Dcg Sheme Of Work 5th Yr

SCHOOL PLACEMENT SCHEME OF WORK (2018-2019) Student ID No. G00331704

List of Topics: Hyprbolic paraboloid, Dihedral angle, skew line, Solidworks, No. of Pupils: 23- 18 boys, 5 girls Length of Lessons: 3x 40mins 1x80mins Time of Lesson

Subject: DCG Pupil Year Group: 5th No. of Lessons: 40 Date: 26/11/18 – 22/2/19

PREVIOUS LEARNING KNOWLEDGE    

Some students have never done the subject at junior cycle Some of class have working knowledge of parabolas, conic sections, rebatements. Orthographic projection. Use of markers/ pencils/ paint in sketching.

AIMS

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SKILLS Some of the students will be able to construct ellipses, orthographic projection etc. Some students are only beginning to use the drawing equipment How to set up folders and save Solidworks files Freehand sketching covered in September- basic shapes.

LEARNING OUTCOMES (LOs)

ASSESSMENT

The aims of this scheme are to…

Each aim has one or more corresponding LO. At the end of this scheme students will be able to…

Each LO has a corresponding Assessment

1. To further develop pupil’s visualization skills and spatial abilities with a view to using those skills to communicate graphically.

1.(a) Demonstrate a high level of visualization skills through constructing 2d drawings from 3d objects (b) Construct drawings incorporating rotations of

1. (a)Construct drawings based on 3d objects and label/ colour code various faces in 3d graphic (b) Complete rotation of

objects to demonstrate spatial ability.

2. To promote pupils’ selfesteem by ensuring pupils of all abilities experience success at their own skill level.

3. To encourage pupils to question solutions, to work in groups, exchange ideas and contribute to the development of problems, questions and topics in class.

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2.(a) Pupils willing to engage in demonstrations, group discussions etc. (b) Students willing to partake in self-assessment and peer assessment of drawings.

3. (a) Discuss in depth various solutions to a given topic, and use problem based learning to solve various problems and provide solutions to questions. (b) Display willingness to contribute to group work (c) Connect previous learning to the problem in hand to help solve.

object in question 2.(a) Monitor and reward student engagement in various parts of the class (b) Observe pupils’ ability to interpret the information given and process it into a solution. (c) The quality and frequency of pupil contribution will be noted as an indication of the pupil’s involvement with and grasp of the topic. 3.(a) Through teacher/class discussion and observation of ongoing work in the classroom. (b) Quality of pupils’ drawings will be observed; all constructions must be visible/ evident to show work is not being guessed. (c) Use of PBL in groups to solve problems relating to current question

Add as many rows as required

LITERACY STRATEGIES

NUMERACY

ORACY

GRAPHICACY

STRATEGIES 

Word wall

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Students label

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STRATEGIES 

discussions 

Use of computers for

Problem

power point, adobe

Include posters

based

reader, solid-works and

Day and date on

based on

learning

auto-cad.

board

numeracy:

Go over daily

example

presentations

with each topic to help

Incorperate

on various

with visualization of the

outcomes with

mathematical

topics as

problems encountered.

students

glossary.

formative

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box

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Include scaled drawings

sheet in dialogue 

STRATEGIES  Class

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learning

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Student

SW is used in tangent

assessment

DIFFERENTIATION STRATEGIES This section must reflect your actual class group… change the headings to suit your grpup.

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Depending on how the girls work best assign seats accordingly, in some cases they will

Gender Inclusion

only work when seated together. 

Ensure correct terminology is used in the classroom and on notes e.g humankind not

Multicultural Inclusion

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mankind. Inclusion in the classroom is of utmost importance and though active teaching and learning methods especially group work activities

students

gain

a

greater

understanding of the idea of inclusion and its importance. Drawing is an international language and it is important to emphasis this

with students.  3D models to pass around the class to allow students to visualize the finished object and aid in drawing them.

 Use simple text with black font and hit of yellow background in slideshows as they are easier to read for dyslexic students.

SEN Strategies

 Limit the materials you ask special needs students to manage at a given time.

 Structure your classroom routine so that the students can predict what they are expected 

to do. Provide questions with a variety of difficulty levels, less information given to students who are stronger.

