PHY_10_27_V2_LP_Magnetic field energy

Long-term plan unit:Magnetic field

School:

Date:

Teacher name:

Grade: 10

Number present:

Absent:

Theme of the lesson

Magnetic field 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 comparison between mechanical and magnetic energy;

•      Describe the relationship between mechanical and magnetic energy;

•      Describe the differences and similarities between mechanical and magnetic energy;

Assessment criteria

Application

•      Students should be able to describe the relationship between mechanical and magnetic energy;

•      Students should be able to describe at least two differences between mechanical and magnetic energy;

•      Students should be able to describe at least two similarities between mechanical and magnetic energy;

Language objectives

Subject-specific vocabulary & terminology

electromagnetic induction

induced e.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 densityand the tesla

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

(0-3 min)

   (4-7 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) Video demonstration. Maglev Train

Middle

8-23 min

  24-32 min

  33-35 min

(I) Individual work.

Activity. Think-Pair-Share

Ask students to read the text about Magnets and Potential Energy and answer the TRUE/FALSE SENTENCES. At first individually, then share their answers with others in a class. 

Ø  Potential energy is the ability to do work or cause movement.

Ø  Magnetic PE depends on only distance.

Ø  If the magnets closer each other, the higher their potential energy

Ø  Magnetic PE uses to move the train along the track with very little friction.

(I) Individual work. Compare and Contrast

·         What do you know about potential energy and magnets?

·         What is the relationship between mechanical and magnetic energy?

·         What are differences and similarities between them?

(A) Assessment.

Teacher rotated around to students to listen, clarify thinking and prompt further thinking.

Ending

36-40 min

Reflection

•      What has been learned

•      What remained unclear

•      What is necessary to work on

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?