LESSON PLAN

Date: October 21 to November 1, 2024 Grade: 11 ENG & BLD DRAW

Duration: 6 hours 40 minutes Sessions: (1, 2x40 & 1,3x40min sessions per week.)
Unit Title: Solid Geometry

Lesson Theme/Topic: Surface Development Supervisor: Mr. Ean Creary

Using AutoCAD

STEAM Inclusion:

 Science: Understand how 3D shapes can be represented as 2D surfaces.

 Technology: Apply AutoCAD skills for precise 3D modelling and surface development.
 Engineering: Relate surface development to manufacturing and mechanical design.
 Art: Encourage creative design thinking in surface development and object modelling.
 Mathematics: Apply geometric principles and measurements to create accurate surface layouts.

Prior knowledge/Learning:
 Students are familiar with traditional drawing techniques and been introduced to AutoCAD.
 They are comfortable setting up their drawing environment and have explored basic constructions in AutoCAD.
 Students would have been exposed to the principles of orthographic projection and are familiar with geometric
shapes such as cones, pyramids, cylinders and prisms.
Attainment Target:

By the end of the lesson, students will be able to:

1. Knowledge and Understanding:

o Understand the importance and practical applications of surface development in real-world contexts
(e.g., packaging, sheet metal work, and product design).
o Identify and explain the geometric properties of oblique and frustum solids, including slant height,
base, top radii, and lateral surfaces.

2. Skills and Application:

o Apply basic and advanced AutoCAD commands to model 3D objects and develop their surface
layouts, including Extrude, Revolve, Loft, Slice, UCS, ViewBase, and Flatsurf.
o Construct accurate surface developments for oblique and frustum solids (e.g., oblique prisms,
cylinders, frustum of cones, and pyramids) using AutoCAD.

3. Problem Solving and Critical Thinking:

o Solve geometric problems related to surface development, such as determining the correct
measurements for unfolding complex 3D shapes into 2D layouts.
o Apply creativity and engineering principles in designing real-life objects that involve surface
development (e.g., designing packaging, industrial parts, or aesthetic products).

General Objectives: At the end of lesson students should be able to

General Objectives for the Lesson:

1. Understand the Importance of Surface Development:

o Explain the significance of surface development in fields such as engineering, manufacturing,
packaging, and design.

2. Construct Surface Development of Oblique and Frustum Solids:

o Apply geometric principles and AutoCAD tools to develop surface layouts for 3D objects like
oblique prisms and frustum solids.

3. Integrate AutoCAD into Practical Applications:

o Utilize AutoCAD software to create accurate 3D models and generate 2D surface developments for
real-world applications.

4. Enhance STEAM Skills:

o Foster the application of Science, Technology, Engineering, Art, and Mathematics (STEAM)
principles through surface development projects in AutoCAD.

Specific Objectives:
Objectives: By the end of the lesson students will be able to:
Students at the end of the lesson should be able to:
differentiate series from a parallel circuit

Cognitive Domain (Knowledge and Understanding):

 Recall and Comprehension:

o Understand the geometric properties of oblique and frustum solids, such as slant height, base
dimensions, and top dimensions.
o Describe the importance of surface development in real-world applications like packaging,
mechanical design, and manufacturing.
 Application and Analysis:
o Apply geometric principles to accurately calculate dimensions for the surface development of
oblique and frustum solids.
o Analyze different 3D shapes and their 2D layouts to understand how surface development is
generated in AutoCAD.
 Synthesis and Evaluation:
o Synthesize AutoCAD commands and geometric knowledge to design and develop complex surface
layouts.
o Evaluate the accuracy and practicality of surface developments for real-world applications, ensuring
that designs meet functional and aesthetic criteria.

2. Affective Domain (Attitudes and Values):

 Receiving and Responding:

o Show interest in the role of surface development in engineering, product design, and creative
industries.
o Engage actively during discussions on the importance of precision and accuracy in creating surface
developments for real-world use.

 Valuing and Organizing:

o Demonstrate the value of creativity and critical thinking when designing and developing surface
layouts.
o Appreciate the relevance of surface development as an essential skill in engineering and design
fields.

 Characterizing:
o Develop a professional attitude toward the importance of precision, accuracy, and attention to detail
when working on AutoCAD projects.
o Cultivate an appreciation for collaborative work and peer feedback, especially when designing
complex shapes in AutoCAD.

