PHY_10_26_V2_LP_Mechanical and magnetic energy
Оценка 4.7

PHY_10_26_V2_LP_Mechanical and magnetic energy

Оценка 4.7
docx
07.05.2020
PHY_10_26_V2_LP_Mechanical and magnetic energy
PHY_10_26_V2_LP_Mechanical and magnetic energy.docx

Lesson plan

Long-term plan unit:Magnetic field

 

School:

Date:

 

Teacher name:

Grade: 10

Number present:

 

Absent:

Theme of the lesson

Mechanical and magnetic energy

Learning objectives that are achieved at this lesson (Subject Programme reference)

·         To make comparison between mechanical and magnetic energy;

Lesson objectives

By the end of this lesson, students will be able to:

      Describe factors affecting the energy stored in a magnetic field;

      Make a qualitative comparison between mechanical and magnetic energy;

Assessment criteria

Analysis

ü  Describe factors affecting the energy stored in a magnetic field;

ü  At least five comparative sentences;

ü  Describe at least five differences and three similarities;

ü  Make a qualitative comparison between mechanical and magnetic energy;

Language objectives

 

Subject-specific vocabulary & terminology

electromagnetic induction

inducede.m.f.

magnetic flux

magnetic energy

Useful set(s) of phrases for dialogue/writing

There is an induced e.m.f. in the coil because...

The size of the induced e.m.f. increases because...

The direction of the induced e.m.f. will reverse if

Type of differentiation

Differentiated poster-session , Collaborative Learning, Progressive Task with Digital resources

Values instilled at the lesson

 

 

Safety, Consideration to others, Co-operation, Opportunity for Life-Long Learning, Academic Integrity and Transparency, Respect for Self and Others

Cross-curricularlinks

Mathematics, ICT

ICT skills

Presentation, the Internet

Previouslearning

Grade 8: magnetic fields; representation of fields by field lines; fields of permanent magnets and relationship between magnetic field and current in conductors

Grade 8: electrical equations: V = IR, P = IV

Grade 10: magnetic fields; flux density and the tesla

 

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

(0-3 min)

 

 

 

 

 

 

 

 

   (4-12 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

 

(D) Discussion:

·         What are the various types of energy?

 

 

 

 

 

 

 

 

Middle

13-30 min

 

 

 

  

 

 

 

 

31-35 min

 

(I) Individual work. Compare and contrast

 

Teacher asks learners make comparison individually between mechanical and magnetic energy in terms of sources, formulae, properties and so on. Each student produces a poster (A3) which shows these very clearly. Any student in a class is invited to explain it to the rest of the class and then the class can assess for the poster which makes comparison.

 

 

Teacher used group member’s responses to promote further learning…“What could you add to that?” “Do you agree with that thinking?”

 

 

 

(A) Assessment.

Teacher assesses each student’s posters by using assessment criteria and provides fair and helpful feedback.

 

 

Ending

36-40 min

Stars and Stairs feedback

I ……………………………………..

……………………………………….

……………………………………….

I ……………………………………..

……………………………………….

……………………………………….

 

 

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

·         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.

 

Be careful when use the laser-coder

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?

 


 

Lesson plan Long-term plan unit:

Lesson plan Long-term plan unit:

Planned stages of the lesson Planned activities at the lessonResources

Planned stages of the lesson Planned activities at the lessonResources

Differentiation by questioning and dividing in group ·

Differentiation by questioning and dividing in group ·
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