PHY_10_V1_LP_Revision term 4

Long-term plan unit:

Term 4

School:

Date:

Teacher name:                                      

Grade: 10

Number present:

Absent:

Theme of the lesson

Solving Problems - magnetic field,  electromagnetic induction

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

Review of all objectives from term 4

Lesson objectives

In this lesson, the students will practice solving problems to clarify their understandings of different concepts and become more confident in their abilities.

Assess criteria

Review of all success criteria from term 4

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...

Values instilled at the lesson

Mission/Vision/Global Citizenship: Part of the school’s mission to is create lifelong learners.  Students will be asked whether they are learning the materials in class just to pass an exam, to get into a university, or to become a highly educated person.  Students will also be asked to compare and contrast the benefits and drawbacks of internal exams given only within one school and international exams given to thousands of students in dozens of nations.

Cross-curricular links

Problems on topics from this term will be connected to topics in biology and chemistry.  Most problems involve graphical and algebra skills used in mathematics classes.

ICT skills

Students will use scientific calculators to solve problems.

Previous learning

All material in this lesson has previously been taught to students.  In this lesson they will review theory and practice solving problems in preparation for exams.

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

10 min

Starter: students will answer the question from the starter in their copybooks.

Review of homework from last lesson

Organizational moment to acquaint students with the

·         Theme of the lesson

·         The objectives of the lesson

·         The criteria of assess for the lesson

·         The plan of events for the lesson

·         The connection of the lesson to the school’s mission and vision and global citizenship

·          

Ppt

Middle

30 min

Review activity (students will answer questions in pairs)

Solving problems: Students would solve problems in group, they will discuss their solutions. After solving problem teacher will give them right answers where they will check themselves.

Conclusion: one problem solving related to magnetic field

Homework: preparation for summative assessment

Worksheet

End

5 min

Reflection «Assess yourself»

Lesson: interesting / boring / indifferent

on the lesson I: worked / rested

Bottomline: I understood the material / learned more than I knew.

Presentation with questions for students to answer

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

Problems are given different numbers of points based on their difficulty.  Students will themselves choose which level of problems to solve, and will be encouraged to attempt problems that are challenging, but doable for them.

Throughout the lesson, teachers will be circulating around the room checking students’ work for accuracy and understanding of the concept.  Today’s lesson is preparation for the summative assessment.

Students will be given a short break in the middle of the lesson to stretch and move around.

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?