correct names of the ceiling

joints after being cut for the ope of the
stairs

5. PLANNING FOR LITERACY & NUMERACY

As numeracy and literacy is a major problem in the Irish education system at the
moment, It is very important to try and include as much reading, writing and
calculations in every lesson.

In the lesson the students will be faced with required regulation measurements that are
key to correctly fitting a stair case in a house. The students will be taking notes and
will be asked throughout the class to recall the measurements.

In the PowerPoint there is a mixture of slides with pictures and slides with typed
sentences, in taking note of the slides and the white board the students are reading and
writing the sentences this will help improve the students reading and their spellings
when note taking.

Being involved in the activity the students will be writing the correct spelling of the
names of the parts of the stairs. This is reinforcing the correct spelling and improving
their hand writing skills.

6. PLANNING FOR DIFFERENTIATION

Differentiation:

Gender: The class group is made up of 18 boys, aging between 15-16 years old as the
school is an all boys school.

SEN: To date I have not being notified of any students with any special education
needs.

Mixed Ability: Mixed ability is not apparent in the group all though a number of
students were missing for the first couple lessons.

Multiculturalism: In this class group I have some students with a different cultural
background. Its very important to account for all the students in the class and threat
them all the same. There may be language barriers but these will be dealt with within
the six weeks.

Strategies:

Gender: Is not an issue with this group at the group are all the same gender. Is its
always important to account for different genders in the class as different sexes have
different opinions and different abilities.

SEN: It is always important to identify if the class group has any SEN in the class. As
students in the class have not being diagnosed with any SEN, I plan on being observant
on the student and if any issues arise I will celebrate with my co-operative teacher.

Mixed Ability:

In speaking to my co-operative teacher he informed me that the student are a weak gro
and will be sitting ordinary level for their Leaving certificate. As the students are all
starting the new topic on the same lesson, mixed ability wont be an issue in this
lesson.

Multiculturalism:

In the previous lesson there didnt seem to be an issue with students from different
cultures having any problem reading the text from the screen or in answering
questions. A number of students were missing in the previous lesson so I plan to
incorporate them in the recap and question if any issue arises.

7. THE LESSON SEQUENCE

TIME LINE

0-10 min

TEACHER ACTIVITIES
Set Induction.
Orderly entrance.
Roll call.
Allow student to line up
their sheets using the Tee-

PUPIL ACTIVITIES
Students line up at door before
class and make an orderly
entrance to the classroom.
Students participate in roll call.
As class receive the equipment
start to line up sheet.

squares provided.

Display the new topic of

stairs on PowerPoint.

and answer given questions.

Introduce the topic by

shown bizarre stairs

10-20min

Students observe PowerPoint

Students participate by

designs.

answering question by raising

Relate the topic to the

their hands

students; ask if students

have stairs at home.
Remark on the amount of

Students take notes and ask

questions if any query arises in

stair wells in the school.

Ask students if they have

any experience in fitting or

the explanation of the chimney.

knowledge of the topic.

constructing a stairs.

State and question the

Students express they previous

students on the function of

the stairs in a building.

Throughout power point

ask the students a mixture
if higher and lower order
questions.
1.

Where in a building
is a stair well
usually located?

2.

Why?

Introduce stairs

terminology to the students

20-30min

and display images to back

they interact with the lesson.

up the literature.

Students take down notes as

Students are free to query any
issues that arise in the lesson.

Allow the students to take

notes on their sheets in the
space provided.

Present key terms and

Students take down notes and

names of the different parts

free hand sketches from the

of the stairs on the

teacher sketches on the white

PowerPoint.

board and from the PowerPoint.

Discuss with the students

the different parts of the

Students observe the model and

call out names that they have

30-40min

stairs using the model in

learnt and explain their

the classroom.

functions.

Use the model to identify

and point out parts and

Students take note of current

regulations in their notes.

explain their function.

Explain the regulation

associated the standard
height a hand rail should be
fitted.

Highlight the importance

of current regulations
around the space between
the balusters. Explain why.

Ask the class to get into

groups of three and hand

of three and receive handouts

five groups the laminated

and markers and wait for further

handout and markers.

instruction.

The final group are to

assemble around the model

at the top of the room and
40-50min

model and group around it.

Students listen to the rules of

the exercise and work as a tem

tags.

and complete the task.

Outline the aims and the

exercise.
Observe the students
progress with the handouts
and assist where necessary.

One group are allocated the

receive laminated name

method of completing the

Students divide up into groups

Ask the students to swap

Students swap sheets and see if

they missed out in any names.

handouts and correct each

other sheets.

Collect sheets and markers.

Continue on with the

50-60min

Students get back to their desks

PowerPoint displaying

and observe PowerPoint and

images of a stairs being

take down notes where needed.

fitted on site.

Explain how the top of the

stairs is fitted to the second
floor.

60-70min

Trimmed joists

Trimming joist

Trimmer joints

Teacher sketches on the

Students observe the teachers

board and allow the student

sketch on the board and draw

to copy the sketch on their

their own representation in their

sheets.

sheets.

Teacher observes and

Students ask for help if needed.

Students observe and interact

monitors the room and

assists students who need

assistance.

with the names of some of the

Displays different types of

stairs.

stairs and explains their

Students take down regulations

functions.

in relation to the amount of

Introduces regulations

steps at max before a landing

around how many steps are

has to be installed.

allowed before a landing

has to be installed. (16)

70-80min

Recap the lesson learnings

through questioning and

given and are allowed to look at

with the use of the model.

their notes for answers.

Assign two students to

collect the Tee- squares,

boards and drawing

equipment.

Thank the students,

Orderly exit.

Closure.

8. TEACHING RESOURCES
Roll call
PowerPoint
Whiteboard
Drawing paper
Activity Handouts
Solid works model 1
Solid works model 2
Model

Students answer the questions

Students clean and tidy up the

room

Students exit the room in a

behaved manner.