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 activity: introduce a lesson topic Summary of the main properties of magnets in terms of field and types of materials, magnetic and non-magnetic properties
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Iron, nickel, steel, plastic
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5 - 35
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Magnets Presentation What is a solenoid? presentation "Solenoid" Teacher Activities: Power Presentation and whiteboard, used to introduce terms related to magnetic fields in connection with the design of an electromagnet. Student activities: answer questions in a presentation, students take notes and ask questions online. Assignment for the teacher: distribute worksheets and assignments for practical work. Work in pairs. It is necessary to assemble the electromagnet. Instruments: nail, copper wiring, galvanometer, voltmeter, paper clips, magnetic needle. How to make an artificial magnet? Student activities: individual groups collect electromagnets using the materials provided, in accordance with these practical instructions. Teacher activity: to encourage students to create devices. Constantly monitor, including how well they can organize and work together in a team.
Discussion: Formative evaluation questions |
Ppt Lab work FA
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35 - 40
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Reflection: a box of questions. - What has been learned? - What remains to be understood? - What you need to work? |
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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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