 Mixed Ability Teaching Strategies

Arrange seating that a stronger and weaker student are sharing a table, stronger students can help out weaker students where necessary.

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Designate more time for completion of questions to weaker students.

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Finish off topic from where Co-op was.

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2

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Structural Forms Roof Geometry Intro to Hyperbolic Paraboloid Show real world examples Go over key terms (generator, asymptotes) Intro to Parabola Explain why hyperbola is in Hyper Introduce hyperbola

Freehand Drawing Producing sketches of basic shapes: cube, cylinder, cone Use various methods of rendering Analyse colour and texture of faces.

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Introduce hyperbolic paraboloid Draw parabola as refresher/ intro for those who haven’t done TG Solidworks – draw parabola

Roof Geometry Hyperbolic Paraboloid Introduce Hyperbola Solidworks of

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Whole class teaching. Group teaching depending on level. Problem based learning Student-lead learning

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Use of computers for power point, solidworks and auto-cad. SW modes included Problem based learning Link to real world Groupwork

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Wordwall Models with soapy water Co-operative learning

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Individual homework assignments based on class work Formative feedback 3 things learned Review students work

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Visualizer Projector Colour pencils Markers Stencils Sketchpad Objects to render

Monitor student engagement Examine students work 4 corners Student summary of class Class discussion

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Solidworks models Projector Computer

Monitor student engagement Student demonstration Exit cards Review students’

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Water & fairy liquid Poster Worksheets Animated

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4

Real world examples  Key terms  Cover methods to constructing hyperbola Christmas Exams, students will undergo summative assessment at this point

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6

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Roof Geometry Hyperbolic Paraboloid Structural forms Cover Christmas exam

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Roof Geometry Hyperbolic Paraboloid Dividing a line Skew lines

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Summative Assessment

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Recap on work before Christmas

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Begin roof structuresworksheets symmetrical  Asymmetrical sections  Solidworks hyperbolic paraboloid Non-symmetrical Hyper drawings. How to extend curve outside construction box. Introduce skew linesexplanation and identifying

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solution Projector visualizer

Supervising exams

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Summative assessment

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Exam papers

Link to real life objects 3d models Problem based learning Student lead learning Whole class teaching

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Examine students drawings Formative feedback Student summary of class Exit cards Class discussion

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Projector Worksheets Visualizer Computer Slideshow Coloured markers

Linking to real life objects. Problem based learning. Skew lines models. Flipped classroom.

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Examine students drawings Formative feedback Student summary of class Monitor student

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Worksheets Projector Visualizer Skew lines model Whiteboard

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hyperbola

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drawings Student summary of class

Link to real world objects

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9

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Planes in Space Use of coordinates to construct planes and skew lines Dihedral angle Edge views Point views

Planes in Space Use of coordinates to construct planes and skew lines Dihedral angle Summative assessment More advanced Solidworks models Draw cone & cylinder in contact solids in contact

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Complete skew lines question Explain how to plot co-ordinates, set up question and demonstrate dihedral angle Find dihedral angle in various questions

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Finish dihedral angle questions Recap on topics from past 4 weeks Summative Assessment for double class Introduce students to solidworks

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Solidworks Introduce solids in contact Discuss horizontal and vertical sections

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Socratic questioning. Student lead learning Real life examples Problem based learning Socratic Questioning

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Each one teach one Student lead learning Socratic questioning Groupwork

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Discovery learning Co-operative learning Student lead learning Whole class

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engagement 4 corners Student summary Class discussion Examine students work Formative feedback Traffic lights

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Markers

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Projector Visualizer Worksheets Animated slideshow

Monitor student engagement Student summaries of topics Summative assessment Examine students work Formative feedback

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Computers Solidworks app Projector Whiteboard Markers Exam question

Examine students’ progress 4 corners Student demonstrations

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Computers Solidworks app Projector Whiteboard Markers

teaching

10

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Solids in contact Horizontal & vertical sections Point of Contact

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Solids in contact Go over horizontal sections Determine P.O.C between objects Examine tangential planes

* Note: Continue in this pattern for the required number f weeks

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Problem based learning Groupwork Link to real life 3d models Flipped classroom

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Formative feedback 3 things learned Student demonstration Monitor student engagement Examine students work Formative feedback Exit cards

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Projector Visualizer Coloured markers Whiteboard Computer worksheets