Physics_10grade_Unit10.3.1.1 - Lesson Plan 33

Long-term plan section:

School:

Date:

Teacher name:

Class:

Number of students:

Absent:

Theme of the lesson

•   Relationship between energy and temperature

Learning objectives

•   To describe the relation between the temperature and average kinetic energy of the parallel motion of molecules

Lesson objectives

•   Carry out a simple experiment following instructions;

•   Measure and record measured values on a table;

•   Perform basic electric circuits/ power calculations;

•   Plot a graph;

•   Analyze a graph and draw relevant conclusions from it;

•   Suggest a relationship between energy and temperature.

Assessment criteria

•   Cooperate with their pair when carrying out the experiment;

•   Lead group work;

•   Interpret and comply with instructions;

•   Correct graph analysis

•   Ability of using key words in the English language

Language objectives

•   Hot and cold

•   Temperature

•   Directly proportional and inversely proportional

•   Energy

•   Power

Value links

•   Honesty, cooperation, tolerance, trilingualism, health, respect, responsibility and lifelong learning.

•   Students will become more tolerant with each other when working on the experiment, since is team work students will be responsible for different roles to achieve the objectives of the experiment work.

Cross curricular links

•   Mathematical and sketching skills to sketch the graph;

•   Chemistry laboratory techniques to measure volume of water using a beaker.

Previous learning

•   Basic circuit skills

•   Know how to calculate the power delivered by a resistor, P = UI

•   Know the definition of power to calculate the energy, P = ΔE/Δt

Lesson procedure

Planned stages

(minutes)

Planned activities

Resources

Beginning

0 – 4

The teacher makes a statement about the weather outside, ‘today is very cold”.

It is expected that some learners say that “it’s not so cold”.

The teacher will then ask if it is hot in the classroom. Again, it is expected that some students say it’s not so hot.

A small debate will be promoted about the meaning of the words “cold” and “hot”.

After students expose their points of view, the teacher will ask if these words have the same meaning for all people and, so, if they are accurate words.

It is expected students agree that “hot” and “cold” do not have a specific meaning.

The teacher will then ask which other words can be used? Words that have a specific meaning and the same meaning everywhere, for all people.

It is expected that the word “temperature” is mentioned.

Middle

4 – 8

8 – 18

18 – 30

30 – 36

Task 1: CLIL activity

A simple game will be played to introduce some language objectives and graph analysis.

The class will be split in two, and one member of each group will be called to the board in turns.

The teacher will secretly show one card to the learner that approaches the board ask them to sketch a graph that translates the card.

If none of the students can do it individually, they will work with their group to find the answer.

Task 2: New knowledge acquisition

Students will work in pairs for the remaining of the lesson.

The laboratory equipment and the respective handout will be given to students.

The teacher will ask each student, in turns, to identify each equipment from the list “Laboratory Equipment” on the handout and show it to the class.

Each student, in turns, will read out loud one sentence from the “Health and Safety” section on the handout. After each sentence is read, another student must explain it using other words and/or showing what it means using the equipment.

The first slide of the PowerPoint presentation will be shown.

Apart from “energy” and “power”, all other words have been discussed before. It is expected students know the meaning of “energy” and “power” in the context of Physics.

Students will give a quick look through the experimental procedure and the whole class will suggest the objectives for the lesson.

The “Lesson Objectives” slide from the PowerPoint will then be shown, followed by the title slide.

Task 3: Laboratory work , Differentiation activity

Students carry out the experiment in pairs, following the handout.

Students can use the time between measurements to make the calculations to complete the table.

Task 4: New knowledge practice , unknown situations , cross curricular activity

Graph sketching and answering questions from the handout.

Handout: Microsoft Word document “33 Lab work E_mcdT” attached

Handout: Microsoft Word document “33 Lab work E_mcdT” attached

End

36 – 40

Task 5: Reflection

At the end of the lesson, learners reflect on their learning and quickly write down their answers to the questions shown on the PowerPoint.

The teacher collects the reflections and handouts.

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

High ability students will build the circuit correctly and follow the instructions smoothly.

Also, these students may mention kinetic energy on the last question of the handout

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

Private notes will be taken by the teacher during the experimental procedure regarding the performance of each student (are they able to do everything by themselves or need teacher’s help?)

Health & Safety

Electric shock hazard. Proceed with extreme caution when using electric devices.

Do not touch any metal part of the wires or other equipment with your hands.

Proceed with caution when dealing with hot water, as it may cause severe burns on your skin.

Do NOT spill water on any component of the circuit and keep a clean and safe desk.

Call your teacher to verify the circuit BEFORE turning the power supply on.