TEACHING PRACTICE SCHEME OF WORK (2013-2014)

DTE Student Name & ID No Michael McGee G00280014

Subject: DCG

List of Topics:

Solids in Contact Introduction to road geometry

Pupil Year Group: 5th Year No. of Lessons: 18

No. of Pupils: 8 Length Of Lessons: 30mins Monday 70mins Tuesday 70mins Thursday

Date: 06/01/14-13/02/14

Time of Lesson:

10:30-11:00 Monday 10:30-11:50 Tuesday 14:30-15:40 Thursday

Note: The resources, activities and lesson sequence of this scheme were produced by myself in collaboration with three other students as part of a continuous assessment in which a teaching pack for this topic was developed. As such I would like to acknowledge my colleagues; Tim O'Connor, Seamus Lyons and Lyndsey Balfe for their contribution to this scheme. 1. STATEMENT OF THE PUPILS PREVIOUS KNOWLEDGE AND SKILLS The majority of pupils in this group have completed the Junior Certificate Technical Graphics course obtaining knowledge of plane and descriptive geometry which will be built on over the course of this scheme. However, my cooperating teacher has informed me that two pupils in the group have not. This said, he is pleased with their progress to date and is confident that they are capable of keeping up with the pace of the group. I will identify the pupils in question at an early stage in the scheme and monitor their progress

carefully. Prior to the commencement of this scheme pupils' have encountered topics such as lines and planes and surface geometry. As such they will have experience in the competent use of a T-square, set squares, a compass and a protractor. Though they are competent with the process of affixing and setting out a drawing sheet, pupils may need guidance in the planning and locating of their drawings on the page as this topic often encompasses a large portion of an A3 sheet. Pupils are aware of a number of conventions and standards relevant to technical graphics, namely; variable line weights, scales, scripting and dimensioning. Pupils will have examined the construction and geometric properties of a number of plane figures such as triangles, quadrilaterals, polygons and most relevant to this particular scheme, the circle. Pupils' ability to robate points and construct tangents are an important application in solids and contact. Due to the fact that some pupils in the group are new to graphics at the start of the term the first few weeks were spent recapping and revising topics such as orthographic projection which will aid pupils in their efforts to visualize three-dimensional objects on two-dimensional plane surfaces. Whilst studying lines and planes pupils will have encountered useful applications such as planes of reference which can also be applied to the new topic. 2. RATIONALE FOR THE SELECTION & STRUCTURING OF SUBJECT MATTER AND FOR THE METHODOLOGY In line with the Leaving Certificate Design and Communication Graphics syllabus pupils are required to study a range of categories under the heading of plane and descriptive geometry. The topic of solids in contact addresses several aims and objectives of the syllabus, most notably, the development of the capacity and ability of students in the area of visio-spatial awareness. Principles employed in this topic are an essential element of the senior cycle course which provide a foundation for future topics such as mining geometry where traces of planes are also involved. Solids in contact encompasses a significant amount of previously encountered course content, such as polygons, circles in contact and orthographic projection which can be spiraled back to and further developed in line with Bruner's spiral curriculum. Throughout the scheme three-dimensional models are used to assist pupils in the

visualization of each problem encountered. By providing pupils with the opportunity to see the point of contact in three-dimensional space it allows them to link the topic to real life experiences. A variety of exercises and work sheets have been designed to assess pupils ability and the nature of these activities allow for varying levels of difficulty which will cater to the differing abilities in the class. 3. AIMS The aims of this scheme are to: Create a positive learning environment, by employing a firm but fair approach. Instill an awareness of solids in contact to pupils making numerous links to real life examples to assist pupils in the retention of new learning.. Develop pupils' competency and confidence in the use of a variety of drawing utensils. Further pupils visio-spatial awareness through the use of three-dimensional models in conjunction with SolidWorks models of each question. Introduce an active element to pupils' learning through the medium of carefully thought out, structured activities involving models and plains boards. Introduce the topic of roads to prepare pupils for the next topic being encountered when my cooperating teacher takes over.

