57.58_Lesson Plan

Long-term plan unit:  Magnetic Fields

School:

Date: Week/Lesson                          / 57 & 58

Teacher’s Name:

Grade:  10

Number Present:

Number Present:

Theme of the Lesson

Magnetic properties of Substances

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

Lesson Objectives

10.4.1.3 – to describe modern scopes of using magnetic substances (neodymium magnets, sensors, seismographs, metal detectors) and to discuss the tendency of their application;

Success Criteria

Students have achieved the objective if they are able to describe modern scopes of using magnetic substances (neodymium magnets, sensors, seismographs, metal detectors) and to discuss the tendency of their application;

Language Objectives

Learners can:

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 & terminology:

Fleming’s Left-Hand Rule

magnetic field direction

current-carrying conductor

conventional current

Useful sets of phrases for dialogue and writing:

The thumb represents...

The first finger represents...

The second finger represents…

The magnetic force is perpendicular to...

Values instilled at the Lesson

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.

Cross-curricular Links

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.

ICT Skills

Calculations using engineering calculators Ask the students to do further reading on the topic from the internet, especially from the Institute of Physics and PhET Colorado websites.

Previous Learning

magnetic fields; representation of fields by field lines; fields of permanent magnets

electrical equations: V = IR, P = IV

Course of the lesson

Planned stages of the lesson in Minutes.

Planned activities at the Lesson

Resources

00 – 10 

Teacher:

-Introduces the topic of day and spells out the learning outcomes they will possess after the study.

-Acquaint students with the following issues:

•      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.

Learners:

•      Share their experiences with magnetic properties of materials.

•      Classify materials as magnetic, non-magnetic, ferromagnetic, paramagnetic, diamagnetic from assorted list provide by the teacher.

-Introductory material and learning outcomes are displayed on the screen and/or table.

-Cambridge Endorsed and Recommended Coursebooks.

-Institute of Physics, Bilimland, Twig, and PhET Colorado websites.

-Smart, white, and chalk boards-You-Tube and Virtual Physical Laboratory simulations.

11 - 70

Teacher:

•      Explains the properties and applications of magnets.

•      Describes, discuses, and explains the applications of magnets

•      Ask learners to develop presentations on neodymium magnets, sensors, seismographs, and metal detectors.

•      Gives questions on a worksheet

Learners:

•      Discuss their experiences with applications of magnetic substances.

•      Watch videos on left-hand rule, Ampere force, and Lorentz force.

•      Answers questions about on the videos.

•    Work in groups to develop presentations about neodymium magnets, sensors, seismographs, and metal detectors 

•      Attempt questions on the worksheet

Properties of magnets:

https://www.youtube.com/watch?v=-hGdR-kx8FM

Magnets in daily life:

https://www.youtube.com/watch?v=4pz37NMAH3Y

71 - 80

Teacher:

•      Highlights key concepts, definitions, and equations learnt using the concept map.

•      Asks students to do questions on the worksheet provided.

•      Looks forward to the next lesson.

Students:

•      Attempt the questions given by the teacher.

•      Summarize the main concepts, definitions, and equations learnt.

•      Reflect on their own learning.

•      Evaluate their own work and the work of their classmates.

Extension Work:

•      Complete the flipped reading and research assignment before the next lesson.

Homework:

•      Complete the specified thinking tasks for this lesson.

-Teacher 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:

•      stop doing?

•      keep doing?

•      start doing:

-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

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

Weak Learners:

Review the previous lesson.

Revise the topic on key terms used in magnetism benefit of the weak learners.

Strong Learners:

-To research the use of strong magnetic fields in mass spectrometers and in isotope separation (e.g. for radiological dating or for enrichment of uranium).

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 tutor-feedback

-Using self, peer, and group feedback, online quizzes, 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

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?