Module Title: School Placement 4/TP2

LESSON PLAN (2015-2016)

Student Name: Robert Marron
ID: G00304955
Subject: Technical Graphics
Pupil Year Group: 2nd Year TG (5.4)

Topic(s): Parabola and Ellipse Design Process

No. of Pupils: 17

Lesson Number: 8

Length of lesson: 35 & 40mins

Date: 21/1/16

Time of Lesson: 10.10-10.45 &11.00-11.15

1.

PREVIOUS KNOWLEDGE AND SKILLS

Previous lessons introduced the parabola and where it can be seen and used in real life (K).
The students have examined the focus, directrix, (K) and began using the locus method to create a
parabola (S).
Axial symmetry (K), particularly the axis of symmetry (K).
Use sliding set squares to create perpendicular lines (S)(K).
Dividing lines graphically to begin rectangle method (S)(K).
Labelling and joining points to create parabola (K)
*KEY: S=Skill, K= Knowledge

Module Title: School Placement 4/TP2

2.
RATIONALE
Subject Matter (What and Why?)

KEY*

Methodology (How?)

Spiral back to previous lesson to revise

Parabola and important terms:
Focus, Vertex, Directrix

RL

Ask higher order questions on the relationship of

the Vertex, Focus and Directrix, and how they
relate to each other

Spiral back to ellipse and parabola in real

life.
Introduce design process

RL

View PPT on ellipse and parabola in real life, work

in groups to brainstorm ideas to fulfil brief

Implement design process in groups

Give students ownership of learning
Parallel to LC DCG brief, use ellipse and
parabola to create logo for your group

RL

Work in groups to
Brainstorm
Generate ideas
Refine ideas
Complete design

Review completed design and design

process
Meta analyse process to find ways to
improve group-based design
Spiral back to previous question,
Double parabola at an angle. 6 students
absent in the previous lesson - reinforce
learning for those present/new learning
for those who were absent
Reinforce set exit as per last class, with
one row leaving at a time
Give more time to the wrap up as
students seemed rushed in the previous
lesson

NL

Group discussion on design - prior to constructing

design in next lesson.

NL
RL

Groups write steps to complete drawing

Sketch steps on board
Draw using visualiser
Peer assist students who were absent

RL

Give a quick re-cap quiz at the end of the lesson

with the best group leaving first

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

Module Title: School Placement 4/TP2

3. AIMS
The main aims of this lesson are to:

KEY*

1. Assist those who were absent to catch up with current parabola problem

A, C, PM

2. Sketch a parabola and ellipse using the design process to create a logo for
the group

C, PM

3. Review design and make changes if warranted

4. Use the learning ladder to provide framework for meta-cognition during

lesson, use rubric at end for deeper meta-cognitive assessment

C, A

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

4.

LEARNING OUTCOMES & CORRESPONDING ASSESSMENTS

Learning Outcomes (LOs)

Assessment of LOs

At the end of this lesson the students will be

enabled to

(Note: each LO has an assessment. Include a variety of

types.)

Aim One LOs

Use a PPT of parabola and ellipse to illustrate

shapes used in real life

Recognise ellipse and parabola in real life

Sketch shaped together to create a logo

Work in groups to create a brainstorm poster

Aim Two LOs

Work in a group using the design process

sketching and writing ideas

to create a logo

Manage groups so that work is creative and

effective

Aim Three LOs

Assess work through critique and justify

design where necessary

Designs will be viewed by the rest of the class

for critique

The class's critique should only include

constructive improvement-based notes

Points will be awarded to teams depending on

quality of design and quality of critique

Aim Four Los

Students swap seats as before and peer assess

Direct assessment from teacher on hand-up of

Complete a drawing that includes 2

parabolas drawn at a angle

drawing

Module Title: School Placement 4/TP2

"University Challenge at the end will verbally

assess understanding of concepts

Aim Four Los

Differentiate between components of

Incorporate parabola and ellipse into design,

parabola and ellipse and their relationship

devise method to draw logo, specifying directrix

to each other

and rectangle for parabola, major/minor axis

for ellipse

Module Title: School Placement 4/TP2

5. THE LESSON

TIME LINE

TEACHER ACTIVITIES

PUPIL ACTIVITIES

KEY*

SET INDUCTION (BEGINNING)

Enter class after students as per cooperating teachers' routine
0-5

5-10

Call roll as students prepare

equipment
Write learning targets and
introduce overall aim: Design
Process

SEN
Students sit as per seating plan and
take out one A3 page per group

Discuss why we are

designing a logo for the group using
parabola and ellipse

Hand out brief

LESSON SEQUENCE (MIDDLE)
10-15

Re-examine design process

15-20

Analyse Brief
Brainstorm
Idea Generation
Idea Refinement
Final Design

Idea Generation
Assist students in coming up with
ideas, analyse the brainstorms to
find concepts to explore further

Begin brainstorm, through sketching

or words
Write words from brainstorm on
board

Students pick idea from brainstorm

to continue design process with.

