Lesson Plan: P1.2.02


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

Context and
Landmark
Assessment		 P1.2.02
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How can circuits be turned into circuit diagrams?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Students should be able to draw an appropriate circuit diagram using correct circuit symbols.
  2. Charge flow, current and time are linked by the equation: charge flow = current ? time
  3. A current has the same value at any point in a single closed loop.
Think about how you can match the needs of ALL students
Keywords:
  • Ammeter: An instrument used to measure current. (3)
  • Charge: Electrical charge is measured in coulomb, C. The amount of electrical charge that moves in a circuit depends on the current flow and how long it flows for. (3)
  • Current: The flow of charge in a circuit. (3)
  • Battery (2)
  • Potential difference: The potential difference between two points in an electric circuit is the work done when a coulomb of charge passes between the points. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. How could you draw a circuit diagram to include the following components; bulb, cell, ammeter and an LDR?
    A circuit diagram to include a battery/cell all components (bulb, ammeter and LDR) to be connected with straight lines ensureing these lines do not go through the components.
  2. How are flow of charge, current and time linked by an equation?
    charge flow, current and time are linked by the equation: charge flow = current ? time
  3. In a single closed loop what would the value of current be?
    The current would have the same value at any point in a single closed loop.
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