3. Psycho-motor Domain (Skills and Application):

 Perception and Set:

o Demonstrate the ability to use AutoCAD tools and commands such as Extrude, Revolve, Loft, and
Flatsurf to create and manipulate 3D objects.
o Show proficiency in selecting appropriate tools for developing 2D surface layouts from 3D models.
 Guided Response and Mechanism:
o Develop surface layouts for oblique and frustum solids with guidance, ensuring proper alignment,
dimension accuracy, and precision in AutoCAD.
o Operate AutoCAD commands independently to construct and manipulate the shapes and surfaces
required for development tasks.
 Complex Overt Response and Adaptation:
o Independently design and develop complex 3D shapes and their corresponding surface layouts with
minimal supervision.
o Adapt learned AutoCAD techniques to new and complex shapes, adjusting designs based on real-
world constraints and feedback.
 Origination:
o Create innovative and accurate surface development projects for real-world objects (e.g., packaging,
engineering components), using advanced AutoCAD techniques.
o Originate and present a final project that integrates creativity, technical skills, and real-world
problem-solving in the surface development process.

Resource Material(s):

  Hardware and Software:

 Computers/Laptops: Equipped with sufficient processing power to run AutoCAD smoothly.

 AutoCAD Software: Installed on all computers for 3D modeling and surface development.
 Projector and Screen: For demonstrating AutoCAD commands and techniques in front of the class.
 Internet Connection: For accessing additional learning resources, tutorials, and support (optional, if
needed for reference).

 Supplementary Tools:

 Mouse and Keyboard: For precise control while working in AutoCAD.

 External Storage Devices (USB drives or cloud storage): For saving and sharing design files.

 Physical Models and Visual Aids:

 3D Models of Oblique and Frustum Solids: Paper or plastic models to help students visualize the shapes
they will be developing.
 Geometry Tools (Ruler, Protractor, Compass): For understanding the geometrical properties of solids
and assisting in manual development exercises.
 Printed Worksheets: Containing diagrams of oblique and frustum solids for students to manually calculate
dimensions and unfold shapes.

 Learning Materials and References:

 AutoCAD Tutorials and User Manuals: For students to refer to when learning new commands and
techniques.
 Handouts on Surface Development: Explaining the theory behind surface development, key geometric
formulas, and practical applications.
 Online Resources: Links to AutoCAD video tutorials, 3D design forums, and interactive geometry tools.

 Assessment and Feedback Tools:

 Rubrics for Project Evaluation: Clear criteria to assess accuracy, creativity, and use of AutoCAD in
student projects.
 Progress Worksheets: To track students' development and comprehension throughout the lesson.
 Peer Review Forms: For students to provide feedback on each other’s work.

KEY VOCABULARY/ CONTENT OUTLINE

 Surface Development: The process of unfolding a 3D object into a 2D layout that represents the surface area of
the object.
 Oblique Solid: A 3D shape where the axis or height is inclined rather than perpendicular to the base (e.g.,
oblique prism or cylinder).
 Frustum: The portion of a solid (usually a cone or pyramid) that remains after the top part has been cut off by a
plane parallel to the base.
 Extrude: An AutoCAD command used to extend a 2D shape into a 3D solid.
 Revolve: A command that creates a 3D object by rotating a 2D shape around an axis.
 Loft: An AutoCAD command used to create a 3D object by joining two or more different cross-sectional
shapes.
 Slice: A command in AutoCAD used to cut a solid into two or more pieces using a plane.
 ViewBase: A tool that generates 2D views from 3D models.
 FlatSurf: The process in AutoCAD used to create flat representations or developments of 3D shapes.
 UCS (User Coordinate System): A tool in AutoCAD that allows the user to define a custom orientation for
working in 3D space.
 Slant Height: The length of the lateral side of a frustum or oblique solid.
 Base Radius/Top Radius: The distances from the center to the edge of the base or top of circular solids.
 Lateral Surface: The area of the sides of a 3D object, excluding its base or top.

 Sheet Metal Work: A real-world application of surface development, used to create flat patterns for
folded metal parts.
Content Outline
 Introduction to Surface Development
o Definition and importance of surface development in real-world applications (manufacturing,
packaging, design).
o Overview of oblique and frustum solids.
o Key geometric properties of these solids (slant height, base dimensions, top dimensions, lateral
surfaces).

