2nd Year Junior Cycle Graphics Planning Grid

Student Name: Niall Phelan School: Colaiste Mhuire Class teacher: Declan Brennan

ID: No: G00396329 No of Pupils: 20 Length of Lesson: 60 minutes

Class profile

Special Educational Needs (SEN) Diversity (Gender, Ethnicity etc.) Other relevant information
Key:
Activity
Theorists
UDL Key

Linking with Subject specification and Junior Cert Framework Evidence of Teaching and Learning
Learning Intentions
Statements Relevant JC Success Criteria
Topic/Chapter (students will learn Key Skills Teaching Methodology Assessment Method Key Words
of Learning Outcomes
Schedule about)
Week 1 SOL 15 Conic Section 1 2.7 Construct  Associate 3a. Using  PBL (Vygotsky)  Recognise  Worksheet  Concentri
SOL 19 solutions to elliptical shapes language  Using visuals as a where ellipses  Homework c circles
SOL 23 presented and/or with 6c. learning aid (UDL) are used in task  Ellipse
defined problems recognisable Developing a  Working with a everyday life  Questioning  Axis
2.13 Apply logos and other positive visualizer (UDL) and give some  Teacher  Major Axis
geometric real world disposition  Traffic lights (UDL) examples of observation  Minor Axis
principles to experiences. towards (Reflection) (Greek where they  Traffic lights
construct  Determine how investigating, Philosophy-Know have seen the as a self-
accurate 3D to divide a reasoning Thyself-Socrates) shape to the assessment
solutions in circle into equal and problem  Read and explain class. reflection
accordance with parts and label solving pairs (UDL)  Divide a circle
graphical this correctly. (Vygotsky/Bruner) into 12 equal
 conventions. Examine 2b. Co- parts using
concentric operating their 60/30
circles and degree set
construct these square.
3.1 Recognise 2D and 3D features
correctly.in everyday objects and artefacts  Construct
 Find solutions concentric
to problems circles with the
using correctly same centre
constructed point but with
lines and different
develop lengths of
graphicacy skills radius.
through conics  Complete a
sections. drawing of an
ellipse using
the correct
graphical
techniques.
Week 2 SOL 15 Conic Section 1 2.1 Visualise the  Annotate a 2a.  Questioning  Label a  Exit cards  Vertex
SOL 20 manipulation of drawing of an Developing (Socrates) drawing of an  Peer  Axes
SOL 23
3D shapes ellipse and its good  Think, pair, share ellipse using a discussion  Pen and string
construction relationships (Collaborative collaborative  Teacher  Focal points
correctly using and dealing active learning) visualizer observation
the correct with conflict (Vygotsky/Bruner). exercise.  Socratic
terminology.
2.5 Develop ideas using free-hand sketches and other media to accurately communicate
 PowerPoint  Determine
as the thought process the questioning
 Find the focal learning resource focal points of
points of an 1b. Implementing ideas(UDL)
and taking action an ellipse using
ellipse.  Woking with a half the major
2.12 Generate  How to visualiser. axis, locate
and develop 5c. Setting
construct an these on each
design ideas using and achieving
ellipse using the drawing.
appropriate goals
pen and string  Discover a new
geometric method. method of
principles and  Develop an creating using
constructions understanding the pen and
of the string method.
relationship  The students
between focal must work in
points and axes. pairs to find
the focal points
and put the
pins into a
piece of wood
to draw the
ellipse with a
string.

