JUNIOR CYCLE WOOD TECHNOLOGY PLANNING GRID

Student Name: Cian Howley, Nathan List of Topics: Deforestation – Sustainability Class teacher: Cian Howley, Nathan Maxwell, Dearbhla Mc
Maxwell, Dearbhla Mc Devitt, Conn Tress identifications by different counties. Devitt.
Cameron, Luke Kelly, Diarmuid Wood Technology Planning Grid
Butler.
Student name: Cian Howley, Nathan Maxwell, Dearbhla Mc Year Group: TY School: SPRINGFIELD SECONDARY SCHOOL
ID: No:Butler.
Devitt, Conn Cameron, Luke Kelly, Diarmuid G00389609, G00391296, No of Pupils: 22
G00391116, G00395635, G00388904,
Linking with Subject Specification and Junior Cert Framework Length of Lesson: 60 minutes Evidence of Teaching and Learning
G00393839. Key Skills
Learning Intentions (students will Teaching Methodology Success Criteria Assessment Method Key Words
Class profile Relevant JC Outcomes learn about)
Statements Topic/Chapter
of Learning Special Educational Needs (SEN) Diversity (Gender, Ethnicity etc.) Other relevant information
No N/A
Schedule
Week 1 SOL 19 Introduction to  The importance of trees in 2e. Learning with  Group  Students will Class discussion Deforestation
2.1 explore design problems
SOL 20 SOL 21 deforestation our environment others researching understand Think pair share Environment
SOL 10  The role trees play in our  Power point terminology to Observation of students
environment  Word wall recap do with Socratic questioning
2.2 manage information and thinking
 The to support
5 effects ofan iterative design1b.
deforestation Implementing ideas andactivity
process taking (Freire)
action deforestation
 Active learning  Define
(Dewey) deforestation
2.4 assess the 4b. Gathering,
 Think pair share and explain it
exploration of water, recording,
(Vygotsky)  Demonstrate
fish stocks, forestry, organising and
 PBL (Aristotle) the ability to
and soil as a natural evaluating
work in groups
resource. information
to complete
research
 Recap prior
knowledge
from junior
cycle
Week 2 SOL 23 Deforestation around  Identify deforestation that 1a. Exploring  Flipped  Have chosen a  Visual assessment Consequences
SOL 20 SOL 21 the world and the 1.1 explore key elements requiredhas
fortaken place and is
the completion of tasks options and Classroom country to  Questioning Deforestation
SOL 9 consequences currently taking place around alternatives (Montessori) conduct their  Group work Revolution
considered within the world.  Word wall poster on.  Research Carbon Footprint
2.5 communicate relevant information 4a. Being Curious
deforestation.  Create groups of four and  Active Learning  Selected a
2.6 examine the causes have chosen what country to (Dewey) group of four
and implications of 5c. Setting and
conduct their research on.  Exit cards people from
climate change achieving goals
 Identity why deforestation (Humanist) the group.
 has happened in that country  Each person
and the consequences has a delegated
considered with it now. job within the
group.
Week 3 SOL 20 Deforestation around Learning outcome  Selected a country to 1. BEING  PowerPoint  Completed the  Group Work  Carbon footprint
SOL 21 the world and the complete their poster on. CREATIVE Slides poster with the  Visual Assessment  Countries
consequences  Identify
1.1 explore key elements required for the and
completion
delegateofthe
tasks  Group work information  Verbal assessment  Posters
considered within different jobs within the 2. WORKING WITH OTHERS  Keyword wall represented  Research  Graphically
Sol 9 deforestation group.  Active Learning Graphically.  Delegated
1.5 represent key information graphically 6e. Gathering,
 Conduct research on a (Dewey)  An even
2.6 examine the causes interpreting and
selected country.  Posters workload had
and implications of representing
 Created a poster which  Post it out the been
climate change data
represents information door (Humanist) designated to
graphically. each person.
Week 4 SOL 23 Deforestation around Learning outcome  Working in groups practicing 1c. Learning  Poster  Can work in a  Group work Carbon Footprint
SOL 21 SOL 19 the world and the presenting their poster Creatively  Group work group and have  Visual Assessment Countries
2.5 communicate relevant information
SOL 9 consequences  Presenting in front of the  Key word wall constructive (Piaget) Climate
considered within class 3e. Discussing and debating
 Co-operative discussions  Peer Assessment Terrain
deforestation  Learn how to peer review learning  Have worked  Quick Fire Questions Deforestation
3d. Performing
2.2 manage information and thinkingeachtoother’s
support an iterative design process
work  Active Learning on their
and presenting
(Dewey) presenting skills
 Reflection  Can assess each
2.7 Investigate activity other’s work
examples of how (Socrates) constructively
people interact with
and manage surface
processes
Week 5 SOL 15 1. Mid-Term UY  Complete the exam at the 1. BEING  Debating  Complete the  Debating  Debating
SOL 24 SOL 19 Assessment end of the week within the CREATIVE (Bruner) exam with ease  Summative  Speech
SOL 10 (summative specified time.  Active learning and confidence. assessments  Summative
1.8 apply knowledge of and skills in a range of appropriate existing 3e.and emerging
Discussing principles,
and processes and techniques
debating(Dewey)
assessment)  Debate whether  Debate their  Socratic questioning assessment
2. Debating deforestation affects the  Summative opinions and  Visual assessment  Gathering
4b. Gathering,
world today. assessment thoughts within information
recording,
 Successfully create a speech  PowerPoint the specified
organising and
1.1 explore key elements requiredandfor present
the completion
it to theof tasks
class. Slide topics.
evaluating
 Complete a
information
speech using
2.5 communicate relevant information
the correct
protocols.
Week 6 Begin project on  Investigate the sustainability 2e. Learning with  PBL (Aristotle)  Students will  Think pair share  Sustainable
SOL 19 sustainability goals goals and chose one they others  Active learning have a good  Observation of development
SOL 9 relate
3.7 justify the use of materials based on to the most
characteristics and properties within a context activity (Dewey) knowledge of students goals (SDG)
SOL 8  Work in groups to create  PowerPoint
1a. Exploring options and alternatives SDG  Socratic questioning
design ideas  Word wall  Identify what  Word wall active
 Understand the importance  IBL (Plato) an SDG is game
4c. Thinking
of the sustainable goals  Exit cards  Work creatively
2.6 produce sketches, drawings and models/prototypes to explorecreatively
design ideas
and
(Humanist) in groups
critically
creating design
1.6 Classify global ideas
climates, and analyse  Students will
the factors that select a design
influence the climate in idea to begin
Ireland working on
Week 7 SOL 23 Making sustainability  Decide on a design idea and 5. MANAGING  Lollypop  Students will  Traffic lights  Sustainable
SOL 24 project begin to gather sustainable MYSELF questioning have a plan of  Observation of material
3.12 consider the impact on the natural environment when sourcing materials
Sol 10 materials for the project  Flipped work to students  Global climates
 Decide on what joining 1c. Learning Creatively classroom complete  Meeting groups  Environmental
methods they will use (Montessori) project individually impact
5c. Setting and
 Begin project  PBL (Aristotle)  Investigate  Exit cards  Social impact
2.13 recognise the environmental and social impacts of design decisions
achieving goals
 Set out a plan to get the  Active learning sustainable
project done activity (Dewey) materials and
Classify global  Justify materials chosen  Key words select ones
climates, and analyse  Improve practical skills  Peer review suited to your
the factors that (Socrates) project
influence the climate in  Begin to make
Ireland project