 AutoCAD Basics for Surface Development

o Introduction to basic AutoCAD tools: Extrude, Revolve, ViewBase.
o How to navigate AutoCAD’s 3D workspace using the User Coordinate System (UCS).

 Hands-On Practice
o Students practice constructing 3D models of basic oblique solids and unfolding them into 2D
surfaces using AutoCAD.
o Exploration of paper models of solids to reinforce understanding.

 Advanced AutoCAD Techniques for Oblique Solids

o Exploration of complex shapes like oblique prisms and cylinders.
o Applying AutoCAD commands such as Loft to connect multiple cross-sections and develop
surfaces.

 Frustum Solids
o Introduction to the geometry of frustum solids (e.g., frustum of a cone or pyramid).
o Explanation of surface area, slant height, base, and top dimensions for frustums.

 Hands-On Development of Frustum Solids in AutoCAD

o Students construct frustum solids and develop their surface layouts using AutoCAD.

 Combining Oblique and Frustum Solids

o Demonstration of combining oblique and frustum solids to form more complex objects in
AutoCAD.
o Introduction to Slice and Align commands for more precise development.

 AutoCAD Problem-Solving and Application

o Students practice solving design problems related to surface development, such as calculating slant
heights and creating surface layouts for combined shapes.

Session 1 (3x40 minutes)

Engage (15 minutes)

 Objective: Introduce surface development and its importance.

 Activity:
o Brief discussion about the significance of surface development in fields like manufacturing and
design.
o Show real-world applications of surface development (packaging, sheet metal work).
o Show physical models of oblique and frustum solids and demonstrate their unfolded views.

Explore (30 minutes)

 Objective: Explore surface development with hands-on examples.

 Activity:
o Hand out simple paper models of oblique and frustum solids for students to manually unfold into 2D
surfaces.
o Let students measure the angles and lengths of the surfaces as they unfold to better understand how
3D objects are represented in 2D.

Explain (45 minutes)

 Objective: Introduce AutoCAD tools for 3D and surface development.

 Activity:
o Demonstrate basic AutoCAD commands: Draw, Extrude, and Revolve for creating 3D shapes like
prisms, cones, and cylinders.
o Show how to use ViewBase and Flatsurf to generate flat layouts of 3D objects.
o Highlight the UCS (User Coordinate System) and how it helps in navigating and aligning objects
in AutoCAD.

Extend (30 minutes)

 Objective: Apply AutoCAD skills to design a surface development.

 Activity:
o Assign a task to design the surface development of a simple 3D object, such as a cone or an oblique
prism.
o Guide students in constructing the object and its surface development step by step in AutoCAD.

Evaluate (30 minutes)

 Objective: Assess initial understanding of surface development.

 Activity:
o Collect students’ work on surface development.
o Provide feedback on their ability to create 3D shapes and develop their surfaces using AutoCAD.
Session 2 (2x40 minutes)

Engage (15 minutes)

 Objective: Quick review of previous content.

 Activity:
o Begin with a short recap quiz or class discussion about the key concepts covered in the last session.
o Highlight the significance of precision in surface development for accurate real-world applications.

Explore (25 minutes)

 Objective: Explore surface development of oblique solids in AutoCAD.

 Activity:
o Students will create surface developments for oblique solids (e.g., oblique cylinders and prisms) in
AutoCAD.
o Use geometry tools and commands to measure edges, angles, and verify that their development is
accurate.

Explain (25 minutes)

 Objective: Introduce frustum solids in AutoCAD.

 Activity:
o Demonstrate how to create frustum solids (frustum of a cone or a pyramid) using AutoCAD.
o Explain the geometry of frustums, focusing on their slant height, base, and top dimensions.

Extend (15 minutes)

 Objective: Practice creating surface developments of frustum solids.

 Activity:
o Assign students the task of developing the surface for a frustum of a cone.
o Let them work on the AutoCAD model with some guidance from the teacher.

Evaluate (5 minutes)

 Objective: Monitor progress.

 Activity:
o Briefly review the students’ work and provide constructive feedback.

