Magnetic fields, right-hand
screw rule. Magnetic induction vector.
Learning objectives that are achieved at
this lesson(Subject Programme reference)
Learners can predict the direction of the
force on a charge moving in a magnetic field
10.4.1.1 – to describe the value characterising the magnetic field of
Students have achieved the objective if
they are able to predict the direction of the force on a charge moving in a
use Fleming’s Left Hand Rule to explain to
other learners in the class the direction of the magnetic force on a
current-carrying conductor (speaking and listening skills)
Subject-specific vocabulary &
Fleming’s Left-Hand Rule
magnetic field direction
Useful sets of phrases for dialogue and
The thumb represents...
The first finger represents...
The second finger represents…
The magnetic force is perpendicular to...
Values instilled at
Respect for other’s opinions. Group work.
Problem-solving skills. Communication skills-Working with potentially harmful apparatus will help students
develop a responsible attitude. And working in pairs and/groups encourages
friendliness. Communication skills are encouraged by working with a partner
and answering questions.
Lifelong learning of the topics today by
applying their knowledge this day for their SET, SAT, final external
summative examination and other examinations they will take in the future.
Calculations using engineering calculatorsAsk the students to do further reading on the topic from
the internet, especially from the Institute of Physics and PhET Colorado
magnetic fields; representation of fields
by field lines; fields of permanent magnets
electrical equations: V = IR, P = IV
Course of the Lesson
stages of the lesson in Minutes.
activities at the Lesson
00 – 10
-Introduces the topic of day and spells out
the learning outcomes they will possess after the study.
-Acquaint students with the following
•The theme of the lesson
•The objectives of the lesson
•The criteria of success for the lesson
•The plan of events for the lesson
-Pre-teach the subject specific vocabulary.
•Share their experiences with magnetism.
•Use a compass needle to sketch magnetic field lines around bar
magnets and around a cooper carrying current.
-Introductory material and learning
outcomes are displayed on the screen and/or table.
-Cambridge Endorsed and Recommended
-Institute of Physics, Bilimland, Twig, and
PhET Colorado websites.
-Smart, white, and chalk boards-You-Tube
and Virtual Physical Laboratory simulations.
11 - 70
discuses, and explains the right-hand screw rule and magnetic induction
•Gives questions on a worksheet
•Discuss their experiences with magnetic field lines
magnetic field lines.
on right hand screw and magnetic induction vector and answers questions about
•Attempt questions on the worksheet
What is a magnetic field?
Magnetic field lines around a straight
71 - 80
•Highlights key concepts, definitions, and equations learnt using
the concept map.
to do questions on the worksheet provided.
•Looks forward to the next lesson.
•Attempt the questions given by the teacher.
main concepts, definitions, and equations learnt.
their own learning.
•Evaluate their own work and the work of their classmates.
•Complete the flipped reading and research assignment before the
•Complete the specified thinking tasks for this lesson.
uses concept map and worksheet or any other CLIL strategy.
•What has been learnt?
•What remained unclear?
What is necessary to work on?
What can I:
-Students to summarize main ideas, evaluate
class processes, answer questions posed at the beginning of the lesson, and
link both to the past and the future
– how do you plan to give more support? How do you plan to challenge the more
– how are you planning to check students’ learning?
and safety regulations
Review the previous lesson.
Revise the topic on key terms used in
magnetism benefit of the weak learners.
-To research the internet and present to
class three areas where right-hand screw rule is applied.
Checking Students’ Learning:
-Using observation and the Question-Answer
strategies at the start, during, and at the end of the lesson.
-Using the computer generated and/or
-Using self, peer, and group feedback,
onlinequizzes, and formative assessments.
-Checking the quality of their work and
understanding from their notebooks, whiteboard work, answers on the active
board, group presentations and discussions, developed posters, and responses
on the worksheets.
Follow all standard laboratory procedures,
rules, and regulations in the Schools’ Laboratory Safety Guide and to remain
safety conscious always
the lesson objectives/learning objectives realistic? Did all learners achieve
my planned differentiation work well?
I stick to timings?
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.
What two things
went really well (consider both teaching and learning)?
What two things
would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class orachievements/difficulties
of individuals that will inform my next lesson?
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Grade 10 Lesson plan
Cross-curricular Links Lifelong learning of the topics today by applying their knowledge this day for their
Discuss their experiences with magnetic field lines •
Checking Students’ Learning: -Using observation and the