4. LEARNING OUTCOMES & CORRESPONDING ASSESSMENTS [The LOs correspond to the aims above, breaking them down into smaller tasks] Learning Outcomes (LOs) At the end of this scheme, pupils will be enabled to... Recall the to rules and a routines positive Making a poster in pairs and collaborating their ideas with the Assessment of LOs

desirable

create

learning environment for all pupils. Take responsibility for the

group as a whole. Teacher inspection of the classroom condition at the end of each class. Quick-fire questions in relation to health and safety Class handout requiring pupils to identify, critique and problem solve key elements of DCG by means of both higher and lower order questions.

cleanliness of the room, instilling an awareness of the relevance of a clean working space to health and safety. Display an appreciation of DCG and its relevance to everyday life.

Work together in a collaborative manner to create positive learning environment.

Observing pupils, ensuring that each member of the group is contributing to the task.

Confidently and competently use all drawing equipment required for each drawing.

Teacher observation of pupils using such instruments and discussions on the best instrument to use for each application.

Complete drawings respective to recognised standards and conventions, with specific attention to neatness and accuracy.

Grading of pupils work relative to the correctness and neatness of the drawing.

Create a two-dimensional representation of points of contact between two or more threedimensional models.

Teacher evaluation pupils answers on questions specific to this topic. Pupil self assessment by means of

comparison to model solution. Recall the key principles involved it the topic of solids in contact.

Fill out handout by adding in the missing vocabulary.

Draw on skills acquired from previously encountered aspects of the DCG syllabus.

Creation of a mind map linking elements of this topic to previously completed topics.

5. NUMERACY & LITERACY STRATEGY Many of the key terms encountered during the scheme are encompassed in a crossword puzzle that will be issued to pupils towards the end of the scheme as a recap. To cater for less able pupils in the group the software used to produce the crossword can be easily used to create a word search using the same terminology. Depending on the ability of the group I may consider rolling out the word search to all pupils a week in advance of the crossword. This will allow pupils to link to previous knowledge in an effort to instill the key terminology into their long term memory. Laminated labels are also provided for the key words used during each drawing and in an active manner, pupils will be invited to put the labels on laminated solutions, models and the blackboard in a variety of activities encompassed in the scheme. The importance of pupils understanding the principles behind each topic as opposed to the rote learning system of learning off where to draw each line is key to pupil success in the DCG subject. With this in mind I intend to ensure pupils write notes on their drawing delineating these principles. This will be a useful study aid for them prior to examinations whilst boosting their literacy ability as the transfer the technical vocabulary into their own words. With regard to numeracy, careful design in the layout of the questions encourage pupils to add subtract, divide and multiply numerous dimensions to complete each question. Examples of this include strategies such as; giving a pupil the diameter of a circle in a question where the measurement they require is the radius, inclusion of a scale on the drawing and providing some key dimensions in a linear fashion so that pupils have to use

two of the dimensions to work out a third. Due to the geometrical nature of some of the shapes in this topic it is inevitable that elements of geometry will be used in the class on a daily basis. Examples of this include; triangulation of points, Pythagoras' theorem and division of angles to construct polygons.

6. DIFFERENTIATION STRATEGY To account for differentiation many of the activities encompasses in the scheme are designed to be altered to varying levels of complexity. Each class drawing is accompanied by a model solution that can be used by pupils who are excelling to grade their own drawings allowing the teacher time to provide extra assistance to those who are struggling. These solutions can also be used as a cross check for less able pupils to assist them in the completion of the drawing if they fall behind. Caution must be observed in this model as an over reliance on the solution will not benefit the pupils critical thinking when it comes to applying the principles to another question. During TP1 I addressed this concern by allowing pupils to see a solution only after all other avenues had been explored. In a case where a pupil or number of pupils needed to see a solution for a large part of the question I would endeavor to select a question with similar principles for the homework exercise to entice the pupils in question to transfer their new learning to another drawing. As mentioned earlier in the scheme a word search can be issued to some pupils if the crossword puzzle proves to be too difficult. Group work will be used where possible to encourage the more able pupils to transfer their skills to those who are having difficulties.

