Learning lab

Title: I built that!

Lesson plan: I built that!

Date of lesson: 2013
Year range: grades 3
Number of learners: 35
Duration of lesson: 60 mins
Lesson number: 1
Unit: Creative constructions using wood
Teachers and other facilitators of lesson: Lisa Fazio and peer teacher for team teaching
This lesson plan prepared by: Lisa Fazio on 24 January 2013

Lesson objectives

The vision for this lesson is: a beginning level lesson to commence the learning process for learners to develop self-regulated knowledge about the sequence of constructing and the role of building in society; motor-learning skills and positive social behaviours to produce innovative creations as part of a group.

The objectives of this lesson are:

  • identify a range tools for use in building and constructing with timber
  • match the tool for its use in a building technique and application
  • measure, mark and cut with accuracy using a tenon saw
  • use hammers and nail into timber with success
  • apply glue to timber effectively
  • establish feelings of self worth for themselves and for others to complete a project
  • listen and question in order to complete a construction
  • develop the knowledge, skills and behaviours to cooperate with others to contribute to the achievement of group goals. The focus is not only task achievement, but also on contributing to, and reflecting on, the learning which occurs through being part of a team
  • learn how to act in socially responsible ways

Learners prior knowledge and exeperiences

The learner's prior knowledge, learning and experience is:
  • basic mathematical skills in addition, subtraction, division and measurement
  • motor learning skills to enable sawing of thin timber safely
  • able to work as part of a group to complete a project

Each learner's knowledge and experience will be applied in this lesson by:
  • scaffolding each of the above in the context of engaging in real live practices of manipulating timber and tools to create constructed objects
  • facilitating their self-regulated learning and motivation to relate the construction of objects using natural resources ie timber

The learning environment

The layout and design of the learning environment is:
  • Set up the classroom like a commercial building factory: work benches, vices, and bench hooks (800mm in height).
  • Nail punches, pencils for marking, 1 meter fold rulers, claw hammers, combination squares, tape measures, PVA glue
  • Timber 90X35mm pine
  • 50 mm bullet head nails

The actions to prepare the learning environment are:
  • arrange the room and materials prior to the lesson
  • enusre learners are advised to wear suitable clothing to protect clothing-advise prior to the lesson

Lesson resources. OH&S, administration and people to facilitate learning

The people who will be involved in the lesson are:

  • Two teachers will conduct the lesson to facilitate learning. Team team teach by combining the lesson with two classes of years 3, or years 3 and 4

The resources required for the lesson are:

  • whiteboard
  • work benches, vices, and bench hooks (800mm in height).
  • Nail punches, pencils for marking, 1 meter fold rulers, claw hammers, combination squares, tape measures, PVA glue
  • Timber 90X35mm pine, four pieces for each learner
  • 50 mm bullet head nails

OH&S, compliance and administration actions are:

  • Safe use with tools and timber

Lesson introduction and motivation

Time: 10mins as a whole class

The lesson transition, tone and motivation for learning is:
  • Who knows someone who is a builder? What is their relationship to you?
  • What do they do?
  • What types of things to they build?
  • What to they use to build with?
  • How do they build?.. Let's try and find out by building for ourselves

The learner's will engage learning by:

The links to scaffold prior experience and knowledge is established by:
  • guiding questions how what they see and think when watching the building related images. Notice how many people are there, what are they doing, how are they doing it. Why are they doing it.

Lesson motivation map

Action 1: Time: 5-10 mins whole class

  • Teacher to explain the activity, the objectives, why and assessment practices

Activity 1: Whole class What are these tools? 15 mins

  • Discuss the role of a carpenter and builder in society
  • Sitting in a group or circle pass around the various tools and material and ask guiding questions about their features, design and practical application
  • On the white board write down the responses using a section for each tool
  • Ask the group to think about how they could use these tools and materials
  • Write down their responses on the white board
  • Record this information for future use
Activity 2: Groups of 5-6 to complete a wood- working project. 20-30mins

  • Demonstrate using both teachers with the learners about how to safely use tools
  • Give each group a list of measurements to mark on their timer
  • Each learner then practices cutting into the measured and marked pencil lines on the timber
  • Each learner then using the cut pieces practices gluing and nailing the timber together

