Lesson plan
Long-term plan unit:Magnetic field |
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Grade: 10 |
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Theme of the lesson |
The working principle of electrical measuring instruments, electric engines |
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Learning objectives that are achieved at this lesson (Subject Programme reference) |
· to explain the operating principle of electrical measuring instruments, electric engines; |
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Lesson objectives |
By the end of this lesson, students will be able to: · Know the structure of an electric motor; · Describe the structure of an electric motor; · Recall the basic elements of a motor and explain their function; · Explain the operating principle of an electric motor; · Explain the operating principle of an electric engine; · Explain the operating principle of Electrical measuring instruments; · Understand how the force on a current-currying conductor can be used to explain the motor effect; · Use Fleming’s Left Hand Rule to find the direction of the force on a current-currying loop in a magnetic field; |
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Assessment criteria |
Knowledge Know the composition of an electric motor; Recall the basic elements of a motor and explain their function; Understanding Understand how the force on a current-currying conductor can be used to explain the motor effect; Application Use Fleming’s Left Hand Rule to find the direction of the force on a current-currying loop in a magnetic field; Explain the operating principle of an electric motor; Explain the operating principle of an electric engine; Explain the operating principle of Electrical measuring instruments; |
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Language objectives
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Subject-specific vocabulary & terminology magnetic field direction magnetic force current-carrying conductor Fleming’s Left Hand Rule Magnetic field direction Current-carrying conductor Conventional current Electrical measuring instrument Useful set(s) of phrases for dialogue/writing The thumb represents... The first finger represents... The second finger represents… The magnetic force is perpendicular to... The principle of electrical measuring instruments…
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Type of differentiation |
Differentiated poster-session , Collaborative Learning, Progressive Task with Digital resources |
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Values instilled at the lesson
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Safety, Consideration to others, Co-operation, Opportunity for Life-Long Learning, Academic Integrity and Transparency, Respect for Self and Others |
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Cross-curricular links |
Mathematics, ICT |
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ICT skills |
Youtube, presentation |
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Previous learning |
Grade 8: magnetic fields; representation of fields by field lines; fields of permanent magnets Grade 8: electrical equations: V = IR, P = IV |
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Course of the lesson |
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Planned stages of the lesson |
Planned activities at the lesson |
Resources |
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Beginning (0-3 min)
(4-8 min) |
Teacher: -Introduces the topic of day and spelling out the learning outcome they will possess after the study. 1. Organizational moment to acquaint students with the · The theme of the lesson · The objectives of the lesson · The criteria of success for the lesson · The plan of events for the lesson
(T)(D) Teacher demonstration. Show the effect of a magnetic field on a current loop. This is a principle of a simple direct current motor. Show the operational principle of this motor.
· Wind several turns of wire round a cork and hang it, from a clump, between the poles of magnet as shown. Pass a current briefly through the coil. ü What happens? ü Does the coil turn the opposite way if you reverse the current? There are two ways to find the direction of rotation in the diagram: Ø Use Fleming’s Left Hand Rule for each side of the coil. Ø Find which end of the coil becomes a N-pole. This end will be attracted to the S-pole of the magnet. |
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Middle 9-27 min
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(G) Group work. Ask learners to divide in groups and study the operational principle of electricity-measuring instruments, electric motor and a generator based on a given model. The results of group works should be given in the form of presentations to be defended by learners. Assessment criteria should be agreed in advance.
• GROUP 1: Working Principle of an Electric Motor • GROUP 2: Working Principle of Electrical measuring instruments • GROUP 3: Working Principle of a generator. (T) Teacher explanation. The study of the new material is based on the explanation of the topic by the teacher accompanied by a presentation as a additional material. |
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28-37 min
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(P) Pair work. Filling the gap 1.
2.
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Ending (38-40 min) |
At the end of the lesson, learners reflect on their learning: - What has been learned - What remained unclear - What is necessary to work on Where possible the learners could evaluate their own work as well as the work of their classmates using certain criteria. |
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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 |
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· Multiple Intelligences - Visual will watch the video - Analytical take information from the texts
· Differentiation by questioning and dividing in group · Worksheet with varied difficulties |
Assessment – how are you planning to check students’ learning? The output for the worksheet will serve as assessment Questions during the lesson will also serve as formative assessment.
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Be careful when use the laser-coder |
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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?
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Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. |
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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? |
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