Week 2

Session 1 (3x40 minutes)

Engage (15 minutes)

 Objective: Refresh students’ memory of surface development.
 Activity:
o Show students complex examples of surface development used in industry (e.g., sheet metal
components).
o Open a discussion on why accurate surface development is crucial for manufacturing.

Explore (45 minutes)

 Objective: Practice surface development of complex shapes.

 Activity:
o Assign students the task of creating a complex shape, such as a combination of oblique solids and
frustum (e.g., frustum of a pyramid with an oblique base).
o Let students explore creating surface developments of these more intricate objects using AutoCAD.

Explain (40 minutes)

 Objective: Clarify advanced AutoCAD techniques for 3D modeling and surface development.
 Activity:
o Teach more advanced commands such as LOFT, SLICE, and ALIGN for combining shapes and
slicing them into surfaces.
o Emphasize the use of the UCS (User Coordinate System) for working in 3D space.

Extend (15 minutes)

 Objective: Allow students to further develop complex shapes in AutoCAD.

 Activity:
o Assign students to continue developing their complex shapes from the Explore section, guiding
them through challenges.

Evaluate (15 minutes)

 Objective: Check progress and provide feedback.

 Activity:
o Review students’ ongoing work on the more complex shapes and their surface developments.
o Offer individualized feedback, particularly focusing on the accuracy of their developments.

Session 2 (2x40 minutes)

Engage (10 minutes)

 Objective: Prepare students for final project.

 Activity:
o Show examples of surface development used in real-world engineering projects (e.g., car body
panels, architectural components).
o Explain the final project expectations and criteria.

Explore (30 minutes)

 Objective: Start working on the final surface development project.

 Activity:
o Students will begin their final project: designing a real-world object using frustum and oblique
solids (e.g., a lampshade, funnel, or packaging component).
o Provide a set of dimensions, and students will create both the 3D model and the surface
development in AutoCAD.

Explain (25 minutes)

 Objective: Solve technical challenges and clarify project requirements.

 Activity:
o Offer a demonstration of any challenging areas students face (e.g., combining shapes or ensuring
surface development accuracy).
o Clarify how to export and finalize their AutoCAD drawings for submission.

Extend (25 minutes)

 Objective: Allow students to continue working on their final projects.

 Activity:
o Give students more time to work on their final project, applying feedback and refining their surface
development work.

Evaluate (10 minutes)

 Objective: Monitor and assess on-going project progress.

 Activity:
o Circulate through the class, offering individual assistance and feedback as students continue
working on their final projects.

Step 5: Evaluation (Assessment Activity to include Reflection)

Administer formative assessment (although checking for understanding should be done throughout the lesson). Rubrics should be used to
assess skill development

 Students will be required to draw elevations, plans, true shapes and development of
truncated solids
 Students will be required to complete basic devolopments of the following:
o Cylinders
o Cones
o Pryramids
o Prisms
o Truncated solids
o Determine true shapes of truncated solids

Evaluation (Teacher’s reflection on the lesson and the lesson objectives) 11ENGINEERING DRAWING
The lesson (was / was not) completed. Reason was not:

All lesson objectives (were / were not) achieved. List objective/s not done:

Learning Outcome:
Methodology used (was / was not) appropriate. Reason was not: ________________________________________
Classroom management (was / was not) effective. Reason was not: _____________________________________
Instructional Materials used (were / were not) appropriate. Reason were not: _____________________________
Students’ Participation Grade: Students’ Behaviour:
Students’ degree of completion of assigned tasks:
Workbook Page(s): ___________________________ Worksheet Activity: ____________________________
Special comments:
Evaluation (Teacher’s reflection on the lesson and the lesson objectives) 11BUILDING DRAWING
The lesson (was / was not) completed. Reason was not: Some objectives are more practical to attain over time when
students are given actual working drawings to complete.
All lesson objectives (were / were not) achieved. List objective/s not done:
Learning Outcome:
Methodology used (was / was not) appropriate. Reason was not: ________________________________________
Classroom management (was / was not) effective. Reason was not: _____________________________________
Instructional Materials used (were / were not) appropriate. Reason were not: _____________________________
Students’ Participation Grade: Students’ Behaviour:
Students’ degree of completion of assigned tasks:
Workbook Page(s): ___________________________ Worksheet Actvity: ____________________________

Assessment Activities