Week 1: Name and uses of Materials

Week 1: Names and Uses of Materials

Date: 05.08.2011
Learning area: Design and Technology	Class: Foundation class
Teacher: Desire L’olive	No. of students in class: 18
School: M.I.T.D Foundation Training Centre	Time:
Topic: Name and uses of Materials	Duration: 50minutes

Aims: 

Students must be aware of the existence of materials and be able to list down some uses.

Instructional objectives:

At the end of the lesson, the learner should be able to

    (a)    List the names of common materials in the immediate environment

    (b)    State some uses of each material.

Pre-requisite knowledge:

(a)    Some pupils know that different materials are used for constructions purposes.

(b)   Students are able to name one or two materials.

(c)    Students are able to identify one or two basic materials.

Tools and teaching aids:

(1) Whiteboard

(2) Pictures

(3) Available object brought from the workshop

Classroom layout:

The instructions will be delivered to the whole class. Each student will take his own seat with all their required materials and learning tools. There will be rows of seats which will be spaced to facilitate movement of the teacher and the individual questioning of the students.

Methodology:

(a)    Oral questioning and answers

(b)   Visualizing

(c)    Demonstration

(d)   Explanation

(e)    Observation

(f)    Chalk and talk

(g)   Identification

(h)   Handling

(i)     Writing and reading

Techniques and Activities:

For this lesson, I will use the inductive reasoning to implement my lesson. The students will be allowed to scrutinize, as far as possible, all related areas of the topic.

Activities will include visualizing, touching, writing, research, handling, discussions etc. During the ongoing of the lesson, oral questioning of individual students will be done to ascertain that learning is taking place. This, on the other hand will promote student participation (learner involvement).  

   

Procedures:

Step 1 :

• Recall

   (a)    Explanation on the different types of materials.

   (b)   Listing down of already known materials

Answers expected:

There are many materials: metals, wood, plastic…….etc

Step 2:

  (a)    Visualizing of pictures, flip charts

  (b)   Handling , touching available pieces of materials and objects available in the class

 (c)    Listings down on the whiteboard as many materials as possible (metals, wood, plastic, concrete, ceramic, stone, glass, fabric etc.

Step3:

(a) Explanation on different uses of the listed materials.

(b) Explaining to students that we are surrounded by many materials (objects, artefacts, vehicles, buildings, etc).

Step 4:                                                          

(a)    Group work is carried out for identification of available materials.

 Listing down of the uses of different materials on Bristol paper

 Step 5: Class-work:

Evaluation:

Correction of class-work and feedback given

Remedial work:

Individual work is carried out as students are asked to write all materials they know on paper and submit.

Home-work:

1: Students are asked to find pictures of different objects, made of different materials, and do collage work on Bristol paper.

IMPLEMENTATION STAGE

Different strategies can be used to implement this lesson. All these strategies, inductive, deductive etc, have shared vision for a common goal; the most effective and efficient style or a method that I can present the subject matter in order to maximize the student learning capability. For this lesson I used the inductive method compared to traditional teaching strategies. Inquiry strategies, problem based-solving, discovery learning is the different instructional method that I used to implement my lesson.

For this particular topic, I decided to use two inductive teaching methods, namely inquiry based learning and discovery learning.

The steps I followed to conduct my lesson are explained.

Step 1 (3mins)

The word material was written on the whiteboard.

Step 2 – 8 mins

Students were allowed to think individually about the word for five minutes, with word related to material written on their copybooks. I walked around during those five minutes to have a glance at their work. This part of the lesson was intended in order to allow those students, with many learning difficulties to develop their thinking skills. Words written by the students included macadam, ferraille, tournevis, marteau, ciment, clou etc

Step 3 – 10mins

A precise explanation was given  on the blackboard of the word material, supplemented by pictures, flipchart, magazines and real small objects (compass, match box, glass, toilet paper, calculator, gravel, newspaper etc)    brought by me.

Step 4 – 10mins

 Students were directed to write all notes on their copybooks and to reflect on them for questioning. At this stage of the lesson I told students to relate what have been learnt to their immediate environment. I also asked the students how much time they needed to carry this task so as to allow them to grasp all relevant information.  

I used this approach of mutual agreement, so as to boost the confidence, responsibility and trust towards the teacher, of the students.

Step 5 – 10mins

Then I asked students to direct any question to me in order to clarify any point, word, or materials of the lesson so far conducted. This was carried out by the students raising their hands and the teacher attending one by one. The method employed was oral questioning, oral answering, visualizing, and handling.