Class: 7RA

Date: 7/05/2013

Time: Start: 1:00 PM Finish: 1:40 PM (class time 1:00-2:30)

Key Learning Area: Woodwork

Lesson Topic: Measuring and cutting a 10mm dowel

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson): How to drill the hole for inserting the dowel for next lesson How to sand using the varying grades of garnet paper How to sand by following the surface grains of the wood How to cut using a hand saw

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. By the end of this lesson, the students will:

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

- Techniques Outcomes 5.2.2, 5.4.2, 5.5.1 5.2.1 applies design principles in the modification, development and production of projects Measure out a 10mm dowel for cutting The proper techniques of cutting the piece using a hand saw Sanding the dowel for a smooth finish using a 100 garnet paper which all will be used for the development and production of their project Watch a demonstration on how to use a Trimmer (What is a trimmer? Why do we use it in Industrial Arts?)

- Observe Ss while they measure out the dowel, sand it and put it together - Ss will complete the exercise, after watching the demonstration and explanation by T T will assist students in routing their works

Comment [ACU1]: 3.1 Establish challenging learning goals Set learning goals that provide achievable challenges for students of varying abilities and characteristics. Evidence Throughout my prac I have had the opportunity to assess students and use this data to set effective learning goals. One such example I developed an diagnostic assessment task and explained how I would use the data from this to influence my teaching

Any safety issues to be considered: Make sure all students are wearing the correct protective gear Equipment is safe to use All machinery must be switched off unless theyll need to be used No running in the workshop Students are to be away from the Trimmer/ must be switched off when not in use

Resources: Board of Studies NSW (2003). Technology Mandatory 7 10: Syllabus. Sydney: BOS Leadbeatter, B. R. (2007). Woodworking Part one (3rd ed.). Sydney : McGraw-Hill, Australia: Cengage Learning. Graham, C. (2013). TAS Technology Mandatory: Unit Work Book. Merrylands: Merrylands High School

Comment [ACU2]: 3.1 Establish challenging learning goals Evidence Throughout my prac I have had the opportunity to assess students and use this data to set effective learning goals. One such example I developed an diagnostic assessment task and explained how I would use the data from this to influence my teaching

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. INTRODUCTION T asks Ss to enter the classroom, bags are to be placed in the cupboard and stand quietly behind their benches. T greets Ss (waits for silence if needed) praise settled behaviourmake eye contact to gain attention T, asks the student to be quiet while marking the roll T brainstorms what the students have completed last lesson and asks questions about the material used T reminds Ss to raise hands to answer. T asks Ss by name to respond. Ss raise their hands to answer the questions. Timing (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 Organization:

Q. So who can tell me what we did last lesson? A. Sanded our projects Q. Excellent/ What do we know about sand paper A. Different roughness (180,100,80) the higher the number the rougher the paper Q. How should we sand? A. Follow the grain direction Great, today well move on to the final stage which is trimming the edges using a router and inserting a dowel to hold the pieces together Q. Any questions?

1:00

Class Roll

Comment [ACU3]: 3.6 questionng processs

Comment [ACU4]: 3.3 Use teaching strategies Include a range of teaching strategies. Use of demonstration strategies throughout the lesson, to help the students learn visually. This helped the student understand the task and complete it themselves

DEVELOPMENT

Demonstrating how to cut out a dowel rod down 10mm in size 1:05 Q. Who can tell what is dowel? A short wooden peg Q. Why do we use it in Woodwork? A. to join two pieces of wood by fitting tightly at each end into specially drilled holes in the two pieces to be joined Q. Whats the difference in the 2 dowels? A. One is cut nicely, one has been chipped off Q. The dowel is already smooth, what roughness of garnet paper do you think we will use? A. 80

T asks Ss to gather around her bench to demonstrate the exercise (T waits for silence/ uses name/ eye contact) T reminds students that they have previously drilled out a hole in one of the corners T asks the students why they have drilled that hole and what will they do with it T brings out the dowel rod demonstrates that it needs to be measured to 10mm using a ruler T shows an example of a rotated cut and a direct cut prepared earlier by herself

T cuts out the rod using a hand saw and explaining that it is necessary to slowly rotate the rod as they cut If they just cut directly through theres a high chance that the rod will snap and will damage their peers dowel T explains After completing sand lightly the dowel using the 80 garnet paper

Handsaw Lead Pencil Ruler Dowel Rod Vice 80 sand paper ( The two samples of the cut dowels)
Comment [ACU5]: 3.3 Use teaching strategies Include a range of teaching strategies. Use of demonstration strategies throughout the lesson, to help the students learn visually. This helped the student understand the task and complete it themselves

Developing confidence to complete their projects after demonstration Q. How you going? Q. where are you up to? Q. Did you need any help?

1:15

T asks students to grab an apron and pick up their job and off to their benches T reminds the Ss of safety and rule expectations in the Workshop T informs the Ss that she will stop them in 20 mins to show them the next part of the lesson T goes the around the classroom making sure students are on track and completing the task

Demonstrating how to use a router and safety precautions Q. So what a trimmer is? A. a tool used to route out or hollow out an area in the face of a work piece Q. So where do you think we will be routing out? A. The display piece (for a nice finish)

1:35

T calls the class back to her bench- waits for silence T explains the second part of the lesson, the Trimmer/router T explains the safety issues which need to be considered T Asks the students to read the speed of the router, to indicate that it is very fast and if it is not handled properly could catch on our clothes and twist T informs that safety glasses must be worn T explains in order to cut the piece of wood, a jig is needed to secure

Apron

Jig Trimmer Safety Glasses

Comment [ACU6]: 3.3 Use teaching strategies Include a range of teaching strategies. Use of demonstration strategies throughout the lesson, to help the students learn visually. This helped the student understand the task and complete it themselves

Q. Can you tell me what this number is? A. 30, 000 RPM Q. What is a jig? A. machine that holds the object to be worked on and guides the cutting

the work in place T demonstrates to the class how the router operates T informs the Ss that she will be Trimming their work for them as they watch

Developing confidence to complete their projects after demonstration

1:40

T sends students back to complete their work T goes around checking on behavior T asks learners and assisting where appropriate

CLOSURE 1:50