Lesson Plan Format – How to Solder

Class: 7.9 TECH Date: 20/4/2010 Time: Start: 10:40 am

Finish: 11:00 am (20 mins)

Key Learning Area: Lesson Topic: How to Solder
Technology: Electronics Technologies

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

Students have been learning about electronic circuitry and how a circuit works.

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

One or two only. Please note the syllabus
reference number AND write out in full.
- 4.3.2
demonstrates responsible and safe use of
a range of tools, materials and techniques
in each design project.
Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
By the end of this lesson, the students will be able to:
- Identify what metals make up circuitry solder.
- Identify key tools, equipment and materials used for the
soldering process.
- Explain how to solder electronic parts onto a circuit board using
various soldering techniques.
Strategies which will be used to assess
learners’ attainment of learning outcomes.
Should be linked to each learning indicator.
- Ss will answer questions verbally, asked by
T.
- Ss will complete activity sheet, set out by T,
covering solder metals, different tools,
equipment and materials.

- Explain how to finish the soldering process.

Any safety issues to be considered:
- Ensure soldering iron is placed in the holder at
all times due to the dangerous heat it produces.
- Ensure all equipment and materials are placed
back in correct areas as they can be hazardous.
- Ensure students are wearing enclosed shoes
as the OH&S states.
- Ensure students keep some distance from
demonstration as fumes produced, can be
poisonous.
Resources: List resources you used in preparing the lesson AND those used in the lesson implementation.
- Board of Studies NSW (2003) Technology (Mandatory) Years 7 – 8: Syllabus. Sydney: BOS
- Tools and Equipment - Soldering Iron, Duck-bill Pliers, Wire Cutters, Wire Strippers, Working Clip Board.
- Materials - Vero board, Solder, Resistor, 10cm of copper insulated wire.
- PPE - Safety Glasses, Enclosed Leather Shoes and Apron
- Activity Sheet (By James Borg)

Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
Identify the metals that make up solder
and question the Ss about the tools,
equipment and materials used in the
soldering process.
Q/ What tool is this that I am holding?
A/ Varies depending upon what tool is being
held.
Q/ Can anyone name this Material that I am
holding?
A/ Varies depending upon what tool is being
held.
DEVELOPMENT
Explain to the Ss how to solder
electronic parts onto a circuit board
using various soldering techniques.
Q/ Why do you bend the ends of the resistor
for?
A/ It helps with inserting the resistor into the
circuit board.
Q/ Why do we avoid the solder making
contact with the Soldering Iron?
A/ So the solder doesn’t stick to the
Soldering Iron tip.
LESSON SEQUENCE
Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(mins) (How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.
10:40 T greets Ss, asks them to gather around a work bench. Soldering Iron, Duck-bill Pliers, Wire
T hands out work sheets to Ss Cutters, Wire Strippers, Working
T gathers and sets up tools, equipment and materials. Clip Board, Vero board, Solder,
Resistor and 10cm of copper
T discusses with Ss the metals that make up solder. insulated wire to explain to the
students what each item is used for.
T asks Ss a series of verbal questions in regards to the tools,
equipment and materials used in the soldering process.
T reminds Ss not to call out answers but raise hands.
Ss verbally answer questions whilst filling out the worksheets.
10:45 T puts on and explains PPE needed for this process. Soldering Iron, Duck-bill Pliers, Wire
T shows Ss a pre-done Veroboard with both the resistor and Strippers, Working Clip Board, Vero
wire connected to it. board, Solder, Resistor, 10cm of
T demonstrates to Ss how to use the duck-bill pliers for use in copper insulated wire used for the
bending the resistor into shape. demonstration of soldering.
T demonstrates to Ss how to place the resistor into circuit
board.
T demonstrates to Ss using the Soldering Iron and Solder, how
to heat the resistor, and use it to transfer the heat and melt
solder in place.
T asks Ss various questions related to this type of soldering.
Q/ Why do we remove the insulation from
the copper wire?
A/ To expose the copper so we can solder it
to the circuit board.
Q/ Why do we have to twist the copper coils
together and melt solder onto them?
A/ It makes it easier for it to be inserted into
the circuit board.
CLOSURE
Explain to the Ss how to finish the
soldering process and question them
verbally about the complete process.
Q/ Why do we clean the finished Vero board
using wire cutters.
A/ To cut off any overhanging wires from the
parts that have been attached so they don’t
make contact with other parts, and so the
circuitry is clean and easy to follow.
T demonstrates to Ss how to use the wire stripper for removing
the insulation off the copper wire.
T demonstrates to Ss how to do tinning by twisting copper
coils together and placing solder onto them.
T demonstrates to Ss how to solder copper wire onto the
circuit board.
T asks Ss various questions related to this type of soldering.
10:55 T demonstrates to Ss using the wire cutters how to finish the Wire Cutters used for the finishing
soldering process by cleaning the circuit board. process.
T asks Ss various questions about the complete the soldering
process again to see if they understood.
T asks Ss if they need to clarify anything questions.
T asks Ss to complete worksheets and hand them in.
T dismisses Ss to return back to the rest of the lesson run by
Head Teacher.
Student Teacher’s Evaluation (write reflections on the following):

Assessment of Learning Outcomes

To what extent did the learners achieve the intended learning outcomes?

The learners achieved the intended learning outcomes to a high extent as they were able to name all the tools
and materials used in the process, and also explain to me any safety concerns. The students were also shown
through the demonstration of the soldering processes, the safety aspects involved in regards to handling the
soldering iron therefore achieving the outcome in some regards but because it was a demonstration they weren’t
able to practically demonstrate the safe use to me.

