WOOD TECHNOLOGY LESSON PLAN

Student Name: Michael Faney

ID: G00374212

Subject: Wood Topic(s): Laminated Mallet

Technology
Pupil Year Group: 2nd Year No. of Pupils: 20
Lesson Number: 23 Length of lesson: 80 mins
Date: 25/1/2022 Time of Lesson: 14:35

1. PREVIOUS KNOWLEDGE AND OBSERVATIONS

Most students have now progressed to the mallet handle, students were asked to consider the design
of this handle since our last class, students appear to be reasonably clear on the process that needs
to be undertaken in order to break down the piece for the mallet head. Some students have not yet
progressed onto the handle and will need to be brought through this process.

2. LESSON RATIONALE

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

Undertaking a project that will require them to actually apply lamination. It is a simple NL/ RL
application of this, so as to expose them to the process in a feasible manner.

Students will add designs to the handle of this project, which will allow them to adjust the NL
design in a way that is personal to them and suited for their use of the tool. It will allow
students to interact with the notion of ergonomics also, in a way that is easy to explain
and for them to account for.

Students will undertake an experiment to investigate which timber out of beech and pine NL
is less prone to dents.

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

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

LEARNING INTENTIONS & ASSESSMENTS

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

1.3 collaborate effectively in a workshop learning environment

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key

Students demonstrate co-operation and Students work co- Students are able to C, A

patience working together in the operatively, with successfully work with

workshop, with stronger students stronger students giving their peers, with all
 gaining an ability to explain a process, some assistance to the students gaining a
and the weaker students being able to weaker students. greater understanding
gain a stronger ability in understanding of the task at hand.
the task.
3.2 evaluate the characteristics and properties of common species of wood

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key

Students are able to evaluate the Students undertake an Students can evaluate A,C,PM

difference in hardness between experiment testing how that beech is a harder

softwoods and hardwoods. easily a piece of beech timber as it is less

and a piece of pine is dented by dropping a
dented. weight on it.
2.4 understand key principles of design and ergonomics

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key

Students explore what the different Students are asked to Students are able to C, A

design and ergonomic aspects within a develop some design identify the key

mallet are and are able to apply them to details to aid both in the aspects such as

their own designs. aesthetics and removing sharp

ergonomics of their corners, making the
mallets. cross section of the
handle fit the hand and
other relevant design
and ergonomic details.
1.10 apply recognised health and safety practices in the use of tools, equipment and materials
Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key

Students can work safely while Questioning on safety Students are able to C, PM

constructing their projects. rules as the apply their safety

demonstrations are knowledge when using
carried out. tools like the marking
gauge, chisels and
tenon saws.

5. THE LESSON

TIMELINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0-2 mins Teacher brings students into the Students enter the classroom and O
class, and they are reminded to sanitise as they take their seats.
sanitise as they enter.

2-15 mins Teacher details to students the Students ask questions as relevant. O
learning outcomes for the class,
indicating what the different tasks
that need to be completed are.

Teacher walks students through

the experiment that they will all be
undertaking throughout the class.

Teacher instructs students to assist

their classmates who have missed
the previous class where necessary.

LESSON SEQUENCE (MIDDLE)

10-25 mins Teacher takes first three groups
through the experiment to test the
durability of the two different
timbers. Setting them up and then
instructing them to test the timbers
and form their conclusions.
First three groups work through the O, G,
experiment, testing the strength of N, L
the two different pieces and
drawing their conclusion.

12-20 mins Teacher takes students who are
ready to begin the handle of the
mallet through the process for
marking out the wedged portion,
prompting students to indicate
how they think it should be
marked. Teacher also indicates to
students to be aware of the design
aspects in the handle, asking them
to indicate what types of
ergonomic considerations have
been included.
Students offer their ideas on how to O, L,
form the handle to allow the mallet G, N
to be constructed. Students give
their thoughts on the ergonomic
considerations within the handle,
along with explaining what their
understanding of ergonomics is.
Students who are starting the
mallet head or finishing the pencil
case continue with their work.

25-40 mins Teacher takes second three groups
through the experiment to test the
durability of the two different
timbers. Setting them up and then
instructing them to test the timbers
and form their conclusions.
Second three groups work through O, G,
the experiment, testing the N, L
strength of the two different pieces
and drawing their conclusion.

40-55 mins Teacher takes second three groups
through the experiment to test the
durability of the two different
timbers. Setting them up and then
instructing them to test the timbers
Second three groups work through O, G,
the experiment, testing the N, L
strength of the two different pieces
and drawing their conclusion.
 and form their conclusions.

27-60 mins Teacher observes students as they Students continue with their work, G, N
progress with their work, assisting asking questions where needed.
students or offering clarity where
needed.

CLOSURE (END)

65-70 mins Teacher recaps the class by Students ask questions as relevant. O
stepping through the key points,
highlighting the areas that are
observed to have caused student
the most issues.

70-75 mins Teacher asks students in each of Students detail their findings from O, L
the groups to share their findings the experiment, asking or
from the experiment. answering questions where
needed.

75-80 mins Teacher instructs students to tidy
up and gives students clean-up
tasks.
Students clean down their desk, CL
place all tools back in their spots
and place their workpieces in their
class locker. Then sanitise their
work areas.

*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.

6. LIST OF TEACHING RESOURCES

Drawing ..\Resources\Mallet.PDF

SolidWorks Mallet Model

Experiment

Experiment Question Sheet

PPT

Demonstration