DCG LESSON PLAN

Student Name: Michael Faney

ID: G00374212

Subject: DCG Topic(s): HoR Elements Method

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Pupil Year Group: 5 Year No. of Pupils: 16 & 14
Lesson Number: 7 Length of lesson: 80 minutes
Date: 20&26/1/2022 Time of Lesson: 12:00&14:35

1. PREVIOUS KNOWLEDGE AND OBSERVATIONS

Students are familiar with the rectangle method of solving a hyperboloid of revolution and have been
exposed to the elements method in interpenetration, so will be familiar with this terminology.
Students are very comfortable with coming into class and constructing a drawing. I want to put more
onus on students to undertake some research and exploration of their ideas, rather than just having
students reproduce drawings.

2. LESSON RATIONALE

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

Develop students understanding of the elements method and what it means for an object to NL
contain a doubly ruled surface.

Reinforce with students what an element is, and how it can be utilised generally across all RL
graphical areas.

Give students the reigns to engage with an idea that interests them and exposes them to the NL
application of graphical ideas to the everyday objects we see around us.

*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. familiar with the principles, concepts, terminology and methodologies associated with the graphics
code

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

Students are familiar with how to refer to Class discussion, where Students are able to C

different terminology within the topic of students explain how to successfully use the

structural forms, including tangents, terminology in order to

 elements, throat circle, cutting planes solve the question. articulate their ideas
etc. and thoughts.
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

Students can accurately and efficiently Students are tasked to Students accurately PM,

construct a hyperboloid of revolution construct a hyperboloid construct the drawing, C

using the elements method. of revolution using the using effective notation
elements method. or colour coding to
allow them to solve the
question efficiently.
11. appreciative of the broad vocational relevance of Design and Communication Graphics.

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

Students are able to research and identify Students research to Students are able to A,

hyperboloids of revolution in real world find an example of a find some relevant C,

applications. hyperboloids of examples of PM

revolution, then hyperboloids of
sketching and revolution in different
constructing a drawing real-world settings.
question based on this.

5. THE LESSON

TIMELINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0-2 Mins Teacher lets students into the Students take their seats in a swift O
classroom and brings them to their and orderly manner.
seats in an orderly manner.

2-12 mins Teacher details what the learning Students listen carefully and ask G, O,
outcomes for the class are. questions where needed, also L
Outlining how the element method answering questions where
for drawing the hyperboloid of relevant.
revolution is constructed.

LESSON SEQUENCE (MIDDLE)

12-30 mins Teacher instructs students to work Students work through the given G, N
through the given question.
 Teacher demonstrates to students question.
how to set up and start the
question.

30-40 mins Teacher observes students as they Students continue to progress with G, N,
progress with the question, the given drawing. MA
instructing those who are finished
to think through what would
happen if we sliced through the
object, and how would we
represent this.

40-52 mins Teacher asks students what would Students answer questions. G, O,
happen if the object was cut with L
an angled cutting plane, asking
students to assess what happens
when the cutting plane is parallel to
the base originally.

52-60 mins Teacher instructs students to Students work through the final G, N
complete the drawing when the part of the question.
object is sliced.

60-73 mins Teacher instructs students to Students research hyperboloids of G, N

research examples of hyperboloids revolution.
of revolution in everyday settings
and produce a sketch that details
the design including relevant
dimensioning.

CLOSURE (END)

73-78 mins Teacher gives a summary of the Students answer questions as O, L,

new learning, recapping the relevant. G
elements method and addressing
any areas where there were
particular difficulties.

78-80 mins Teachers instructs students to tidy Students tidy up belongings and CL
up and clean down their work area. sanitise desks.

*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

Hyperboloid of Revolution Model

Conic Sections Model

PPT

Drawing Questions