Week 3 SOL 15 Conic Sections 1 1.3 Derive 2D  Comparing the 1. BEING Using posters and  Discuss the  KWL  Vertical
SOL 20 solutions using similarities and CREATIVE other forms of relationship  Worksheet  Horizontal
SOL 23
appropriate differences of media to enhance between  Poster  X, Y Lines
media ellipses and learning (UDL)
2. WORKING WITH OTHERS ellipses and assessment  Arc
2.4 Appreciate parabolas.  IBL (Piaget) parabolas.  Group  Tangent
the role of 3D  Constructing a  KWL post it  Create a discussion  Radius
4a. Being
 graphics in the parabola. Curious exercise reflection parabolic  Questioning
creation of 
Identifying the (UDL) (Greek shape to solve
solutions parts of a Philosophy-Know a problem on a
parabola Thyself-Socrates) worksheet.
 Executing the  Using a workbook  Correctly label
rectangle
1.10 Understand the properties of geometric shapes  Peer teaching the different
method (Vygotsky) parts of a
correctly to parabola.
form a  Construct the
parabola. rectangle
 Apply the method and
importance of division of lines
labelling to method to
their solution create a
on every parabola.
drawing.

Week 4 SOL 15 Conic Sections 1.3 Derive 2D  Constructing an 2b. Co-  Use of visuals  When given  Socratic  Tangent
SOL 19 solutions using ellipse and a operating (UDL) the major axis questioning  Rectangle method
SOL 20
appropriate parabola in the  Questioning and the focal  Homework  Focal Points
media same solution 3a. Using language (Socrates) points of an Task  Ghost lines
to a question  Real life ellipse , find  Class test  Design
2e. Learning
 How to use construction (UDL) the minor axis  Using symbols
with others
neat free hand (Real world and draw the instead of a
2.5 Develop ideas using free-hand sketches
sketches to and other media to accurately
learning) (Rogers)the thought ellipse.
communicate process grade
design a shape  Homework  Design a  Peer set
based on ellipse (Bandura) perfume bottle questions
and parabola.  Fist to five (Active using neat free
3.8 Represent  Problem solve learning task) hand sketches
graphically their questions (Dewey) to show
approach to a relating to the  Class test construction
design task ellipse where  Combine an
different ellipse and a
measurements parabola to
are to the create various
major and shape,
minor axis are construction
given lines must be
 Construct a clearly visible
tangent to an and different
ellipse. colours to
clearly define
the ellipse and
the parabola

Week 5 SOL 19 Orthographic Projection 1.6 Apply their  Represent a 3D 1c. Learning  Using posters and  From a 3d  Teaching  Ortho
SOL 21 SOL 24 understanding of object using Creatively other forms of object project observation  Graphic
 geometric orthographic media to enhance a plan,  Socratic  Plan
principles to solve projection learning (UDL) elevation and questioning  Elevation
problems  Identify the key  Using visuals as a end view in  Reflective  End view
components learning
4b. Gathering, recording, resource
organising relation to the
and evaluating information activity (KWL)
required to  Woking with a direction using  Visual
2.10 Understand the properties of geometric objects and surfaces
create an visualiser. the correct inspections
orthographic  Peer teaching measurements  Assessing
projection of an 6d. Seeing (Vygotsky) . posters
object patterns,  Identify and
3.8 Represent graphically their approach to a design task
 Visualize what trends and recognise a
an object looks relationships given plan
like from the elevation and
three primary end view of a
viewing physical model.
directions (front  Draw a rough
top and side). representation
 Transfer of a model in
measurements the 3 views on
from the front the whiteboard
elevation and along with help
plan view to a from other
side elevation students.
using
appropriate
conventions.
Week 6 SOL 15 Orthographic Projection 1.1 Visualise the  Develop design 2b. Co-  PowerPoint as  Create a design  Homework  Projections
SOL 20 manipulation of ideas /solutions operating learning resource of an object task  3D
SOL 21
2D shapes through graphic (UDL) and use  Socratic  Graphic modelling
modeling  Questioning orthographic questioning  Plane
 Apply 3c. Listening and expressing myself
(Socrates) projection to  Peer  Viewing direction
1.7 Interpret and create graphical representations
knowledge of of data/information
 Reflective learning represent the assessment
orthographic activity, mind key for diamond
3b. Using
projection to mapping (Dewey) measurements ranking
numbers
represent their  PBL (Vygotsky) .  Groupwork
own design.  Active learning  Develop a worksheet
3.4 Solve real-context and
 abstract problems
Represent a 3D using graphical techniquestask Diamond design using a  Exit cards.
object using ranking (Dewey) variety of
orthographic media such as
projection poster,
 Draw a curved PowerPoint
object in and a graphical
orthographic drawing
projection included in all.
 Divide a circle
into 12
sections
(recapping)
and use this to
create a view
of a curved
surface in
orthographic
projection.
Week 7 SOL 19 Orthographic Projection 1.6 Apply their  Identify a 2c.  Using prior  Be able to  Rubric  Profile view
SOL 21 SOL 23 understanding of profile view of Respecting knowledge (UDL) recognise the  Prior  Extreme generator
 geometric an object Differences  Socratic profile view of knowledge  Truncated
principles to solve  Use the questioning an object test  Edge view
problems principles of (Socrates)  Construct a  Questions for
orthographic 1b. Implementing ideas and taking
 Traffic Lightsaction plan elevation success
projection
1.10 Understand the properties to
of geometric shapes (Reflection) (Greek and end view  Using
complete the Philosophy-Know of 2 solids that continuous
5.
plan elevation Thyself-Socrates) are interacting, assessment
MANAGING
and
2.1 Visualise the manipulation ofend view of
3D shapes  Using a workbook include a point  Reflection log
MYSELF
an object that is (Routine action) of contact
the result of an (Skinner) between the 2
interaction of solids.
two solids  Apply
 Applying knowledge of
knowledge of orthographic
orthographic to complete
projection to and prior
represent their knowledge to
own designs. complete a
class test

