DCG LESSON PLAN

Student Name: Sean Gallagher

ID: G00354679

Subject: Design Communication Graphics Topic: Solids in Contact

Pupil Year Group: 5th Year No. of Pupils: 10 Students
Lesson Number: 28th Lesson Length of lesson: 60 Minutes
Date: 10th February 2021 Time of Lesson: 13:50 – 14:50

1. PREVIOUS KNOWLEDGE AND OSERVATIONS

The students were actively engaged in the lesson and they seemed to be really interested in the
recap at the start of the lesson. This is the lesson where the students seem to be awake long before
the class, but this interactive and engaging recap gives the students the chance to get into gear for
the rest of the lesson. I got great feedback from the recap and it led to the students being engaged in
the chat all lesson. This was really good as I got to see where their knowledge was and the areas they
were having problems with.

The students really enjoyed doing the independent research on solids in contact in the previous
lesson. They said that it got them involved in the class and that they were able to focus their learning
on the task at hand. They also added that they really enjoyed the opportunity to share their findings
with the group and take control of their learning.

I feel that I need to mix up from just doing the board drawings with the class and the get them more
active as they would in the normal classroom setting. I feel that a big addition to the students learning
to help with visualisation is the models that I have available to me in the school. As a result of this the
class and I are going to make models in the lesson to help them with their visualisation of questions
and also help with the knowledge of the area.

2. LESSON RATIONALE

Brief outline of why this content is the basis of the lesson KEY*

The teacher will lead a recap on the previous lesson with the aid of Padlet to reinforce the RL
students learning.

The teacher will break down the areas that the students are having problems with from the RL
homework tasks from the previous lesson. This is done to help students gain knowledge in
the questions that they struggled with.

The teacher will lead a presentation into what Solids in contact is to add to the information NL
that the students identified in the previous lesson. This is to give the students who did not
do as much research the same information.

The teacher will then lead the task of creating models of a cone, cylinder and sphere. This
 will work to help the students creatively side and also once the models are made they will NL
help with the students visualisation skills for the questions. If I was in the traditional setting
the school has a vast amount of models so they students could use them instead.

The teacher will lead a peer teach demonstration on how to complete a Solids in Contact
question with relation to best practice skills for drawing. This is also to add to the NL
engagement in the lesson with lesson from the students while also furthering the
knowledge when peer teaching.

The teacher will go through the homework for the students and get the students to identify
the skills from the lesson that they will need to use to complete the homework tasks. The NL
students are given the chance again to suggest approaches to the question which helps with
the knowledge of the topic.

The teacher will lead an end recap on the lesson with the aid of an exit card and mentimeter
to reinforce the students learning from the class. RL

*KEY: RL=Reinforced Learning, NL=New Learning

3. SUBJECT OUTCOMES (AS IDENTIFIED IN SUBJECT PLANNER) AND CORRESPONDING

LEARNING INTENTIONS & ASSESSMENTS

*KEY: C=Cognitive, PM=Psychomotor, A=Affective

2. able to apply the principles of both plane and descriptive geometries to the solution of a variety of concrete and abstract graphic problems

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be Recap The students being able to C
enabled to: Demonstrate a knowledge in the Questioning demonstrate their

principles of Solids in Contact. knowledge of Solids in

Contact from the previous
lesson.
4. able to model, in two and three dimensions, graphic design problems and solutions, utilising a range of appropriate techniques and media with

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be Model Making The students successfully PM
enabled to: Create models that will help with Self-Assessment using their design skills to

visualisation of questions using design skills. create 3D models to help

with visualisation of the
questions.
3. able to produce neat and accurate drawings that comply with internationally recognised standards and conventions

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
 At the end of this lesson the students will be Monitoring
enabled to: Identify the best practice skills for Questioning
completing a drawing in the topic of Solids in
Contact.
4. THE LESSON
TIME LINE TEACHER ACTIVITIES
SET INDUCTION (BEGINNING)
0-5 Min The teacher will begin the lesson
and allow the students to enter the
call.       the call.
The teacher will lead a recap of
the previous lesson by having the
students to answer the recap
questions on Padlet.  
Key Questions  
What is the Centre of Curvature?
How do you locate the
asymptotes? Define what Solids in
Contacts is?
5-10 Min The teacher will go back though the
feedback for the student’s
homework and help identify
common mistakes by the students.
Asking questions throughout
using the wheel of names and
answering the student’s questions
also.  
LESSON SEQUENCE (MIDDLE)
10-15 Min The teacher will lead a
presentation on what solids in
contact is and where the students
would see it in real life. The teacher
will ask questions throughout the
presentation in relation to the
student’s independent research
activity in the previous lesson.
Key Questions
Who can tell me what solids in
contact is? Who can give me an
The students successfully PM
identifying the best
practice skills for drawing
in Solids in Contact.
PUPIL ACTIVITIES KEY*
The students will enter the teams ET, L
call ad wait for their peers to join
      
The students will answer the
teacher questions on Padlet for the
recap.      
The students will identify any O, L,
difficulties that they may have had MA,
with the homework and ask the CL
teacher for guidance if they
need help with the structure of
how to approach the questions.   
The students will be answering the L, O,
teacher’s questions throughout the MA
presentation on solids in contact.
The students will also make
reference to their independent
research in the previous lesson for
guidance.
The students may ask the teacher
questions in relation to solids in
contact also.
 example of solids in contact?

15-35 Min The teacher will issue the challenge The students will use their creative MA,
of creating 3D models to help them skills to produce 3D models of a G, N
visualise the questions that will be cylinder, cone and sphere to help
coming up in the topic. The teacher their visualisation of questions.
will suggest the students creating a
model of a cone, cylinder and
sphere.

The teacher will answer any

questions the students may have in
relation to the task throughout this
time also.

35-45 Min The teacher will lead a
demonstration in how to complete
a solids in contact question and
allow the students to peer teach
also. The teacher will show the
students how the use of the 3D
models will help with answering
the questions. The teacher will also
ask numerous questions
throughout the demonstration.
The students will peer teach each O, L,
other through the step by step of CL, G,
the question while being asked N
questions by the teacher.
The teacher is also available to
answer student’s questions in the
allocated time also.

Key Questions

How do I locate the sphere? What

are the points of contact? Why are
the points of contact important?

45-50 Min The teacher will look through the The students will identify the skills O, L,
students homework tasks and they used in the demonstration to CL
identify areas where they need to answer the homework drawings
use best practice skills. assigned by the teacher.

CLOSURE (END)

50-55 Min The teacher will end the call with a The students will answer the ET, L
recap on the lesson with the aid of teacher’s recap questions and
Mentimeter and an Exit Card on submit their answers to
the lesson. mentimeter.

55-60 Min The teacher will end the call and The students will complete the G, N
allow the students to work on their tasks assigned to them by the
tasks for the next lesson.    teacher in the duration of the class
time. 

*KEY: L=Literacy, N=Numeracy, O=Oracy, G=Graphicacy, SEN=Special Educational Needs, MA=Mixed Ability,
CL= Cooperative Learning, GI=Gender Inclusion & MI=Multicultural Inclusion.
5. LIST OF TEACHING RESOURCES

PowerPoint Presentation

Exit Card

Padlet

Mentimeter

Solidworks Model

Models of Solids

Homework Solution 1

Homework Solution 2

Video of Homework Solutions

CAD Drawing of Worked Example