20-30

Idea Refinement

30-38

Presentation of Concept

Refine idea, include measurements,

directrix, parabola rectangle,
major/minor axis
Present concept to teacher
explaining method to construct the
logo and how long they estimate it
may take

38-40

Pass around learning ladder and

marker

Students note how they feel about

their groups design

40-45

Spiral back to previous lesson

Review methodology used to

complete question 2.

p.77 on worksheet
Parabola at an angle

Answer higher order questions

regarding the construction of the

C
CL
GI
MI
O
L
G
C
G
O

Module Title: School Placement 4/TP2

parabola at an angle
45-55

Students continue with solving

question 2,

55-60

60-65

Catch up (those who were

absent)
Tidy up drawing (those whose
lines are not distinguishable
between light and dark)
Fix up (those who made
mistakes that need attention)

Students whose work is of a high

standard may peer assist students
who missed the previous lesson,
while teacher assists one-to-one
also.
As students complete their work,
they can sketch their steps on the
board or use the visualiser where
appropriate.

Peer assessment and learning

ladder

Change places to assess peer

5 minutes to finish any aspects of

the drawing that have been noted
in the peer review

Complete work to the highest

standard possible and hand up to
the teacher

Tick stage of learning ladder that

represents themselves

Move into groups to play

"University Challenge"
CLOSURE (END)
65-70

Hand out self-assessment rubric

for students to fill out

Pack up equipment and selfassess work using technical

graphics rubric

70-75

One question each: direct

questioning
Instruct groups to leave one at
a time

Students leave class in pairs as

instructed by teacher

O
MA

*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, C=Creativity & DL=Design Led.

Module Title: School Placement 4/TP2

6.

LIST OF TEACHING RESOURCES

2 TG PPT
TG Rubric
Doodle page for group brainstorm A3
A4 page for finished design
Graphic Visualiser
Poster for drawing of the week

FOR UNIVERSITY CHALLENGE

The parabola has a line of symmetry, meaning the two sides mirror each other.
The distance between the parabola and focus should equal the distance from the parabola to the
directrix
Vertex = "point" on a parabola
Axis of Symmetry = The "vertical" line passing through the vertex
Construction lines parallel to axis of symmetry
Divisions on side converge at vertex
Label from the bottom corner 4,3,2,1

4 is a point on the parabola

Number of foci:

Parabola = 1

Ellipse = 2

Every quadratic equation has a u-shaped graph, called a parabola

y = ax2 + bx + c, where a does not = 0 .
Galileo showed that projectiles follow a parabolic path. His theory was eventually validated as a
special case of Newtons law of gravitation.
Satellite TV, radar, cell phone towers and sound collectors all use the focusing property of parabolic
reflectors.
Rays entering a parabola reflect off sides and always converge at the focus.
Cables of a suspension bridge form parabolas - ropes without weight form catenaries.
Division of lines

Module Title: School Placement 4/TP2

7. CRITICAL REFLECTION
Strengths
Breaking the lesson into two sections of drawing the parabola and designing the logo made the class
go by quickly and the students enjoyed the lesson.
At the start of the lesson, I decided that it would be better to start with the drawing work first so I
flipped the lesson plan and had the design process at the end. This worked out well because the
students focused on completing the drawing at the start and worked well in groups assisting the
students absent in the previous lesson.
Students who had finished their work paired with those who needed help and this was a great way to
scaffold those students. Those who finished early also really excelled with teaching their peers.
Challenges
The design process is slowly progressing; the challenge for the students is coming up with a design
that is easily completed. This is something I hope to finish in the next single class as the students have
good designs completed that need refinement.
Suggestions for Improvement
Designing logos for groups is having a very positive effect on the class as it inspires hope for the
successful design and completion of a