GRAPHICS LESSON PLAN TEMPLATE

Student Name: Gearóid Reynolds

ID: G00394631

Subject: Graphics Topic(s): Orthographic Projection

Pupil Year Group: 2nd Year Group 2 No. of Pupils: 16
Lesson Number: 4 Length of lesson: 80 Minutes
Date: 12/10/23 Time of Lesson: 9:50

1. PREVIOUS KNOWLEDGE, SKILLS AND OSERVATIONS

Previous Knowledge

The students will have already learned about orthographic projection in 1 st year.

Previous Skills

The students understand the basics of orthographic projection

Teacher Observations

From observing and reviewing my previous classes I can say that most of the students have a good
understanding of the topic of orthographic projection and they understand the method used.

2. LESSON RATIONALE

A brief outline of WHY this content is the basis of the lesson, and why these teaching KEY*
methodologies were selected- a justification.

In this lesson, I will recap the previous learning from our first class. I want to find out how RL
much info the students learned and if there is anything they are unsure about. NL

I will use the word wall to help link the words to parts in the method to get the students
knowing and understanding the correct terminology around the topic.

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

4. LEARNING INTENTIONS, ASSESSMENT OF LEARNING & SUCCESS CRITERIA

*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 The students will be Questioning (Socrates) O
be enabled to: assessed by questioning Visual Assessment PM
Reflect on what we have learned in and by visual assessment
previous lessons and identify as a group of their drawings later in
how an orthographic question is
the class.
portrayed and how it is completed.

1.1 Visualise the manipulation of 2D shapes

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Discussion about Questioning (Socrates) C
be enabled to: orthographic projection
Defining what orthographic projection is and the outlining of key
and defining the key points with it and points.
using the correct terminology when
Being able to discuss the
talking about the topic and when
method and explain
explaining how the method works when
keywords relating back to
completing a drawing.
the word wall.

1.6 Apply their understanding of geometric principles to solve problems

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Implementing the skills Visual inspection C
be enabled to: and points learned to Questioning (Socrates) PM
Solve an orthographic question with complete an orthographic
hidden detail involved and discuss drawing.
what hidden detail is.

5. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0-5 Min The teacher greets the students as
they arrive at the room and gets
the students to take out their
equipment. The teacher then takes
the roll call.
5-15 Min The teacher will do a recap on the
previous lesson by asking students
questions on the topic of
orthographic projection. This will
be done by having an example on
the board and asking key points
about the given question.
LESSON SEQUENCE (MIDDLE)
15-25 Min The teacher will then put up an
interactive PowerPoint on the
board to talk about the planes and
views in orthographic projection.
This teacher then uses a physical
model of the 3 planes and a model
of dice to show the different views.
25-40 Min The teacher then gets the students
to complete a drawing using the
steps they have just discussed with
the aid of the model and the
interactive PowerPoint.
CLOSURE (END)
40-75 Min The teacher then introduces
the students to hidden detail in
orthographic projection. The
teacher shows them what
hidden detail is using
PowerPoint and shows them a
physical example allowing the
students to be able to visualize
what hidden detail will look
like.
40-75 Min The teacher gets the students
to complete a drawing that
includes hidden detail. The
teacher goes around the class
The students arrive at class
sanitizing their hands as they come
in and take out their equipment
and get ready for the lesson.
Students answer when their name
is called.
The students take part in the recap O
activity.
The students will answer questions O
asked by the teacher about the
topic and discuss the topic. G
(Socrates). With the aid of the
physical model, the students can
visualize how an object looks like
from the different given views.
(UDL) (Active Learning)
(Montessori)
Students complete an orthographic O
drawing implementing the
information learned in the classes G
previous.
The students learn about hidden O
detail and discuss the key points L
involved with the topic and where
it will be seen.
Students complete a hidden detail G
orthographic projection drawing.
 helping students while visually
assessing the students work,

75-79 Min The students then pack up and Students pack away their
tidy up any paper that might be equipment and tidy up the room
around their desks and leave picking up any tape or paper that
the room nice and neat may be on the floor.

79-80 Min Once the room is clean and the Students leave the room in an
class has finished the teacher orderly manner.
allows the students to leave
the room.

*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

PowerPoint

Word Wall

Physical Model

Worksheet