Module Title: School Placement 4/TP2

LESSON PLAN (2015-2016)

Student Name: Luke
Bowden
ID: G00286640
Subject: Construction Studies
Pupil Year Group: 5th
Lesson Number: 5
Date: 18-1-2016

Topic(s): Foundations
No. of Pupils: 24
Length of lesson: 40 Minutes
Time of Lesson: 11.30-12.10

1. PREVIOUS KNOWLEDGE AND SKILLS

In the previous lesson students displayed improved higher order thinking

(S) and were able to rationalize the dimensions, design and purpose of
some of the features of a traditional strip foundation (K).
My reflection following lesson 4 highlighted a number of issues regarding
the drawing of the foundation detail and considering the fact that this is
only a single class and drawing equipment is unavailable we will
investigate the materials and features of a traditional strip foundation on
their own.
Students previous knowledge regarding the dimensions of these features
and the function of these features will be key in this lesson (K). Students
will conduct a sketching activity building upon previous sketching
experience (S) which will require them to apply their marginally improve
higher order thinking skills (S) along with investigation of the book and
detail drawing on the board to explain each feature of the traditional strip
foundation.
This is important because students were struggling with the drawing of the
foundation detail having not investigated the layers before engaging with
the drawing (K).
Students problem solving skills (S) will be required and developed further
during the later stage of the lesson during which they will be given design
problems relating to aspects of the subject mater. Students will have to
use design skills (S) from CS so far and JC MTW to design solutions for
these problems.
*KEY: S=Skill, K= Knowledge

RATIONALE
Subject Matter (What and Why?)

KEY*

Methodology (How?)

Recap Sheet of the key

features of the traditional strip
foundation investigate so far.

RL

Questioning and teacher

demonstration.

Dimensions and functions of

each features of the tradition

RL/N
L

Notes and sketches exercise

Module Title: School Placement 4/TP2

strip foundation.
Design Problems
- Building a foundation on a
hill
- Rising damp in walls
- Poor load bearing capacity in
soil
2.

RL/N
L

Notes and sketches of design

solutions

AIMS
The main aims of this lesson are to:
1. Recap the features of traditional strip foundations

investigated during detail drawing in lesson 4.

2. Investigate the features of traditional strip foundations using
notes and sketches.
3. Use design problems to investigate stepped foundations, DPC
and the other types of foundations.

KEY*

C, A
C
C

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

3. 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

Illustrate the knowledge
regarding the features of a
traditional strip foundation
that they have retained
from the previous lesson.
Aim Two LOs
Name, identify the
dimensions and explain
each of the features of a
traditional strip
foundation.
Use sketches and notes in
the same manner as they
would in the leaving
certificate exam to display
this knowledge.
Aim Three LOs

Apply design thinking and

research to solve problems
relating to the subject
matter of foundations and

Recap questioning

Notes and neat free

hand sketches

Design idea and

research activity.
Students present
their design solutions.

Module Title: School Placement 4/TP2

floors.
Identify and explain a
stepped foundation
Identify and explain DPC
and Radon
Identify two types of
foundations that are more
suitable for soil with poor
load bearing capacity.

4. THE LESSON

TIME

TEACHER ACTIVITIES

PUPIL ACTIVITIES

KEY*

LINE
SET INDUCTION (BEGINNING)
0-7

Monitor and observe

entrance routine
Roll call

Pupils line up outside classroom

and enter when told to do so
maintain silence through roll call
until they engage with teacher in
recap.

Recap of key features of

foundation investigated in
lesson 4
-

What are the dimensions

of a foundation footing?
And why?
How is it reinforced? And
why?
What is hardcore?
Why is hardcore in two
layers not one larger
layer?
What is the purpose of
the sand above the
hardcore?
What is the function of
the radon barrier?

Students engage with teacher

questioning as teacher uses
document camera to facilitate a
demonstration of sheet set up,
construction of title block, use of
equipment etc.

MA, O, L, G,
N

LESSON SEQUENCE (MIDDLE)

7-25

Facilitate students engaging

in notes and sketches activity
to investigate the layers of
the foundation detail up to
floor level.

Sketches and notes activity.

Students sketch out the
foundation and Identify each
layer and its dimensions. They
then outline the purpose for

G, N, L, MA

Module Title: School Placement 4/TP2

25-35

Design Problems
Introduce design problems
and instruct students on how
to go about displaying their
solutions.

each layer. This will be done

through individual research using
the book as their source of
information.
DL, C, MA,
L, N
Students investigate design
problems using the book as their
research material. They design
solutions to the problems and
outline their solutions using
sketches and notes.

CLOSURE (END)
35-38

Recap key learnings from

design problems exercise.
Key questions:
-

38-40

What is a stepped
foundation
What are the key
measurements for a
stepped foundation
(overlap etc.)
What is DPC?
Why is DPC placed
150mm above ground
level?
What is bearing capacity
of soil?
Two types of foundations
suitable for soil with a
poor bearing capacity
and why?

Students respond to teacher

questioning for recap of key
learnings from design problems
exercise.

L, N, DL,
MA, O

Students pack up exit in a quiet

orderly manner.

Facilitate closure routine.

*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.

5. LIST OF TEACHING RESOURCES

Module Title: School Placement 4/TP2

6. CRITICAL REFLECTION
Strengths

I used questioning very effectively in this lesson and it was not only a great
assessment tool but a learning tool.
My supervisor highlighted my adjustment to facilitate a better structure to
rules and routines.
It was also highlighted that the lesson itself had good structure.
I adjusted to help students comprehend the design features of foundations
and a solid concrete floor better before they would be required to draw any
more details.
Challenges

It was highlighted to me that the sketching exercise was one that students
would struggled to complete in the single lesson.
I am noticeably over planning for lessons.

Suggestions for Improvement

In future for a single class I should possibly print out the drawing and
create and exercise or activity in which students have to annotate the
design features and identify the correct dimensions for them but by
removing the sketching aspect students will complete it in the lesson and
they will better achieve the learning targets.
Plan less for each lesson.

Module Title: School Placement 4/TP2