Teaching strategies, areas for guided questions, motivation and issues to consider are:
  • Show learners what is possible to make with timber and tools
  • Guiding questions to relate building using timber to finished pieces using supporting images
  • Students explore a range of contexts, both within and beyond school, in which individuals are required to work effectively as part of a team. They discuss appropriate knowledge, skills and behaviours in these contexts and the importance of developing these
  • They discuss and evaluate strategies to minimise harm and protect their own and others’ saftey.
  • Students regularly engage with new subject matter to understand the functions of a carpenter and builder and building
  • As a class or in groups, students recognise their responsibilities for managing their learning, such as staying focused and on task.
  • Through participation in a variety of group and whole-class activities, students begin to articulate the advantages of learning effectively with, and from, their peers. They seek feedback from peers and consider the validity of the feedback they receive. They identify the values that underpin the creation of a classroom environment that will support the learning of all students such as respect, equity and inclusion.
  • Students develop, justify and monitor their own learning goals. They learn to apply strategies for managing the completion of both short and extended tasks within timeframes set by the teacher and they reflect on how effectively they were able to use these strategies. They are provided with opportunities to manage and monitor progress of some tasks independently, and they compare how they undertake independent tasks and teacher-directed tasks. They review their work for accuracy before presenting it for assessment.
  • Students increase their repertoire of thinking strategies for gathering and processing information. These include identifying simple cause and effect, elaborating and analysing, and developing logical arguments. They begin to consider which strategies may be most appropriate for particular learning contexts. They increasingly focus on tasks that require flexible thinking for decision making, synthesis and creativity.

Learning and teaching adjustments: (who form why and how):
  • establish mentor peer-to-peer learning to facilitate understanding

Learning extensions (who for and whole class if learners are complete in the lesson actions):
  • establish mentor peer-to-peer learning to facilitate deeper knowledge

Assessment and feedback

Assessment actions in relation to each objective are:
  • formative assessment: observation on responses to questions, observation in measuring, cutting, gluing and nailing skills. observation on team collaboration.
  • summative assessment: check accuracy of measuring and cutting, presentation in class to discuss their learning experience as a class discussion, taking photos of groups in action and present in a blog or wiki for learning reference and presentation

Feedback initiatives for learning and well-being are:
  • use objective feedback specific to learning goals and objectives to foster deep learning
  • ensure each learner receives regular feedback throughout the activity
  • ensure each learner has feedback at the end of in regard to their construction skills and to apply peer-to-peer feedback in group discussion through questions to each other during the project
Assessment recording practices for learners portfolio and teacher file:
  • teacher to complete a critical reflection and evaluation of each learner and record this using a detailed format and filing for record keeping
  • each learner to store their knowledge in a private blog or wiki journal for their learning portfolio

Lesson conclusion

Drawing ideas and objectives together:

Follow-up actions based on status of learners ie time runs out:
  • to be reviewed and incorporated in the the following related activity

Question and presentation time for learners:
  • Questions to summarise learning using the lesson objectives as the focus
  • Learners to provide discussion and questions about the learning of knowledge, skills and behaviours from the activities

Provide a group building portfolio using the information on the white board to commence the portfolio and photos taken during the class to record the activity to be used as a reference portfolio.
Arrange time to give feedback to each learner in regard to their performance in completing the project.

Critical reflection and evaluation of lesson

Teacher and peer teacher to complete and discuss using a critical reflection and evaluation model ie to determine:
  • The extent that learning was achieved
  • What were the factors contributing to learning and distracting learning
  • What changes to learning are considered
  • Learning SWOT analysis
  • Teaching CDP reflection
  • Learner observations
  • Improvements and future plans and actions
  • Linking the next lesson and actions required

Learner and lesson actions and activities

  • What are the follow ups from this lesson: to progress to completing a finished constructed piece. Collaborate with learners to get them to think about what they may like to build and to share this as a suggestion for working on a finished piece with their group
  • What plans follow from this lesson: to scaffold learning by completing a group project of a finished constructed piece ie a dinosaur, skate board holder, stool, small table or storage box etc
  • What are the learner follow ups to this lesson: to think about a small wood working project to complete with their group
  • How can they deepen learning and experience in the future: research more about building, ask their builder family and friends, practice using the tools

Teacher notes

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