Week 8 SOL 15 Developments 1.3 Derive 2D  Develop an 1c. Learning  Real life  Discuss in  Real life  Fold Lines
SOL 20 solutions using appreciation of Creatively construction group where construction  Curved surface
SOL 23
appropriate how  In the hot seat developments and discussion  Division of circle
media developments 3b. Using numbers (Active learning) can be seen in  Peer learning  Conical surface
are used in the (Dewey) the world through in the  Truncated
3e. Discussing
world around  KWL post it around us, hot seat  Surface
and debating
us. exercise reflection each group terminology  True length
 Create flattened (UDL) (Greek must have 5 quiz
2.13 Apply geometric principles to construct accurate 3D solutions in accordance
developments with
Philosophy-Know graphical examples of
conventions.  KWL reflective
of objects from Thyself-Socrates) where exercise
their  IBL (Piaget) developments  Questioning
orthographic  QNotes literacy are used.  Teacher
projections. exercice  Solve problems observation
 Understand the (Dewey/Piaget) when given the
relationship orthographic
2.2 Analyse graphical information
betweenfor the
a 2dplanning of a 3D solution projection of a
shape and a solid and
solid. develop this
 Identify the out including
true shape of all sides and
an object edges.
 Link various
aspects of
graphics
together such
as
orthographic
projection and
developments
to complete
questions.
 Be able to
identify given
true shapes of
an object.
Week 9 SOL 15 Developments 1.5 Illustrate  Visualise a 3D 1b.  Using a workbook  In groups  Questioning  Points of contact
SOL 19 ideas using free- object being Implementin  Peer teaching create a  Peer teaching  Curved surface
SOL 21
hand sketches to unfolded into a g ideas and (Vygotsky) development using flipped  Division of circle
accurately 2D shape taking action  Logging student of a dice, the classroom  Generator
communicate  Develop design progress (Greeks) shape must be active  Extreme Generator
their thought ideas/ solutions 3b. Using numbers  Socratic correct and learning  Rebate
process through graphic questioning they must use exercise#
Choose an item. 5b. Making
modelling (Socrates) their numeracy  Homework
considered
 Apply  Flipped classroom skill to exercise
decisions
knowledge of (UDL) correctly apply correcting
2.10 Understand the properties of geometric objects and surfaces
orthographic (Montessori). the numbers  Exit cards
projection to on each side.
represent their  Create a solid
own designs 3d sketch using
1.7 Interpret and create graphical representations of data/information measurements
and develop
this shape out.
 Use fold lines
to fold these
shapes into
their model
understanding
the importance
of fold lines.
 Complete
worksheets to
summarize
their
knowledge on
the topic od
developments.

