JUNIOR CYCLE WOOD TECHNOLOGY PLANNING GRID

Student Name: Conor Gallagher School: Coláiste Éinde Class teacher: Peadar O Neachtain

ID: No: G00378320 No of Pupils: 24 Length of Lesson: 80 minutes & 40 minutes

Class profile

Special Educational Needs (SEN) Diversity (Gender, Ethnicity etc.) Other relevant information

Wood Technology Planning Grid

Student name: Conor Gallagher Year Group: 1st Years School: Coláiste Éinde
Linking with Subject Specification and Junior Cert Framework Evidence of Teaching and Learning
Statements of Learning Intentions (students will Success Criteria
Topic/Chapter Relevant JC Outcomes Key Skills Teaching Methodology Assessment Method Key Words
Schedule Learning learn about)
Week 1 SOL 20  Trees for 1.7 explain the function  Look at and recognize different 1c. Learning  PowerPoint of  Students will be able to  Questioning  Carbon
SOL 21 SOL 19 theory and application of a species of trees and timbers. Creatively trees distinguish between the  Self- Dioxide 
range of tools,  Appreciate the benefits of  Ice Breaker types of some basic trees Assessment
trees to the environment.
4a. Being Curious  Coniferous 
equipment, fixtures and  Word Wall  Understand why trees are  Visual
 Be able to identify trees in the 6b. Estimating,  Deciduous 
fittings  Sample Pieces important to the Inspection
1.12 appreciate local area as references prediciting and  Broadleaf 
of timber (IBL) environment and the (Vygotsky)
 To develop an calculating
sustainable practice  Question sheets benefits of them
throughout their understanding of reading
 Recognize local trees and
learning drawings/working drawings.
their significance to the
3.1 identify common area
species of wood
Week 2 SOL 19 Growth and Structure 3.2 evaluate the  Describe the stages in the 6d. Seeing  PowerPoint  Students will understand  Questioning  Bark
SOL 20 SOL 23 of wood characteristics and life cycle of the tree. patterns, trends growth and how a tree grows  Self-  Fibres
properties of common  Explain the process of and relationships structure of  They will know the Assessment  Vessels
species of wood photosynthesis 1c. Learning wood different external and  Group work  Sap
3.5 explain the  Recognise the different Creatively  Sample Picture internal parts of the tree  End cards  Heartwood
 properties associated parts of the tree and its 3a. Using  Youtube Video  Understand how trees (Skinner)  Pith
with the classification of functions language  Stop and jot get their food Medullary
wood (Key Facts so Rays
1.3 collaborate far) (Dewey)
effectively in a  Pair work
workshop learning
environment

Week 3 SOL 21 Forests of Ireland and 3.11 investigate the use  Identify the main types of 7d. Expressing  PowerPoint of  Students will be able to  Questioning  Tropical
SOL 15 SOL 19 the world of wood from forest to forests found around the ideas clearly and forests explain the importance of  Mind map Forest
end use world accurately  Projector forests for the (Bruner)  Temperate
3.10 appreciate the role  Describe each stage in a 5b. Making  Posters Mind environment  Self- Forest
of forestation and wood managed forest considered Map (Group)  Be able to describe the assessment  Biodiversity
in terms of local/global  Appreciate the effects of decisions (Bruner) stages in a forest  Afforestation
ecology and forests on the environment  Educational  Be able to appreciate the  Sustainability
1c. Learning
sustainability Video forest for the  Monoculture
2.14 investigate how to Creatively
 Recall (Name environment
minimise material use Generator)
and manage waste  Wordwall

