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Technology Lesson Planning Sheet | ||||||||||
| version :7.3 | 24-May-04 | ||||||||||
| Teacher | S Nicholson | Subject | Sustainable Habitats (Project 3) | ||||||||
| Teaching group | 10L/M | BromCom Code | |||||||||
| (if different from teaching group label) | |||||||||||
| Day | Monday/Friday | Date | Lesson No.: | 1-3 of 33 | |||||||
| Topic | Introduction to Brief | NC ref / SoW ref: | Key Stage 4 | ||||||||
| Learning Objective(s) | (by the end of this lessons pupils should understand / know / be able to…) | ||||||||||
| Identify the various course targets and be able to record them | |||||||||||
| Perceive how sustainable living may play an important role in halting Global Warming, with all peoples making a contribution | |||||||||||
| Receive information about Agenda 21 | |||||||||||
| Analyse the significance of the "Golden Section / Mean" - ratio 1 : 1.618 and "symmetry" in good architectural design | |||||||||||
| 0 | |||||||||||
| Special Needs / differentiation | |||||||||||
| All must… | all should design a brief sheet and produce a basic Gantt diagram | ||||||||||
| Most should | most should design an illustrated brief sheet and produce a basic Gantt diagram with one page of research notes | ||||||||||
| Some should | some should design a quality brief sheet and produce a detailed Gantt diagram with detailed research notes | ||||||||||
| Literacy | I.C.T. | Numeracy | |||||||||
| Annotation | y | CAD | o | Averages | o | ||||||
| Answering Q in full sentences | y | Databases | o | Calculations (general) | o | ||||||
| Crossword / Wordsearch | o | Internet use | o | Graph drawing; scales | o | ||||||
| Keywords | y | Spreadsheets | o | Interpretting Data | o | ||||||
| Labelling diagrams | y | Word Processing | o | Measuring | o | ||||||
| Reading books / worksheets | o | Other | o | Other | o | ||||||
| Writing frames | o | ||||||||||
| Other (give details) | |||||||||||
| Starter Activity | |||||||||||
| Write the Homework in your diary | |||||||||||
| Get out last week's homework | |||||||||||
| Draw three house forms (3D) in which you would like to live (one should be unconventional) | |||||||||||
| Homework | Research and present an illustrated paper on the social and environmental Impacts of Global Warming | ||||||||||
| Due in : | next week | ||||||||||
| Main Lesson Activities | |||||||||||
| Intro to course & lesson structure. | |||||||||||
| Construct an illustrated "Brief" page. Produce a Gantt Diagram identifying the timing of course targets and content. | |||||||||||
| Introduction to "sustainability" in the context of Habitat design and marketing | |||||||||||
| Review Agenda 21, the causes of GlobalWarming and its consequences, the need for rappid and sustainable habitat design/construction | |||||||||||
| Consider the result of natural disasters - economic and social change requiring massive migration. | |||||||||||
| Plenary | No hands up 'quiz' on what we already do to reverse the trend of Global Warming | ||||||||||
| Learning Checks / assessment & summary | |||||||||||
| Discussion with pupils | y | Q/A session with whole class | y | ||||||||
| Looking at folders / written and sketched work | y | Test | o | ||||||||
| Practical outcome | y | ||||||||||
| Other | |||||||||||
| Evaluation of the lesson may be found on the reverse of this lesson plan | Key: o = possible, y = included, ? = may be | ||||||||||