Lesson plan 27

Long-term plan unit:

Kinematics of the liquids

School:

Date:

Grade:  10

Number present:

absent:

Theme of the lesson

Laminar and turbulent flow of liquids and gases.

Learning objectives

·          to describe laminar and turbulent flow of liquids and gases;

Lesson

objectives

Students will know

 that:

Students will be able to:

·         define laminar and turbulent flow;

·         describe the ideal liquid;

Language

objectives

Define language objectives, including examples of vocabulary and phrases.

Subject-specific vocabulary & terminology:

•      Streamlines

•      Laminar flow

•      Turbulent flow

•      Viscosity

•      Thickened liquids

•       thin liquids

Cross-

curricular

links

Discuss possible cross-curricular link with a colleague or refer to primary sources of other subjects

Indicate how the cross-curricular integration is implemented in the classroom (through activities and/or content)

ICT

skills

Describe what kind of ICT skills the students will be able to develop at the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

Teachers greet and register students. Students greet teachers and indicate their presence.

Teachers introduce the learning and lesson objectives.

Middle

1. What is the definition of ideal fluid?

An Ideal Fluid is a fluid that has no viscosity. It is incompressible in nature. Practically, no ideal fluid exists.

2. What is the definition of real fluid?

Real fluids are compressible in nature. They have some viscosity. Examples: Kerosene, Petrol, Castor oil

3. What is the definition of streamlines?

Streamlines are the Geometrical representation of the  flow velocity.

What is the difference between laminar and turbulent flow?

Activity1     (a) Compare flow lines, describe it.

(b) Describe the  streamlines

Exercise

https://www.youtube.com/watch?v=rIcfE09HaEI

Instruction: You should watch the video and fill out the handout

Instruction:

You should watch the video and fill out the handout

End

Students answer questions to check their learning of the objectives of the day. Teachers check the work done right away and give feedback.

Teachers summarizes the main points of the lesson. Students listen and comment.

Students write the homework.

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

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.

Use this section to record the methods you will use to assess what students have learned during the lesson.

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

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?