DCG LESSON PLAN

Student Name: Darragh Owens

ID: G00379119

Subject: Design & Communications Topic(s): CAD

Graphics
Pupil Year Group: 5th Year No. of Pupils: 14
Lesson Number: 6 Length of lesson: 60 mins
Date: 18/1/23 Time of Lesson: 9.00 AM

1. PREVIOUS KNOWLEDGE, SKILLS AND OSERVATIONS

Relevant Previous Knowledge: Students have previously used Solid Works during a TY Module. They
know the basic features and understand the different planes of reference.

Relevant Previous Skills: Students have created objects using basic features to remind them of the
process of creating an object on Solid Works.

Observations (Previous Lesson): Students seem very able to follow direction and take my instruction
on board.

2. LESSON RATIONALE

Brief outline of WHY this content is the basis of the lesson; what are your reasons for KEY*
planning the lesson in this way? (1 para).

Students have completed 2 simple 3d models so far. I will reinforce the methods of these RL
before building upon their knowledge of the features. NL

*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

 Choose an item.

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be

enabled to: Discuss the steps taken to Questioning Explain the methods of C
constructing previous
create basic 3D models
models

Choose an item.

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be

enabled to: Understand the meaning of Questioning Students will describe in C

the terms Loft and Sweep their own words what

the terms Loft and
Sweep mean
Choose an item.

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be

enabled to: Complete a model using Visual Inspection Students will create and

Loft and Sweep object using the feature PM

4. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0-5 Teacher greets students at the Students enter the room in an

door and watches them walk to orderly fashion. They go to their
their seat in an orderly fashion assigned seats and sit down.

Teacher asks students to take out Students remove their equipment

5-8 their equipment for the lesson and
also their school journals
Teacher will call out the attendance
list and mark all students who
8-10
confirm they are in attendance.
Teacher will also count students to
ensure correct numbers.
from their bags and wait for further
instruction
O
Students will say ‘Present’ when
they hear their name called. If a
student is absent, the other
students will let the teacher know.
LESSON SEQUENCE (MIDDLE)

10-13 Teacher will start the lesson by Students will answer questions O, G,
asking the students questions regarding to the content covered in L, N,
about the previous lesson. Teacher the previous lesson. CL
will go into detail about how we
constructed these models

13-16
Teacher will then introduce today’s
models and discuss how we will
make them. Teacher will hand
students physical examples of
these models
Students will attempt to guess how G, CL,
we will construct the models on the O
board. Students will use the real-
life examples as inspiration.

Teacher will instruct students to

16-25 Students will get a new part file G, N,
open up a new part file and watch
ready to draw and watch my L, O,
my demonstration. Teacher will
demonstration. Students will G, CL
then instruct students to complete
attempt to draw the object on their
the drawing. Teacher will circle the
own and will ask for assistance if
room assessing progress and
they feel they need it.
providing help to students who are
in difficulty.

Once the teacher feels students are Students will be working to finish G, O,
coming to the end of that question, the new model and then will work
25-30 N, L,
he will task them to find a suitable on their dice if finished. CL
appearance for the model and to
continue work on their dice
question. The teacher will ensure
all models are saved to one drive
while waiting on the slower
students to catch up.

Students will save what they have G, N,

Teacher will then move on to the
completed and move on to the next L, O,
30-45 second question. They will
model. Students will watch the CL
demonstrate a portion of the
demonstration and then attempt it
drawing before tasking the
themselves.
students to catch up. This will
continue until the question is
completed.
 Teacher will finally task the Students will begin to draw the final O, CL
students to begin the last question. question or instruct me to draw the
Depending on time the teacher question on the whiteboard.
45-55 might get the students to physically
draw the question or else instruct
my movements enabling me to
draw the model.

Teacher will instruct the class that

it now time to tidy up. Teacher will
55-57 ensure all models are saved to one
drive and reinforce the importance
of this. Teacher will ask the
students to log off the PCs
Students will save their models and
close the Solid Works programme
before logging off.

CLOSURE (END)

57-60 Teacher will ask students to pack
up their stuff, making sure their
desk is clean and there is no
rubbish around their desk.
Reminding the students to push in
their chairs and remain behind
their desks until the bell sounds.
Students will clean off their desks
and place any waste paper or
rubbish in the bin. They will push in
their chairs and stand behind their
desks. Pupils will exit the room in
an orderly fashion.

*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,
On Board SolidWorks Demonstration,
Physical Models,

6. Lesson Reflection

[If you are selecting this text format for lesson daily reflections, complete below. You may
alternatively use other means of reflection- journaling, podcast, video, using a specific reflection
model, etc.)

Q. What went well in this lesson, and why? (1 para)

Q. What did not go as well as hoped, in this lesson, and why? (1 para)

Q. What might I do to improve this lesson, were I to deliver it again? (1para)

Q. What did I observe today, in general terms, that I need to follow up on, next class? (e.g. student
engagement, classroom management issues, poor/unwieldy entrance and exit from the
classroom, lighting in the room, visibility of the screen from the back of the room, absenteeism,
SEN challenges, H&S, etc.). Bullet points.

MEMOS