Lesson Plan: 4P.1.02


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 4P.1.02
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How can waves behave?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Ripple tanks can be used to see how water waves behave. This allows us to predict how other waves will behave.
  2. The peaks can be seen as wave fronts in a ripple tank.
  3. Waves on water as undulations which travel through water with transverse motion as the wave moves horizontally but the water moves up and down.
  4. Water waves can be reflected. This is when waves bounce off an object.
  5. Water waves can be refracted. This is when waves change direction.
  6. Water waves can be diffracted. This is when waves spread out through a gap.
  7. Research rogue waves. https://www.google.co.uk/search?q=rogue waves
  8. Water waves can add or cancel - superposition: When peaks meet you get bigger peaks. When a peak meets a trough then they cancel out.
Think about how you can match the needs of ALL students
Keywords:
  • Wave (5)
  • Wave Superposition: Where two or more waves are laid over each other adding and cancelling. (1)
  • Peak (1)
  • Trough (1)
  • Diffract: The dispersion of waves in a tank. (1)
  • Refraction: A change in direction of a wave. (1)
  • Transverse (1)
  • Reflection: Bouncing of waves. (1)
  • Ripple tank: A tank where wave effects can be easily shown. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What type of wave is a water wave?
    Transverse wave.
  2. What is reflection?
    A wave bouncing off an object.
  3. What is refraction?
    A wave changing direction.
  4. What is diffraction?
    A wave spreading out through a gap.
  5. What is wave superposition?
    When waves add together creating bigger peaks or smaller peaks.
Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes
Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS
Starter Activity Differentiation and Challenge question/task
  • Students to copy and complete the keywords.
  • Teacher reveals missing letters; Students correct mistakes;
  • Discuss the scientific meanings of the words.
  • Students to write down the definitions of the most important / new keywords.
  • Discuss the 'Memory Anchor'.
    • What does it show?
    • How does it relate to the what we are learning about today (title)?
Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension
Remember to give time to apply knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension


Plenary Differentiation and Challenge question/task
  • Students to answer the 'Key Questions' with learning partners.
Progress Check
  • Teacher to reveal and discuss the answers to the questions.
 Extension
  • What have learnt about the 'Big Ideas' today?

Homework Differentiation and Challenge question/task