SCU School of Education (SECONDARY)

Lesson Plan Template

Class/Stage: 9YITW

Lesson/Period: 3

Lesson Length: 79 minutes

Topic/Main Concept/Theme: PSE

SYLLABUS OUTCOMES to be covered
5. 1.1 - identifies, assesses and manages the risks and OHS issues associated with the use of a range of materials,

hand tools, machine tools and processes

5.1.2 - applies OHS practices to hand tools, machine tools, equipment and processes
5.2.2 - identifies, selects and competently uses a range of hand and machine tools, equipment and processes to
produce quality practical projects
5.3.2 - selects and uses appropriate materials for specific applications
5.5.1 - applies and transfers acquired knowledge and skills to subsequent learning experiences in a variety of
contexts and projects.
Students will learn about:

ICT

Cross Curriculum
Content
Key Competencies

Difference and
Diversity
Collecting Analysing
and organising
information
Using mathematical
ideas and techniques

Students will learn to:

Aboriginal and
Indigenous
Environment

Work, Employment
and Enterprise
Gender

Civics and Citizenship

Communicating
ideas and
Information
Solving problems

Planning and
organising activities

Working with others in

teams

Using Technology

Literacy
- Key vocabulary.

Prior Knowledge/Experience
- Previous lesson of PSE.
- Use of hand tools.

Safety Risk
- All hand tools.

Numeracy
- Measurements

Considerations/Preparation
Resources/Materials/Technology
- Timber + V Block
- Plane
- Pencil
- Rule
- Clamp
- Chisel
- Hammer

Key Vocab
- Mortise and tenon.
- Chamfer
- Cross halving joint.
Key Questions
- Is the mortise measured to 30mm.
- Have you checked the depth of the
mortise? (10mm)

STAGE OF LESSON
1. LINKING
-what have they already learnt?

STUDENT ACTIONS

TEACHER ACTIONS

- Continuing on from previous lesson. (Chamfer + marking out

mortise.

TIME

RESOURCES

Q & A.

5 mins

Demo

10 mins

Timber
V Block
Pencil
Rule
Plane
Clamp

55 mins

Timber
V Block
Clamp
Chisel
Hammer

-assumed knowledge?
-link to last lesson?

- Use of hand tools.

- Individual explanation and demonstrations for new students
(Qamar, Amir).

3.INTRODUCTION

- Roll call.

Measurements

- Explain what students will be completing this lesson,

demonstrations to be carried out and where they should be heading.

Discussions.

Context of the lesson

Expected outcomes/goals

Key question/s

Q&A
- Students to collect timber from previous lesson and v-block.
- Repeat measurements for mortise.
- Continue to plane chamfer or marking out - Ensure mortise is
perfect.

4. THE BODY
Teacher directed learning?

Independent student inquiry/

learning?

Dem 1 - Marking out mortise cut out.

- Measure width of chamfer.
- Find the middle measurement.
- Mark at either end of the 30mm section. Connect marks.
- Measure 3mm either side of middle line, both top and bottom. Join
marks at either end. (Should be three vertical lines, 6mm)
Chiselling
- Start 1-1.5 mm in, start chiselling.
- Continue towards other end. Stop 3/4 of the way.
- Start in 1 - 1.5mm from other end, working towards other chiselled
section. (Leave ends until later 2 - 3 layers down)
- Continue the same process until 10mm deep. (Measuring along the
way).

Q&A
Discussion
Following instructions

5. CONCLUSION
Pack up and organise

Summary of lesson
Future directions/ linking to
next lesson

6. EVALUATION
REFLECTION

~ Summary.
- What has been complete this lesson - Finished measurements, up
to chiselling.
- The next step - Marking out tenon and then cutting.

Q & A.
Packing equipment away

~ 9 mins

Hand tools.
Timber + V Block.
Broom + dustpan

Pack up
- Timber and v block on front desk.
- Tools away.
- Sweep benches and then floor.
- Change shoes + aprons away.
- Leave once dismissed/bell has gone.
- Engagement with activities and information?
All students that had the correct footwear were engaged with the practical steps they had to complete. Students without correct footwear
complete theory work.
- Did students complete required activities?
Students were at different stages of the PSE project. All students completed the necessary steps, dependant on how far along they were
with the project.
- Were students able to grasp the concept of chiselling out the mortise?
Most students needed clarification of the first couple of steps of the mortise, ensuring they were precise with the chisel and the ends of
the mortise.
- Were students able to grasp mortise measurements?
As the mortise had to be perfect to size, all students had their measurements checked before they began the chiselling step. Some
students had to re-measure their mortise outline.
- Behaviour management?
Students were well behaved. With demonstrations, I waited until all students were quiet to ensure they all understood the steps they had
to complete.
- Understandable explanation?
I believe the explanations and demonstrations I provided to the students were understandable as all students were able to complete the
majority of steps independently.
- What I would do differently next time?
Spend extra time with students who were behind in their project steps.