Describe the evidence you have for this.

The evidence I have for this, is my group’s completed activity sheets, which were filled out and all correctly
answered (See Appendix 1). Other evidence is the completed veroboard and circuitry demonstration example,
which was pre-done and also conducted during the lesson (See Appendix 2).

Outline the follow-up to this lesson for the learners.

The follow-up to this lesson is to allow the students to start completing their final assessment task using the
tools, materials and soldering techniques they have learnt through this lesson. Whilst they are completing this
task, assistance will be provided in regards to safety and any issues the students may need help with. This
follow-up will be conducted as a practical lesson, not as another theory or demonstration lesson.
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Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.

The questioning and demonstrations used throughout this lesson were the most effective teaching strategies /
learning experiences. The questioning allowed each student to state the name of a particular tool I was using,
thus allowing me to see if they knew them. Harris (2010) states in Lecture 7 that questioning motivates curiosity
and also helps to establish what is already known. The demonstration though, was by far more effective as it
allowed them to physically see the tools in use, thus understanding what they are each used for as well as
seeing the techniques and process of soldering being performed before they have to conduct the procedure
themselves. McBurney Fry (2002) stated that “A Demonstration is a useful adjunct in clarifying and developing
greater student understanding and knowledge” (p. 86).

Identify the teaching strategies / learning experiences that were least effective. Explain why.

The least effective teaching strategy / learning experience was the explanation or exposition of information about
solder material to the students. This was least effective as they only heard what I stated and wrote it down, thus
not allowing it to be understood. A better way this could have been conducted if time prevailed was I could have
allowed them to complete research from books or the internet to obtain this information, as this would have been
a better method because they would have obtained it themselves, not just have it told to them. Overall though, it
was still nescessary for the demonstration to be sucessful, as important information had to be conveyed about
the solder material first. McBurney Fry (2002) stated that “The skill of explanation allows a teacher to impart
knowledge to a large group at one time” (p.84).

How appropriate was the timing throughout the various sections of the lesson? Why?

The timing throughout the various sections was accurate but the Development section went for longer than
anticipated. This was because the students had more questions about the understanding of the two types of
soldering than was predicted, and the demonstration had to be done carefully and slowly, as the steps of the
process needed to be understood. The Introduction section was well timed, as the students understood all the
information conveyed. The closure section was also well timed, as it contained only detailing of how to clean the
finish product and a summary of what was taught.
Describe how the selection and use of resources supported learning in the lesson.

The selection and use of the resources supported the learning in the lesson in various ways. First the use of the
tools, equipment and materials assisted the demonstration, as the students were practically able to view the
process but it also assisted in explaining to the students the names and uses of each item so they could
complete their activity handout (See Appendix 1). The PPE (Personal Protective Equipment) that was used by
me to carry out the demonstration, demonstrated to the students the safety required to complete this process as
well as the names and uses of the PPE. Finally the activity sheet that was designed by myself, allowed the
students to record important details about solder as well as put a picture to the name of various tools used (See
Appendix 1).

Identify what motivated the students. Explain why.

There were various reasons to why the students were motivated to learn but the main reason was intrinsic,
which was the process of understanding. This was important as they needed to be able to, in follow-up lessons,
conduct the same process in order to complete their final assessment task which involved soldering so they
could achieve high marks therefore this being intrinsic motivation.

Identify the classroom management strategies that were most effective. Explain why.

The first classroom management strategy that was most effective in conducting this lesson and being successful
was the use of conducting it between a group of 6 students. This allowed me to control them much easier and
because the students were closer to the demonstration, better communication was achieved. Another effective
strategy was the learning of the student names before the lesson was conducted. Harris (2010) noted in Lecture
9 that knowing your pupils affects positive relationships between students and teacher, therefore it allowed me to
easily call upon the students when needed to answer a question, as well as create a positive teacher student
relationship helping me to gain their respect. A final effective strategy that was employed was the planning and
organisation of the lesson as what was to be taught, was pre planned and timed, and all materials were
previously organized so that the lesson could operate efficiently and effectively. Harris (2010) noted in Lecture 9
that planning and organisation is important part of a lesson for it to work effectively.

What was most satisfying about the lesson?

Most satisfying about this lesson was the students learnt a new process that they had not previously learnt about
before and knowing that most of them will one day remember this when they use it elsewhere, and remember
that I was the teacher that passed on that knowledge to them, is incredibly rewarding personally.

Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.

There are a vast amount of steps I will undertake in improving my future lessons. The first area of improvement
is my confidence throughout the lesson. Being my first lesson, my confidence was not high but with time and
more practice I believe I will improve my confidence as it is an important part of conducting a lesson
successfully. Finally another step I will take to improve my teaching will be planning of time, as certain areas of
teaching sometimes require more time because they are harder to teach.

Colleague teacher’s comments: (Reference could be made, for example, to planning and preparation,
knowledge of curriculum, organisation, motivation of pupils, strategies used, interaction with students, classroom
management, catering for individual needs, use of resources, etc.)

(See Appendix 3 for Colleague Teacher’s Comments)

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 References

Harris, J. (2010). Lecture – Questioning, Responding and Discussion. Week 7.

Harris, J. (2010). Lecture – Classroom Management-Prevention. Week 9.

McBurney Fry, G. (2002). Improving Your Practicum – A guide to better teaching practice. Victoria, Australia:
Cengage Learning Australia.