Class: Year 10 Industrial Technology

Wood

Date: 8/6/15

Time: Start: 2:10pm

Finish: 3:04pm

Key Learning Area: Research

Lesson Topic: Effective Design Research & its Use

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
- making a table of some description, got briefed of project and task last Thursday, students all have own laptops

Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

Indicators of Learning for this lesson:

Behaviors that contribute toward achievement of
outcome(s). Quote syllabus numbers. Must be clear,
specific, observable. Curriculum Content Strands may
be used as headings.

Assessment:
Strategies, which will be used to assess
learners attainment of learning outcomes
Should be linked to each learning indicato

(supervisors request to teach this

lesson to help students with upcoming
project)

By the end of this lesson, the students will:

- Have a document on their device which

outlines what design features they want t
include in their design and why

Any safety issues to be considered:

- Electricity

Clearly know specific design features they want to

include in project
Know how to conduct specific research
Use that research to incorporate it into their own
design
(IF THE STUDENTS GET THROUGH SET WORK)
begin developing a series of concept sketches

- Observe students doing research online

their own devices
- concept sketches will be marked in the
students folio at completion of project

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.

- Cords are trip hazards

Whiteboard, marker, work sheet, B.Y.O.D, Paper and pencil

- No water bottles around computers

Lesson Plan
LESSON SEQUENCE
Lesson Content / Indicators of
Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to
your Indicators of Learning.

Timin
g
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will
do and what students (Ss) will do.

Resources and
Organisation:

INTRODUCTION
What is research
Q/ What is research?
A/ (students come up with there own
description of research)
Q/ Why do we do it?
A/ (students come up with reasons for
completing research)
Q/ How do we do research?
A/ (students give ways
research)

of

doing

These open ended questions are to

open the students mind and to get
them thinking as there is more than
one answer. Also it is a means of
starting a controlled group discussion,
which is the first part of the lesson
body. Also starting the lesson off with
easier questions then following into

10
mins
(by the
time Ss
are
seated
and
workin
g)

T meets Ss at the door and waits until they are silent

T brings Ss inside and lets them find a seat/computer
and instructs them to get all necessary equipment out
T asks Ss to be silent and respond by raising hand and
saying 'present' while marking the role
T briefly explains the areas going to be covered in the
lesson
T asks questions stated in the 'content' section and
starts off by making some suggestions to get the Ss
thinking on the right path and to create discussion
between Ss
Ss put their hands up and give answers according to
what they believe
T listens and praises correct answers, and assists Ss
with wrong answer in understanding why and gives a
suggestion similar to their original idea to encourage
thinking

Whiteboard
Marker

more in depth questions

Blooms Taxonomy

follows

DEVELOPMENT
Worksheet
Q/ What are some elements of each
heading?
A/ (answers stated on the bottom of
brief lesson plan)

25-35
mins

T tells Ss there going to design a mind map on the

whiteboard
T tells Ss to raise their hand to raise an idea
T asks Ss the first question stated in the lesson content
Ss answer with there thoughts and ideas
T makes a mind map on the board with all of the Ss
answers

Extra
task if
studen
ts
finish
work
sheet
early
(on
going)

T tells Ss that they are required to create a series of

sketches which incorporate some of the features that
they like in their design
T explains to the Ss that they have to put the include
at least 3 design features in each different sketch (can
be different) in any way they like
(Catering for students with different needs/preferences
as to how to present it for differentiation in learning)

- Using the mind map complete the

following sections of the worksheet

Creating sketches including ideas

and incorporating features that
are liked from previous designs
(if they get up to it Extra task)
Q/ Use the research just completed to
incorporate the desired features in the
students table design
By getting the students to create a
series of sketches, they are able to do
it in different ways. This caters for
difference in learning from student to
student. It is also student centered

Work sheet
B.Y.O.D

- Students will need pencil and

paper

learning which is proved much more

effective.

CLOSURE
Final discussion
Q/ Who can tell me how research has
helped them today?
A/ Students explain that it helped
them find features they like and dislike
etc. and therefor helped in the concept
sketches

5 mins

T explains to Ss that they are really happy with the

work they've done
T asks Ss question stated in content and creates a
discussion to round up and finalize the lesson
After 5 minutes T tells Ss to start to pack up quietly
SS all pack up quietly
*bell Rings*