PHY_10_35_V2_LP_E&G fields

Long-term plan section:

Electrostatics section

Electric field

School:

Date: _______________________

Teachers’ Name:

Class: 10 ____

No. Of Present:______

No. Of Absent: ____

Lesson topic

Comparison of gravitational and electrostatic fields

Learning objectives that are achieved in this lesson (link to the curriculum)

10.3.1.3 - compare the characteristics of the gravitational and electrostatic fields;

Lesson objectives

Students will

- list three similarities between the gravitational and electrostatic fields;

- list three differences between gravitational and electrostatic fields.

Assessment Criteria

Students can:

- name three similarities between the gravitational and electrostatic fields;

- name three differences between the gravitational and electrostatic fields.

Language goals

Vocabulary and terminology specific to the subject:

Students can:

Students can name the similarities and differences between the gravitational and electrostatic fields.

Subject vocabulary and terminology:

Mass, charge, field, field lines, field strength, direction of field lines, field power characteristic, field energy characteristic.

A series of useful phrases for dialogue / writing:

Mass / charge creates a field in the surrounding space, the lines of which ... ...

A uniform field is called a field ... ... ...

The power characteristic of the field is ... ...

Instilling values

Humanity

Throughout the lesson, instill openness, cooperation, respect, tolerance in relationships with classmates through work in pairs

The imparting of values is carried out through / through discussion of the key points of the topic in groups.

Interdisciplinary communication

Relationship with mathematics: working with formulas, with graphs, physical quantities and their units of measurement.

Key Skills

Knowledge and understanding/Application

Preliminary knowledge

The charge, mass, intensity of gravitational and electric fields, field lines, Coulomb's law, the law of the world.

Lesson Proper

Scheduled Lesson Stages

Scheduled Lesson Activities

Resources

Beginning of the Lesson

6 min.

At the beginning of the lesson, the teacher invites students to choose a card with a picture.

(W) Next, it shows students a slide on which all the drawings are shown and suggests splitting into groups so that in one group there are drawings from one line. Students must match the pictures.

After the division into groups, the teacher discusses with students the following questions:

1. What do these pictures describe?
2. By what principle are they combined in pairs?

Based on the issues discussed, the teacher together with the students formulates the lesson topic. He discusses with students the purpose of the lesson, the objectives of the lesson, and jointly develops the criteria for evaluation.

Then they jointly draw up a work plan.

1. Prepare a poster and performance comparing the gravitational and electrostatic fields.
2. Prepare two true and two false statements according to your own block.
3. Poster defense.
4. Determining the truth and falsity of statements.

Ppt slides

Cards 

Middle of the Lesson

12 min

15 min

3 min

The teacher offers students, working in groups, to prepare a poster, performance, and true and false statements on their unit.

(G)

Group Task:

1. Read the text.
2. Compare the definition of gravitational and electric fields.
3. Prepare a poster and presentation for the class.
4. Think about what else you would like to learn from the material studied.

Texts for groups in the annex to the lesson.  

Students work in groups, prepare a poster and performance.

Before the performance of groups, the teacher discusses with students the criteria for evaluating performances. If necessary, students complete the criteria table.

 Possible estimation descriptors:

Before the groups perform, the teacher collects true and false statements that will be used in the next lesson.

The teacher together with the students discusses how the mutual evaluation will be carried out. Students receive a table for evaluation.

Performances of groups with mutual evaluation.

Discussion of the results of mutual evaluation.

(I)

The teacher encourages students to check the level of learning.

Task: Fill in the blanks in the table below.

The teacher offers to discuss in pairs, the correctness of filling the table and paint the table in two colors. For example: blue - similarities and yellow - differences.

A colored table can be displayed on the board as a sample for self-testing.

Hangouts

End of the Lesson

2 мин

Reflection on the assessment of students' level of learning, using the table for students.

Assess the level of achievement of the lesson assessment criteria by ticking the appropriate box.

Homework: Repeat exercises in the textbook, the material studied.

Solve the problem:

1. The charged metal sphere is in an isolated space. Write one similarity and one difference between the gravitational and electric fields around the sphere:

(i) Similarity ......................

(ii) Difference ......................

Differentiation - how do you plan to provide more support? What tasks do you plan to set for more capable students?

Grading - how do you plan to check students' level of learning?

Health & Safety

Support is planned through small group work with text. When preparing speeches, students will teach each other, and telling their classmates will consolidate the knowledge gained. Through mutual evaluation, they will be able to give each other recommendations for improving the understanding of the material.

Through the individual filling of the table with the subsequent discussion.

Creating a favorable psychological atmosphere, the compliance of tasks to the level of preparedness of students, the change of activities, counseling.

What tasks do you plan to set for more capable students?

Providing advice to students who have difficulty

Students will:

Most students will:

Some learners will be:

- write the expression of the first law of thermodynamics for each isoprocess;

- apply the first law of thermodynamics to the analysis of the isoprocess graph;

- apply the first law of thermodynamics in solving simple problems;

- apply the first law of thermodynamics in solving complex problems.

Lesson reflection

Use this section to reflect on the lesson. Answer the most important questions about your lesson from the left column.

Were the objectives of the lesson / learning objectives realistic?

What are two aspects of the lesson that went well (think about both teaching and learning)?

1:

2:

What could contribute to improving the lesson (think about both teaching and learning)?

1:

2:

What did I discover during the lesson about the class or the achievements / difficulties of individual students, what should I look for in the subsequent lessons?