GRAPHICS LESSON PLAN

Student Name: Michael Faney

ID: G00374212

Subject: Graphics Topic(s): Conic Sections

nd
Pupil Year Group: 2 Year No. of Pupils: 12
Lesson Number: 12 Length of lesson: 40 mins
Date: 5/2/2021 Time of Lesson: 10:20

1. PREVIOUS KNOWLEDGE AND OBSERVATIONS

Students have expressed some uncertainty around how to locate the points on the parabola, the
section that seems to be causing confusion is around which lines match up to each other. One
student also expressed a lack of clarity on some of the technical terminology.

2. LESSON RATIONALE

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

There still appeared to be confusion around how points were found, so I wanted to offer RL
some different looks at how we can identify this step. I thought seeing the problem in a
different light might help. Also, I felt engaging other senses may open some new level of
understanding as students would not just see which lines went together but hear which
lines went together.

I wanted to expose students to the work of their peers, to see what the standard that was RL
possible within the class was, also I wanted to take a look at a question that incorporated
both the ellipse and the parabola.

To show students where the roots of some of the technical terms comes from, which might NL
help clarify some meanings and show connections between terms. RL

*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

1.2 Analyse graphical information for the planning of a 2D solution

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Students will need to Students can successfully C,
be enabled to: Analyse a question which analyse the question in draw both an ellipse and PM
contains several distinct facets and order to construct it fully, a parabola together in a
 construct them successfully to form a being careful to ensure question, showing
complete picture. different elements of the planning in the laying out
question meet in the and order they tackle the
correct place. question.
1.12 Construct 2D solutions accurately in accordance with graphical conventions.

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Students will draw out Students can properly PM,
be enabled to: Draw a question that the logo designed by one construct both an ellipse C
incorporates parabolas, ellipses and of their peers, which and a parabola.
circles interacting to form a larger logo. incorporates the three
conic sections they have
encountered.

5. THE LESSON

TIMELINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0-10 mins Layout the plan for the class. Then
using Parabola demo model
emphasise how we locate the
points on our parabola, making
sure students understand exactly
which lines are being grouped
together to form each point.
Students indicate which lines are G
matched up on second half of
parabola after watching
explanation using model for first
half.

LESSON SEQUENCE (MIDDLE)

10-20 mins Teacher shows students question, Students begin working on MA,
quickly detailing the different question, watching animation if G, L
elements that are present and how necessary.
we can interpret certain
instructions to complete question.
Step by step instruction using
animated PowerPoint for those
who need this.

20-30 mins Teacher goes through step-by-step Students work to finish question. MA,
using drawing board for those who G, N,
need help with this question. L

CLOSURE (END)

30-35 mins Teacher explains some terms that Students ask questions as relevant. L, G
 are used in conic sections, detailing
where they come from and how
the words can be broken down to
understand more easily what they
mean.

35-40 mins Teacher gives a summary of the Students submit class work. L
topic of Parabolas.

*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

PPT

Parabola Demo Model

Drawing Demo

SolidWorks Model