Lesson Plan: 4P.4.08


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

Context and
Landmark
Assessment		 4P.4.08
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
Do all animals hear the same?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. The auditory range of humans is from 20 Hz to 20 kHz.
  2. Animals have different auditory ranges to that of humans.
  3. Sound frequencies above the hearing range of humans are called ultrasound.
  4. Ultrasound can be used to pass on energy and therefore be used for cleaning and physiotherapy.
  5. The sound energy is absorbed by the dirt, setting it vibrating and is so is shaken off. In physiotherapy the sound energy is absorbed by deep tissue injuries and stimulates blood circulation and cell activity.
  6. Ultrasound reflections can be used to image unborn babies.
Think about how you can match the needs of ALL students
Keywords:
  • Ultrasound: Sound beyond human hearing. (3)
  • Sound (2)
  • Auditory range: The range of frequencies that human ears can pick up. (2)
  • Energy (2)
  • Reflection (1)
  • Vibration (1)
  • Absorbed (1)
  • Frequency (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What is the auditory range of humans?
    The auditory range of humans is from 20 Hz to 20 kHz.
  2. What is ultrasound?
    Sound frequencies above the hearing range of humans are called ultrasound.
  3. What can ultrasound be used for and why?
    Ultrasound can be used to pass on energy and therefore be used for cleaning and physiotherapy.
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