10.3 B Direct current work and power of current Lesson plan

Long-term plan unit:  Direct current

School:

Date:

Teacher name:

Grade:

Number present:

absent:

Theme of the lesson

                    Work and power of current.

Learning objectives that are achieved at this lesson (Subject Programme reference)

10.3.2.4 – to make cost calculations of work and power of home appliances;

Lesson objectives

  Know power and work

describe and use the equation of energy

describe and use the equation power

Success criteria

Can know power and work

Can describe and use the equation of energy

Can describe and use the equation power

Language objectives

Subject-specific vocabulary & terminology:

Voltage, difference of potentials, electromotive force, external circuit, power, energy

Values instilled at the lesson

At the end of the second lesson, students will be invited to think about and discuss these themes.

ICT skills

Use calculators

Previous learning

Electromotive force, voltage, current, resistance

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

5 min

3 min

 (W) Starter “True False”

1. Voltmeters measure potential difference T

2.   Energy is lost in wires as heat T

3.   Friction is the main cause for energy loss in wires T

4.   Current flows from the – to the + terminal T

5.   Electrons carry a positive charge F

6.   A ammeter measures the flow of current T

7.   The lower the resistance the higher the voltage F

8    Electrons carry energy to the component T

9.  A diode allows current flow in one direction only T

10.  A wide diameter wire has a low resistance T

Organizational moment to acquaint students with the

·         Theme of the lesson

·         The objectives of the lesson

·         The criteria of success for the lesson

The plan of events for the lesson

Middle

(W) new topic  5 min

Is the energy transferred from the electric source

to the appliance per second.

It is measured in Watts

1W is the transfer of 1 Joule per second

Power on appliances is shown as the power rating.

This is a measure of how much energy the appliance needs to work.

The higher the energy rating the more electricity (energy) it uses.

(I)                If we increase the power more light is produced.

Why?

The greater the power the more energy is transferred to light

(P) solving problems

1. A drill transfers 1100J of energy in 10 seconds

     what is it power rating?  110W

2. A fridge uses 660J of energy in 2 seconds what

     is the power rating? 330W

3. A 60W bulb transfers 6300J of energy, how long

     was it on for? 105s

(P) practical work

 (W) formative assessment  

End

3 min

 Reflection: Complete your learning triangle for today.

1)      Which questions did you understand well?

2)      Which questions did you find difficult?

Which topics do you think you need to review more?

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check students’ learning?

Health and safety regulations

Teachers will assist struggling students during the part of the lesson while solving problems.

Pairs can be created so that strong students are paired with weak students to help them or so that strong students are paired with strong students, depending on the individual students and their needs.

When solving problems in pairs, teachers will circulate around the room to check students’ work and understanding

Students will be given a break in the middle of the lesson to move around and stretch.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?