7. SCHEME MIND MAP

8. WEEKLY OUTLINE OF LESSON CONTENT & REQUIRED RESOURES Note: Items such as orderly entrance, recap of previous lessons content and recap of new learning and orderly exit are generic elements of each lesson. In the interest of formatting they have been omitted from the content column below, avoiding repetition and allowing me to focus on the core class content. WEEK LESSON CONTENT 1 1 (single) RESOURCES

Personal Introduction Introduction to topic Recap of descriptive geometry Introduction to points of contact

Wow Factor Presentation Prezi Presentation Planes Board Modelled Solids Laminated Model Drawings

1 2 (double) Locating points of contact on a given solids Completing orthographic

PowerPoint Presentation Textbook Planes Board Modelled Solids

views of given solids

Laminated Model Drawings Point of Contact Work Sheets PowerPoint Presentation Textbook Planes Board Modelled Solids Laminated Model Drawings

1 3 (double)

Examination of cut solids Introduction to two solids in mutual contact

Rebatment Work Sheets PowerPoint Presentation Textbook Planes Board Modelled Solids Laminated Model Drawings

Introduction of a plane and curved surface in

4 (single)

mutual contact Examination of cut solids in mutual contact

2 5 (double) Examination of rising and falling planes Introduction to three solids in mutual contact In class test

Water Tank Concrete Modelled Solids PowerPoint Presentation Textbook Planes Board Modelled Solids Laminated Model Drawings

6 (double)

Exam Papers PowerPoint Presentation

Analysis of past exam ordinary level question

Textbook Planes Board Modelled Solids Laminated Model Drawings Paraphernalia for board drawing activity PowerPoint Presentation Textbook Planes Board Modelled Solids Laminated Model Drawings

7 (single)

Introduction to loci

Paraphernalia for board drawing activity PowerPoint Presentation Textbook Planes Board Modelled Solids Laminated Model Drawings

Elaboration of examination of loci

8 (double)

PowerPoint Presentation Textbook Planes Board Modelled Solids Laminated Model Drawings

9 (double)

Introduction to tangent planes to solids

10 (single)

Elaboration of examination of tangent

PowerPoint Presentation

planes to solids

Textbook Planes Board Modelled Solids Laminated Model Drawings

11 (double)

Recap of entire topic

Recap Mazes

Exam Papers PowerPoint Presentation Textbook Planes Board Modelled Solids Laminated Model Drawings

12 (double)

In class test Analysis of past exam higher level question

5 13(single)

Feedback on test Intro to road geometry Facilitation of completion of roads worksheet Sketching pictorial view of road with cut and fill cones at either end Test corrections Introduction PPT on Road geometry Work sheet to address key principles A3 sheets for sketching

Identifying approximate areas for cut and fill

Lightly completed drawings for use on the data visualiser

14 (double)

(sectioning) to minimise construction lines on the drawing. Question on a straight

Printed blank maps for both questions Model solution for both

sloping road Question on a sloping road with a car park Question involving a road with a bend that requires extensions to complete. (PPT) 15 (double) Question encompassing an auxiliary view to determine heights (Board drawing) Word search on key terms used to date

questions

Blank maps to accompany each question. Animate PPT for extension question. Board drawing equipment and board plan.

Pupils completing a board drawing (2 team of four racing) Board will be divided into two and one member of each Board plan Two sets of board drawing equipment. Two similar questions encompassing all aspects of the topic encountered to date.

16 (single)

team completes the board drawing under the guidance. Each pupil will have 5/7 minutes with the chalk before alternating. Compare and contract both drawings.

17 (double)

Class test on both questions done on the

Test sheets

board in the previous lesson 18 (double) Feedback on test Exam style question from the Leaving Cert 2001 paper drawn and problem solved in class Maps for 2001 question Test results