WOOD TECHNOLOGY LESSON PLAN

Student Name: Conor Mc Cormack

ID: G00381930

Subject: Wood Technology Topic(s): Tree Species

Pupil Year Group: 1 No. of Pupils: 23
Lesson Number: 12 Length of lesson: 40 min
Date: 12/01/23 Time of Lesson: 9:00-9:40

1. PREVIOUS KNOWLEDGE AND OSERVATIONS

 Most students completed their planes in the previous lesson.
 Students have previously covered Health & Safety, Hand tools and Joints.
 All theory activities are to be documented in a folder as continuous assessment is included to
grade students at the end of the year.

2. LESSON RATIONALE

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

 At the beginning of the lesson, ask class to remind teacher the importance of
documenting work in folders.
 Split students into pairs of two and assign them to cooperate on a list of tree types
they know of. This will help activate their brains for the class.
 Upload presentation on trees species to help the class understand more about wood
and how different species can be identified.
 In the same pairs as before, students will be given either the heading of Hardwoods
or Softwoods to research. Students sketch out gathered research and add
information with these into their sketchbooks.
 One student from each group will swap their sketchbook with peer groups. They will
document their findings and reference their work.

*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

Learning outcome

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

At the end of this lesson the students will LI’s
be enabled to:  Student centred RL
1) Understand the significance of learning.  Students list O
documenting work.  Verbal reasons why
assessment. documentatio
n is important.
Learning outcome

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

At the end of this lesson the students will LI’s
be enabled to:  Higher/lower NL
2) Identify where wood comes order  Students can N
from, and the various ways questioning. list as many L
wood can be identified.  Verbal characteristics
assessment. for identifying
wood as
possible
before
presentation
shows them.
Learning Intentions (LI’s) Assessment of Learning Success Criteria for
At the end of this lesson the students will LI’s
be enabled to:  Chromebooks.
3) Gather research on  Visual Inspection.  List the
Hardwoods/Softwoods in pairs  Student based characteristics NL
using online sources. learning. associated
MA
with
hardwood/soft L
wood.
4. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0-3 min Students enter room in a single file, Students follow teacher's O
take off their coats and take a seat. instructions

Note*: Teacher takes note of

where students locate for seating
plan.

3-4min Login to VS Ware and complete roll Students call out if their present. CL
call.

4-6min Write the Learning Intentions onto Students begin to understand what
the blackboard beside the they should have learnt by the end
projector. of the lesson.

*Note: Explain the learning

intentions while writing them onto
board.

LESSON SEQUENCE (MIDDLE)

6-8min Announce for class to take out
their sketchbooks and folders, then
ask the class why it is important
that these items are used within
the Wood Technology class.
Students inform the teacher why it RL
is important that they must bring
their sketchbook and folder. O

8-10mins Inform class that we are moving Students within their pairs list CL
onto species of trees and ask class species of trees they already know.
in their pairs, to list what tree types L
they may already know.

10-11mins Give students the opportunity to Students give any knowledge they O
name some of the types they come have about their listed tree species.
up with and then ask them if they
know anything about any of the
 trees they listed.

11-16mins Upload species of tree Students answer questions NL

presentation onto overhead asserted by teacher.
L
projector.

As teacher goes through slides,

make sure to ask to try give
answers to headings before
uploading content.

Make students aware if they have

any questions to raise their hands.

16-18mins Announce for class to retrieve a Students collect Chromebook. CL

Chromebook from the front of the
class.

18-27mins Upload the headings onto the Students begin working in pairs to NL
board Hardwoods & Softwoods. gather research on the headings
CL
Give each group one of the they were assigned. Then, they
headings to research using the document this research and apply MA
Chromebooks. With the research sketches with the gathered data.
these groups have gathered, they N
must document this within their L
sketchbook.
G

Make students aware it is

important that sketches are
implemented to represent
gathered research. Remind
students about the rule of thumb
when it comes to sketching create
a sketch roughly the size of their
fists.

27-31mins Question each group to announce Students give information to the NL

one of their findings from the class from their researched topic.
O
research activity.

Make students aware it is

important to add any information
they have not included within their
research.
 31-37mins The teacher asks groups to swap Students swaps their research and CL
their research with a group that collects their peer's data.
L
researched a different heading to
them. NL

CLOSURE (END)

37-39 min Announce for class leave back Students follow instructions. C
chrome books and to begin packing L
their belongings.

39-40 min A rule within the school is first year Students leave their room in single C
can leave a minute early before file once everyone has completed L
class so once they have finished tidying up.
tidying up, let them exit the room
in a single file.

*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

Presentation - What is Wood

Chromebooks

Sketchbooks

Overhead projector

Blackboard – for sketching

VS WARE

Laptop

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?

 St
Q. What did not go as well as hoped, in this lesson, and why?

 W

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

 Students document work on Padlet instead of documenting work within their notebooks.

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