Class: Junior Secondary School 2 (JSS 2 / JS2)
Term: 3rd Term
Week: 8
Age: 13 years
Duration: 45 minutes
Subject: Basic Science and Technology
Curriculum Theme: Basic Technology
Previous Lesson: Building Construction: Site Preparation: Definition, Tools.
Topic: SETTING OUT
Subject Matter: Definition, tools used during setting out: Excavation/timbering

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define setting out.
List at least five tools used for setting out.
Explain the terms excavation and timbering.

Affective Domain:

Appreciate the importance of accurate setting out in construction.
Show interest in identifying and using setting out tools.

Psychomotor Domain:

Identify various tools used for setting out.
Briefly describe the use of each setting out tool.

Participate in group discussions about setting out procedures.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Basic Technology JSS 2.
State Unified Scheme of Work for Basic Technology JSS 2.
Basic Technology for Junior Secondary Schools 2.

Instructional Materials

The teacher will teach this lesson with the aid of:

Pictures or diagrams of various setting out tools (e.g., tape measure, pegs, string, spirit level, builder’s square).
Pictures or diagrams showing excavation and timbering processes.
Chart showing definitions of setting out, excavation, and timbering.

Rationale for the Lesson

This lesson helps pupils understand the initial and important step in any construction project. It enables them to recognize the tools and processes involved in preparing a site, which is a fundamental aspect of basic technology and building. This knowledge is important for appreciating how structures are safely and accurately built.

Prerequisite/Previous Knowledge

Pupils should have basic knowledge of simple hand tools and an understanding of the need for accuracy in practical work, which they gained from previous lessons in Basic Technology.

Lesson Content/Board Summary

SETTING OUT

Definition of Setting Out

Setting out is the process of transferring the plan of a proposed building or structure from a drawing onto the actual ground. It involves marking out the exact position and dimensions of the building, including its walls, foundations, and other features, on the site.

Tools Used During Setting Out

The following are common tools used for setting out:

Tape Measure: Used for measuring distances and lengths accurately.
Builder’s Square: Used to set out right angles (90 degrees) on the ground.
Pegs/Stakes: Wooden or metal sticks driven into the ground to mark points or lines.
String/Nylon Line: Stretched between pegs to define straight lines for walls or excavations.
Spirit Level: Used to check if surfaces or lines are perfectly horizontal or vertical.
Plumb Bob: Used to establish a true vertical line (checking for vertical alignment).
Mallet/Hammer: Used for driving pegs into the ground.
Ranging Rods: Used to establish and mark straight lines over longer distances.

Excavation

Excavation is the process of digging or removing earth from a site to create space for foundations, basements, or other underground structures. This is done after the setting out is complete.

Tools used for excavation include:

Shovel/Spade: Used for digging and moving loose soil.
Pickaxe: Used for breaking hard ground or rocks before digging.
Wheelbarrow: Used for transporting excavated soil away from the digging area.

Timbering

Timbering, also known as shoring or trench sheeting, is the process of providing temporary support to the sides of an excavation (a trench or pit) to prevent them from collapsing. This is especially important in deep or unstable ground conditions to ensure the safety of workers.

Materials used for timbering typically include:

Timber planks/boards: Placed against the sides of the excavation.
Struts/Props: Horizontal timbers or metal members used to brace the planks across the trench.
Walings: Horizontal timbers placed against the planks to distribute the pressure from the struts.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them what they think is the first thing done before a building is constructed. The teacher then introduces the topic “Setting Out.”
Pupils’ Activity: Pupils respond to the question and listen attentively to the introduction.
Learning Point: Pupils are introduced to the concept of setting out in construction.

Step 2: Definition of Setting Out

Time: 10 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines setting out, explaining that it is the process of transferring building plans from paper to the ground. The teacher uses diagrams to illustrate this.
Pupils’ Activity: Pupils listen, observe the diagrams, and copy the definition into their notebooks.
Learning Point: Pupils understand the meaning of setting out.

Step 3: Tools Used During Setting Out

Time: 10 minutes
Teaching Skill: Listing/Identification
Teacher’s Activity: The teacher displays pictures of various setting out tools such as tape measures, pegs, strings, spirit levels, and builder’s squares. The teacher names each tool and briefly explains its function.
Pupils’ Activity: Pupils identify the tools, listen to their functions, and list them in their notebooks.
Learning Point: Pupils learn about the different tools and their uses in setting out.

Step 4: Excavation

Time: 5 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines excavation as the digging of earth for foundations and shows pictures of excavation work. The teacher also mentions tools like shovels and pickaxes.
Pupils’ Activity: Pupils listen to the explanation, observe the pictures, and understand the concept of excavation.
Learning Point: Pupils learn about excavation and its tools.

Step 5: Timbering

Time: 5 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines timbering as the temporary support for excavated trenches to prevent collapse. The teacher explains why it is important and shows pictures of timbering.
Pupils’ Activity: Pupils listen to the definition and explanation, and observe the pictures.
Learning Point: Pupils understand the purpose and method of timbering.

Step 6: Class Discussion and Reinforcement

Time: 5 minutes
Teaching Skill: Questioning/Discussion
Teacher’s Activity: The teacher facilitates a brief discussion, asking pupils to recall the definitions and tools learned. The teacher clarifies any misconceptions.
Pupils’ Activity: Pupils participate in the discussion, ask questions, and answer those posed by the teacher.
Learning Point: Pupils reinforce their understanding of the lesson content.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

What is setting out?
Mention three tools used for setting out.
Define excavation.
Why is timbering important in deep excavations?

Pupils’ Activity: Pupils answer orally and in writing.
Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarization/Homework Assignment
Teacher’s Activity: The teacher summarizes the key points of the lesson on setting out, tools, excavation, and timbering. The teacher then assigns homework: “Draw and label any two setting out tools.”
Pupils’ Activity: Pupils listen to the summary and copy the homework assignment.
Learning Point: Pupils consolidate their learning and are given an activity to practice.

Lesson Keywords

Setting Out – Transferring building plans to the ground.
Excavation – Digging earth for foundations.
Timbering – Supporting trench sides to prevent collapse.
Pegs – Markers driven into the ground.
Spirit Level – Tool for checking horizontal/vertical alignment.

Differentiation

For pupils who grasp concepts quickly, the teacher can ask them to research additional specialized setting out equipment. For pupils needing more support, the teacher will provide more one-on-one guidance and use physical examples or larger diagrams of the tools.

Note for teachers using this lesson plan

Teachers should ensure that pupils understand the practical application of each tool discussed. If possible, bring actual examples of some simple tools like a tape measure, string, and pegs to the class to enhance understanding. Emphasize safety precautions during excavation and the importance of timbering.