Week 10 SOL 15 Developments 1.10 Understand  Apply 3a. Using  Whiteboard peer  Using correct  Poster  Rebatement
SOL 20 the properties of knowledge language learning. graphical assessment  True length (TL)
SOL 24
geometric shapes about the true  Creating posters conventions  Teacher  True shape (TS)
length line to for visual
5c. Setting and achieving goals aids find the true assessed logs  True Angle
the topic of (UDL) length of a line  Class Test  Surface
developments  PBL (Vygotsky) by looking using prior
7d.
 Understand
1.8 Communicate the progression of ideas and thinking during the course
 Usingof an activity
visuals as using
a a varietyperpendicular
of media knowledge
Expressing
how to develop learning aid (UDL) to the line and  KWL for
ideas clearly
curved surfaces  Logging student taking heights reflection
and
using division of progress (Greeks) from a  Cooperative
accurately
circle.  Working with a different view. teacher
1.1 Visualise the manipulation
 Apply of 2D shapes
their visualizer (UDL)  Using a class observation
design and  Class Test activity to
sketching ability remember how
to create a to divide a
poster in circle into 12
groups on the parts and
topic of labelling it on
developments the
 Using memory whiteboard,
and prior we can
knowledge develop out a
complete a curved surface.
class test to  Using scissors
represent their and health and
learning. safety practices
cut out a shape
given by the
teacher of a
character from
Cubeecraft,
this must be
then
developed to
turn it into a
solid.
STATEMENTS OF LEARNING
Statements of Learning (Wood Technology)
The statement
SOL 15 The student recognises the potential uses of mathematical knowledge, skills
and understanding in all areas of learning.
SOL 19 The student values the role and contribution of science and technology to
society, and their personal, social and global importance.
SOL 20 The student uses appropriate technologies in meeting a design challenge.
SOL 21 The student applies practical skills as she/he develops models and products
using a variety of materials and technologies.
SOL 23 The student brings an idea from conception to realisation.
SOL 24 The student uses technology and digital media tools to learn, work and think
collaboratively and creatively in a responsible and ethical manner.
Examples of relevant learning
Students will apply numerical reasoning to establish
appropriate functions, proportions and dimensions.
Students will evaluate the impact of Wood
Technology on their lives, society and the
environment.
Students will select suitable equipment to realise a
design task.
Students will create solutions through modelling and
tasks that encourage the development of their
practical skills, while working with a range of
materials and equipment.
Students will develop, individually, a concept to
address a problem and create their solution using
appropriate materials and the skills they have
developed.
Students will select appropriate digital media tools
to explore, research and represent design ideas.

Statements of Learning (Graphics)

SOL No. The statement Example of relevant learning
SOL 15 Recognises the potential uses of mathematical knowledge, skills and Students will be able to support their solutions to
understanding in all areas of learning geometry problems by referencing appropriate
geometry concepts and principles.
SOL 19 Values the role and contribution of science and technology to society, and Students will evaluate the impact of technologies on
their personal, social and global importance. their lives, society and the environment.
SOL 20 Uses appropriate technologies in meeting a design challenge Students will determine the most suitable
technologies available to them and apply them to
fulfil the criteria of a given design challenge.
SOL 21 Applies practical skills as she/he develop models and products using a variety Students will develop 3D representations of solutions
of materials and technologies to problems through modelling using appropriate
media.
SOL 23 Brings an idea from conception to realisation Students will individually explore ideas to satisfy a
problem and develop their solutions using
appropriate modelling skills they have developed.

SOL 24 Uses technology and digital media tools to learn, communicate, work and Students will select appropriate digital media tools to
think collaboratively and creatively in a responsible and ethical matter research, explore and present design ideas.
KEY SKILLS