Week 4 SOL 20 Trees and the 1.11 investigate the  Recognize the importance 1c. Learning  PowerPoint on  The students will  Self  Habitat
SOL 19 SOL 23 environment environmental impacts and benefits of using wood Creatively trees and understand how and why assessment  Urban Area
End of Chapter of using wood as a sourced from a sustainably 1a. Exploring environment to get wood from a  End of  Oxygen
natural and renewable sourced managed forest options and  Projector sustainably sourced chapter  Deforestation
resource  Understand the main alternatives  Stop and Jot forest Kahoot quiz  Reforestation
1.12 appreciate Causes of deforestation activity  Appreciate the effects of (Skinner)  Cattle
sustainable practice 4a. Being Curious
 Know the effect  Use of Book deforestation  Questioning ranching
throughout their deforestation has on the  Think Pair Share  Understand what your
learning environment (Rogers) carbon footprint is and
3.10 appreciate the role  Video on how to reduce it
of forestation and wood deforestation
in terms of local/global  Wordwall
ecology and
sustainability
Week 5 SOL 20 Hand Tools 1.2 justify the selection  Recognise and appreciate 1d. Stimulating  PowerPoint on  The students will be able  Self-  Safety
SOL 19 SOL 21 of plans, processes and safety associated with the creativity usign hand tools to discuss the Various assessment  Face side
materials for the various prcossing hand tools digital technology  Projector methods of using the  Questioning  Face edge
completion of tasks  Know the different hand 4a. Being Curious  Visualizer tools (Name  Steel ruler
1.7 explain the function tools and their uses  Sample tools  Understand how and generator)  Try square
6e. Gathering,
and application of a  Know the approach of how  Some of my when to use each tool  Visual  Sliding bevel
range of tools, interpreting and
to use each different hand own tools for  Acknowledge there are Inspection  Marking
representing data
equipment, fixtures and tool show (Different different types of each Gauge
fittings Variations) tool  Chisels
1.10 apply recognised  Match up tools  Shaping tools
health and safety (PBL)  Saws
practices in the use of
tools, equipment and
materials
Week 6 SOL 19 Power tools 1.7 explain the function  Identify and appreciate 1a. Exploring  Powerpoint on  Be able to identify the  Questioning  Safety
SOL 21 SOL 15 and application of a health and safety associated options and power tools different tools  Mind map  Power tool
range of tools, with the range of power alternatives  Projector  Understand what tools to  Self-  Transformer
equipment, fixtures and tools 3a. Using  Display of tools use for each job assessment  Dust
fittings  Understand the function of  Videos on tools  Know the safety rules to Extractor
 1.10 apply recognised various power tools language  Research task be carried out for each  Drill
health and safety 2e. Learning with on each tool in tool  Sander
practices in the use of others groups
tools, equipment and  Stop and Jot
materials  Mind Maps
2.1 explore design  Worksheet
problems  Word wall
Week 7 SOL 19 Joints 1.8 apply knowledge of  Learn about and be able to 1c. Learning  Powerpoint on  Students will be able to  Socratic  Joint
SOL 15 Choose and skills in a range of identify different joints Creatively joints recognize each joint Questioning  Forces
an item. appropriate existing and  Understand the uses of 4c. Thinking  Projector  Understand the use for  Kahoot Quiz  Tension
emerging principles, different Joints creatively and  Word wall each joint and where it  Self-  Torsion
processes and  Be able to communicate the critically  Sample Pieces might be needed Assessment  Butt joint
techniques difference of each joint  Group research  Bea able to sketch each  Individual  Mitre joint
4b. Gathering,
1.9 demonstrate using sketches on individual joint Uninspection  Tenon Joint
principles of craft recording,
joints  Machined
organising and
excellence through the  Worksheet joint
design and realisation of evaluating
 Kahoot  Mortise and
information
tasks and artefacts tenon
2.13 recognise the
environmental and
social impacts of design
decisions
Week 8 SOL 19 Topics Recap week 1.1 explore key Recognise and identify Different 1a. Exploring  Powerpoint Students will be able to identify  Kahoots
SOL 15 elements required for types of trees options and  Projector the different trees quizzes
the completion of tasks Understand the life cycle of the tree alternatives  Wordwall Know the life cycle of the tree  Padlet
1.7 explain the function Know the effects of deforestation 2e. Learning with  Kahoot Understand and explain the  Random
and application of a and causes others  Mindmap effects of deforestation Questioning
range of tools, Recognise and identify the different  Educational Know the different hand tools  Overall Test
equipment, fixtures and hand tools and there uses 2c. Respecting Understand the use of different
videos
Differences
fittings Know about different joints and  Group debates joints of where and when to use
2.5 communicate their uses them
relevant information
STATEMENTS OF LEARNING
Statements of Learning (Wood Technology)
The statement Examples of relevant learning 
SOL 15 The student recognises the potential uses of mathematical knowledge, skills Students will apply numerical reasoning to establish
and understanding in all areas of learning. appropriate functions, proportions and dimensions. 
SOL 19 The student values the role and contribution of science and technology to Students will evaluate the impact of Wood
society, and their personal, social and global importance. Technology on their lives, society and the
environment.
SOL 20 The student uses appropriate technologies in meeting a design challenge. Students will select suitable equipment to realise a
design task.
SOL 21 The student applies practical skills as she/he develops models and products Students will create solutions through modelling and
using a variety of materials and technologies. tasks that encourage the development of their
practical skills, while working with a range of
materials and equipment.
SOL 23 The student brings an idea from conception to realisation. Students will develop, individually, a concept to
address a problem and create their solution using
appropriate materials and the skills they have
developed.
SOL 24 The student uses technology and digital media tools to learn, work and think Students will select appropriate digital media tools
collaboratively and creatively in a responsible and ethical manner. 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