Lesson plan
Long-term plan unit: Magnetic Fields |
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Grade: 10 |
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Theme of the Lesson |
Artificial magnets. Solenoids |
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Learning objectives that are achieved at this lesson (Subject Programme reference) |
10.4.1.4 – to make an artificial magnet empirically and explain the scopes of its application; 10.4.1.5 – to explain the factors having an effect on a magnetic field of a solenoid.
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Lesson Objectives |
Learners can predict the direction of the force on a charge moving in a magnetic field |
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Success Criteria |
Students will have achieved the objective if they are able to: -make an artificial magnet empirically and explain the scopes of its application; -explain the factors having an effect on a magnetic field of a solenoid; |
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Language Objectives |
Learners can: use Fleming’s Left Hand Rule to explain to other learners in the class the direction of the magnetic force on a current-carrying conductor (speaking and listening skills)
Subject-specific vocabulary & terminology: Fleming’s Left-Hand Rule magnetic field direction current-carrying conductor conventional current
Useful sets of phrases for dialogue and writing: The thumb represents... The first finger represents... The second finger represents… The magnetic force is perpendicular to... |
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Values instilled at the Lesson |
Respect for other’s opinions. Group work. Problem-solving skills. Communication skills. Working with potentially harmful apparatus will help students develop a responsible attitude. And working in pairs and/groups encourages friendliness. Communication skills are encouraged by working with a partner and answering questions. |
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Cross-curricular Links |
Lifelong learning of the topics today by applying their knowledge this day for their SET, SAT, final external summative examination and other examinations they will take in the future.
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ICT Skills |
Calculations using engineering calculators Ask the students to do further reading on the topic from the internet, especially from the Institute of Physics and PhET Colorado websites. |
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Previous Learning
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magnetic fields; representation of fields by field lines; fields of permanent magnets electrical equations: V = IR, P = IV |
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Course of the Lesson |
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Planned stages of the lesson in minutes. |
Planned activities at the Lesson |
Resources |
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00 – 5
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Teacher: -Introduces the topic of day and spells out the learning outcomes they will possess after the study. -Acquaint students with the following issues: • The theme of the lesson • The objectives of the lesson • The criteria of success for the lesson • The plan of events for the lesson • Pre-teach the subject specific vocabulary. Learners: • Share their experiences with electromagnets and solenoids
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-Introductory material and learning outcomes are displayed on the screen and/or table. -Cambridge Endorsed and Recommended Coursebooks. -Institute of Physics, Bilimland, Twig, and PhET Colorado websites. -Smart, white, and chalk boards-You-Tube and Virtual Physical Laboratory simulations. |
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5 - 35
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Teacher: • Explains the properties and applications of electromagnets and solenoids. • Describes, discuses, and explains the workings and applications of electromagnets • Ask learners to make their own electromagnets and to determine factors that affect their strength. • Gives questions on a worksheet
Learners: • Discuss their experiences with electromagnets. • Watch videos on electromagnets • Make their own electromagnets and try to determine factors that determine their strengths. • Answers questions about the videos. • Work in groups to develop presentations about applications of electromagnets. • Attempt questions on the worksheet
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A BBC Bitesize page on electromagnets: http://www.bbc.co.uk/schools/ks3bitesize/science/energy_electricity_forces/magnets_electric_effects/revise4.shtml
A short video about electromagnets: http://www.youtube.com/watch?v=LWey-OImGGs
This animation gives a simple explanation of the domain theory for the magnetisation of an iron rod: http://www.youtube.com/watch?v=85dIRfKMlwM
Investigation of a current-carrying coil – practical electronics: https://www.ruselectronic.com/katushka-induktivnosti/ |
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35 - 40
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Teacher: • Highlights key concepts, definitions, and equations learnt using the concept map. • Asks students to do questions on the worksheet provided. • Looks forward to the next lesson.
Students: • Attempt the questions given by the teacher. • Summarize the main concepts, definitions, and equations learnt. • Reflect on their own learning. • Evaluate their own work and the work of their classmates.
Extension Work: • Complete the flipped reading and research assignment before the next lesson.
Homework: • Complete the specified thinking tasks for this lesson. |
-Teacher uses concept map and worksheet or any other CLIL strategy.
• What has been learnt? • What remained unclear? • -What is necessary to work on?
What can I: • stop doing? • keep doing? • start doing:
-Students to summarize main ideas, evaluate class processes, answer questions posed at the beginning of the lesson, and link both to the past and the future |
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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 |
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Weak Learners: Review the previous lesson. Revise the topic on key terms used in magnetism benefit of the weak learners.
Strong Learners: -To research the use of electromagnets and solenoids |
Checking Students’ Learning: -Using observation and the Question-Answer strategies at the start, during, and at the end of the lesson. -Using the computer generated and/or tutor-feedback -Using self, peer, and group feedback, online quizzes, and formative assessments. -Checking the quality of their work and understanding from their notebooks, whiteboard work, answers on the active board, group presentations and discussions, developed posters, and responses on the worksheets. |
Follow all standard laboratory procedures, rules, and regulations in the Schools’ Laboratory Safety Guide and to remain safety conscious always |
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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?
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Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. |
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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?
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