Week 8 SOL 23 Finish project on  Students will be working 2b. Co-operating  PBL (Aristotle)  Students will  Visual inspection  Rubrics
SOL 21 sustainability goal collaboratively to complete  IBL (Plato) confidently  Post it out the door
3.5 explain the properties associated with the classification of wood
SOL 10 the project  learning
8f. being confident about Active learning work in a group  Self asses’ rubrics
 Students will be advancing activity (Dewey)  Students will  Monitoring progress
Classify global their practical skills  Socratic complete the
climates, and analyse Choose a key skill
 Using a variety of tools and questioning artefact
the factors that techniques to finish the  Rubrics
influence the climate in project to a high standard  Real life
Ireland  Improve time keeping skills research
by following project plan (Rogers)
 Circle of
3.10 appreciate the role of forestation and wood in terms of local/global ecology and sustainability
learning

Week 9 SOL 19 Present project to the  Students will practice 2. WORKING  Peer teaching  Students will  Observation of
SOL 10 class presenting
2.11 produce purposeful, functional, andartefacts
appealing gain WITH OTHERS (Vygotsky / create an students
SOL 9 presenting skills Bruner) aesthetically  Summative
 Students will present to the 3d. Performing and presenting
 Questioning pleasing assessment
class and answer questions (Socrates) PowerPoint to  Questioning
7a. Developing
3.3 understand the propertiesassociated
Studentswith
will acreate
rangepower
of materials applicable to Wood Technology
 Discussions explain their  External assessor
my
point to comply with their (Bruner) project
understanding
artefact  Active learning  Confidently
2.6 examine the causes and enjoyment
activity (Dewey) present their
and implications of of words and
 Reflection artefact and
climate change language
journal or justify their
podcast (UDL) design choices
(Socrates) and materials

SOL 15 Field Trip to see how  Go on a field trip to see how 1c. Learning  Group Work  Take photos  Summative  Landscape
WEEK 10 SOL 19 SOL 24 our local landscape 1.4 manage themselves and their our landscape affects our
resources Creatively  Active Learning and samples Assessment  Environment
SOL 2.3 affects the everyday life now (Dewey) from the field (Portfolio)  Terrain
development of  Take photos and tests of our  Portfolio trip to help  Visual Assessment  Primary activities
2.8 compile a folio through appropriate 2d. Contributing to making the world a better place
primary activities landscape, e.g. soil samples.  Samples support their  Group Assessment  Development
 Learn how to analyse the  Real life information  Debating
1.5 represent key information graphically
data and make a portfolio Research  Compile their
2.3 Identify how the 4b. Gathering,
(Rogers) data into a
 physical landscape recording, portfolio to
affects the organising and represent their
development of evaluating data
primary activities information  Can analyse the
data and notice
how our
landscape
affects our
everyday lives.

POSTER

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.
KEY SKILLS
Classify global climates, and analyse the factors that influence the climate in Ireland
2.6 examine the causes and implications of climate change