DESIGN & COMMUNICATION GRAPHICS LESSON PLAN TEMPLATE

Student Name: Nathan Maxwell

ID: G00391116

Subject: DCG Topic(s): SolidWorks

Pupil Year Group: 5th No. of Pupils: 15
Lesson Number: 4 Length of lesson: 80 mins
Date: 7/11/23 Time of Lesson: 11:33-12:53

1. PREVIOUS KNOWLEDGE, SKILLS AND OSERVATIONS

Previous Knowledge

 The students have some of the basic skills from junior cycle e.g. sketch, boss extrude,
extruded cut, fillet.
 How to form a basic model on solidworks
 Creating a 3D model from scratch

Previous Skills

 Operating basic solidworks commands.

 Model making

Teacher Observations

 The students done well to complete the topic of axonometric projection before Halloween,
although some students did struggle, they all got there in the end. They seemed a bit low on
energy, but I think this was because it was the week leading up to their holidays and they
needed some rest. I hope that in the next couple weeks they will enjoy getting to progress
their solidworks skills.

2. LESSON RATIONALE

Brief outline of WHY this content is the basis of the lesson and why you have selected these KEY*
particular teaching, learning and assessment strategies- a justification for the lesson.

 I will ask the students to draw the net of a cube and draw on the numbers of the RL
dice on each side. When they are drawing the dice, they must include fold lines to
 indicate where they will fold when it comes to assembly. When assembling the
piece, they will fold the lines across their set square to ensure they are straight, they
will then stick the edges using masking tape.
 When they have the cube drawn and assembled, I will ask them to think of
commands that they can put in to solidworks to create the dice. This will get the
students thinking and will bring back the information they would have learned in RL
junior cycle. The idea behind the 3D model is they can visualize what they are
creating.
 When they think on commands, they will then be allowed go on solidworks. They
will use the commands they thought of to create the solidworks model of the dice. I
will work long with them to aid them in case they might need help. When creating
the dice, they will be recalling the skills they learned in junior cycle and will combine NL
them to create an object.

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

4. LEARNING INTENTIONS & ASSESSMENT OF LEARNBING & SUCCESS CRITERIA

*KEY: C=Cognitive, PM=Psychomotor, A=Affective

1. familiar with the principles, concepts, terminology and methodologies associated with the graphics code

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be Questioning The students will A/C
enabled to: Recall the information they attempt to remember
learned in junior cycle solidworks commands in
solidworks that they
can use to create the
dice.

7. able to utilise a variety of rendering and presentation techniques in the solution of graphic
design problems, in both two and three dimensions

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be Visual assessment The students will have PM
enabled to: Create a cube by drawing the net a completed dice that
and folding it they can use to
visualise what they are
 making and they can
take dimensions from it
to.

8. competent and confident in the application of CAD and other appropriate Information and Communication Techno

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be Exit card The students will begin PM
enabled to: Begin their solidworks model of a solidworks model of
a dice. the dice, some students
might get finished and
if they do they can
begin to add decals to
the dice.

5. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0-2 mins Welcome the class, ask them to get Entering the class quietly and in an
their folders from the back of the orderly manner.
class and take their seats
Getting their folders from the
cupboard down the back of the
room.

2-4 mins Take the roll Responding to their name when O

called and they are also informing
me if there is anyone absent.

4-7 mins Introduce the students to what The students will be acknowledging O, SEN,
they will be learning today on what they are going to learn today. MA, CL
solidworks.

Explain to the students we will

make the model of a dice first and
then use it to help visualise the
 solidworks model we are creating.

LESSON SEQUENCE (MIDDLE)

7-35 mins I will give each students an a3 The students will be sticking the a3 G, N
sheet. They will use this sheet to sheets down on the tables and then
draw the net of the cube on. begin drawing the net of the cube,
onec they have drawn the net they
Once they have drawn the net, I will then start to draw on the
will ask them to cut out the net and numbers on each face of the dice.
fold along the fold lines which they
have included.

35-40 mins Once the students have completed The students will be thinking on CL, SEN,
the dice I will ask them questions: commands and then they will GI&MI, O
answer the questions:
 What command do you
think creates the square  The corner rectangle can be
base? used to create a square.
 How do we make the  We can turn the square
square into a cube? into a cube by using the
 How do we cut material extruded boss base
from the solid shape? command.
 To remove material you can
use the extruded cut.

40-43 mins To give the students a break I will The students will be relaxing and CL,
show them todays wordle which will also try to figure out the GI&MI, O,
they can attempt to figure out as a wordle. MA, SEN
class. This is a good way to break
up the lesson and relax the
students

43-70 mins When the students have thought The students will be logging on to G, N, L, CL
on the commands they can move the computers and opening
on to solidworks to begin the solidworks
model. I will work along with the
students to begin the model, if they They will begin to create the model
get stuck they can watch the and watch me if they need on the
screen or raise their hand to ask for board.
help.

When we come to a new part of

the model I will stop the leson and
show the students how to add
fillets etc.

70-75 mins When we reach the last 10 minutes The students will be explaining the GI&MI,
of the lesson I will ask students commands back to me so that in CL, SEN,
words from the word wall and ask the next lesson they can remember O
them to describe what the what the commands do.
command does to me.
CLOSURE (END)

75-78 mins Give the students exit cards to fill The students will be filling in the L, CL,
in. exit cards and then begin to hand SEN, MA
Ask them to hand the exit cards up them up as they leave the class.
at the end of class so that I can
read them to reflect upon.

78-80 mins Ask the students to put away their The students will be tidying their
folders and then line up and wait area and then line up waiting on
on the bell. the bell

*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

Solidworks

Powerpoint

Exit card

Model making

Wordle

7. REFLECTION ON THE LESSON (LESSON APPRAISAL)

Q1. What went well in this lesson today, and why? (1 short paragraph or 3-4 bullets)

Q.2 What did not go as well as expected in this lesson today, and why? (1 short paragraph or 3-4
bullets)
Q. 3. What might I have done to improve the standard of this lesson? (1 short paragraph or 3-4
bullets)

Q. 4 What must I take note of from this lesson that I need to consider when planning the next
lesson? (1 short paragraph of 3-4 bullets)