Lesson Plan: P1.2.03


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

Context and
Landmark
Assessment		 P1.2.03
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
What factors affect resistance?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Current, potential difference or resistance can be calculated using the equation: potential difference = current ? resistance V = I R
  2. The current (I) through a component depends on both the resistance (R) of the component and the potential difference (V) across the component.
  3. Students should be able to explain that, for some resistors, the value of R remains constant but that in others it can change as the current changes.
Think about how you can match the needs of ALL students
Keywords:
  • Resistance: Resistance, measured in Ohms, tells us how hard it is for a current to flow through a circuit component. (3)
  • 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. (3)
  • Current: The flow of charge in a circuit. (3)
  • voltmeter: An instrument used to measure potential difference. (2)
  • Ammeter (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. How are current, potential difference and resistance linked by an equation?
    current, potential difference or resistance can be calculated using the equation: potential difference = current ? resistance V= = I R
  2. What does the current through a component depend on?
    The current (I) through a component depends on both the resistance ? of the component and the potential difference (V) across the component.
  3. What is the difference in function between a resistor and a variable resistor?
    Resistors have a constant value of R, whereas a variable resistor can change the value of R as the current changes.
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