8Electric current in gases Electric current in vacuum

Long-term plan unit:10.3 С Current in different environments

School:

Grade: 10

Number present:

Date

Absent:

Theme of the lesson:

Electric current in gases. Electric current in vacuum

Learning objective

To describe an electric current in gases and vacuum;

Lesson objectives

·         To describe an electric current in gases and vacuum;

Assess criteria

Comprehension

Analysis

Languageobjectives

Subject-specific vocabulary & terminology

Electricity

vacuum

positive ions

negative ions

Useful set(s) of phrases for dialogue/writing

Electric discharge in gases occurs when electric current flows through a gaseous medium due to ionization of the gas.

Values links

This lesson returns students a few centuries ago, thereby creating a sense of responsibility for the next generation.

Cross-curricularlinks

Physics and Chemistry

ICT skills

The teacher use presentation and video material to explain the topic.

Previouslearning

Topics in this unit have already been met in Grade 8, so there should be a foundation of knowledge and understanding on which to build. However, learners will benefit from more opportunities to build circuits and to explore electrical characteristics. This should provide opportunities to practice data collection and recording and graph plotting skills which are relevant to all parts of this course and in other sciences. The work with potential dividers opens up ideas for the design of sensing and decision-making circuits.

Plan

Plannedtimings

Planned activities at the lesson

Resources

Beginning

      3 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

2. Putting students into groups (two)

Middle

3-18 min

    19-23 min

     24-28 min

     19-38min

(G) Group work.Electric current in gasses and vacuum.

Students research in groups about:

Ø  Group 1: Electric current in gases

Ø  Group 2: Electric current in vacuum

Extension questions by a teacher:

ü  Does electricity travel through vacuum faster than any other material?

ü  Can we transmit electricity through a vacuum? If yes, then how?

ü  What can detect the accurate gas electric conductivity?

Talk partnersactivity

As a summary referring to the group work , learners in pairs or share with a partner:

Ø  3 new things they have learnt

Ø  What they found easy

Ø  What they found difficult

Ø  Something they would like to learn in the future

(f) Formative assessment.

1.      Describe an electric current in:

a.       gases

b.      vacuum

2.      State one difference and one similarity of an electric current in gasses and vacuum.

Difference

Similarity

3.      Defining

Answer:

1.      Vacuum

4.      Gas

5.      Vacuum

6.      Vacuum

7.      Gas

(f) Assessment. Teacher assessstudents in group and individual work by observing and listening their answers.

Appendix 1

Appendix 2

Appendix 3

End

39-40 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.

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?

Healthandsafetycheck

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind.

Self-assessment – students see others answers, make adjustments in the own work.

Oral questioning – targeted questioning by teacher.

Written assessment – work at the blackboard and notebooks, controled by teacher.

Peer assessment – strong student help weaker students.

Students should observe basic safety precautions when working in the classroom.