Lesson Plan: 6P.1.02


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

Context and
Landmark
Assessment		 6P.1.02
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How do we map a magnet's effect?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. The area around a magnet in which a magnetic object experiences a force is called a magnetic field.
  2. The magnetic field has a shape based on the shape of the magnet and the magnetic objects abound it.
  3. Magnetic fields are represented by field lines.
  4. The magnetic field is strongest where magnetic field lines are closest together (normally the poles).
  5. Magnetic field lines can be plotted with a compass.
  6. Magnetic field lines flow from North to South poles outside a magnet.
Think about how you can match the needs of ALL students
Keywords:
  • Magnet (5)
  • Field line: A visual representation of direction of flow in a field. These lines may never cross. (4)
  • Field: A region of space which describes strength and direction. (4)
  • Pole (1)
  • Force (1)
  • Magnetic (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What is a magnetic field?
    The area around a magnet in which a magnetic object experiences a force is called a magnetic field.
  2. What does the shape of a magnetic field depend on?
    magnetic fields by plotting with compass, representation by field lines
  3. How do we represent magnetic fields in drawings?
    Magnetic fields are represented by field lines.
  4. Where are the magnetic fields usually the strongest?
    The magnetic field is strongest where magnetic field lines are closest together (normally the poles).
  5. How can we plot magnetic field lines?
    Magnetic field lines can be plotted with a compass.
  6. Which direction do magnetic field lines flow?
    Magnetic field lines flow from North to South poles outside a magnet.
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