Lesson Plan: P2.5.01


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

Context and
Landmark
Assessment		 P2.5.01
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How could a magnetic field be visualised?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Poles of a magnet
  2. The region around a magnet where a force acts on another magnet or on a magnetic material (iron, steel, cobalt and nickel) is called the magnetic field.
  3. The force between a magnet and a magnetic material is always one of attraction.
  4. When two magnets are brought close together they exert a force on each other.
  5. The strength of the magnetic field depends on the distance from the magnet. The field is strongest at the poles of the magnet.
  6. Two like poles repel each other.
  7. The direction of the magnetic field at any point is given by the direction of the force that would act on another north pole placed at that point.
  8. Two unlike poles attract each other.
  9. The direction of a magnetic field line is from the north (seeking) pole of a magnet to the south(seeking) pole of the magnet.
  10. Attraction and repulsion between two magnetic poles are examples of non-contact force.
  11. A magnetic compass contains a small bar magnet. The Earth has a magnetic field. The compass needle points in the direction of the Earth's magnetic field.
  12. A permanent magnet produces its own magnetic field.
  13. Students should be able to describe how to plot the magnetic field pattern of a magnet using a compass.
  14. An induced magnet is a material that becomes a magnet when it is placed in a magnetic field.
  15. Students should be able to draw the magnetic field pattern of a bar magnet showing how strength and direction change from one point to another.
  16. Induced magnetism always causes a force of attraction.
  17. Students should be able to explain how the behaviour of a magnetic compass is related to evidence that the core of the Earth must be magnetic.
  18. When removed from the magnetic field an induced magnet loses most/all of its magnetism quickly.
  19. Students should be able to describe the attraction and repulsion between unlike and like poles for permanent magnets
  20. Students should be able to describe the difference between permanent and induced magnets.
Think about how you can match the needs of ALL students
Keywords:
  • Magnetic field (1)
  • Permanent magnet (1)
  • Induced (1)
  • Attraction (1)
  • Repulsion (1)
  • Non-contact (1)
  • Attract (1)
  • Magnetic Force: The force that arises due to the motion of charged particle within the magnetic field is known as the magnetic force. It is an outcome of the electromagnetic force. (1)
  • Magnet: A material made out of either iron, steel or cobalt that is polarised and has a north and south pole. (1)
  • permanent magnet: a magnet that retains its magnetic properties in the absence of an inducing field or current. (1)
  • Force (1)
  • Repel (1)
  • Poles: Magnet have a north and south pole. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What are the poles of a magnet?
    The poles of a magnet are the places where the magnetic forces are strongest.
  2. What is the magnetic field?
    The region around a magnet where a force acts on another magnet or on a magnetic material (iron, steel, cobalt and nickel) is called the magnetic field.
  3. What force is always between a magnet and a magnetic material?
    The force between a magnet and a magnetic material is always one of attraction.
  4. What happens when two magnets are brought close together?
    When two magnets are brought close together they exert a force on each other.
  5. What does the strength of the magnetic field depend on and where is it the strongest?
    The strength of the magnetic field depends on the distance from the magnet. The field is strongest at the poles of the magnet.
  6. What happens when two like poles are brought together?
    Two like poles repel each other.
  7. What affects the direction of the magnetic field?
    The direction of the magnetic field at any point is given by the direction of the force that would act on another north pole placed at that point.
  8. What happens when two unlike poles are brought together?
    Two unlike poles attract each other.
  9. What direction does the magnetic field line go in?
    The direction of a magnetic field line is from the north (seeking) pole of a magnet to the south(seeking) pole of the magnet.
  10. What type of force are attraction and repulsion between magnetic poles examples of?
    Attraction and repulsion between two magnetic poles are examples of non-contact force.
  11. What causes a magnetic compass to follow the direction of the Earth's magnetic field?
    A magnetic compass contains a small bar magnet. The Earth has a magnetic field. The compass needle points in the direction of the Earth's magnetic field.
  12. What is a permanent magnet?
    A permanent magnet produces its own magnetic field.
  13. How can a plotting compass be used to plot the magnetic field pattern of a magnet?
    https://www.youtube.com/watch?v=NT-KS9dscjw
  14. What is an induced magnet?
    An induced magnet is a material that becomes a magnet when it is placed in a magnetic field.
  15. What force does induced magnetism always cause?
    Induced magnetism always causes a force of attraction.
  16. Why does a compass point North?
    The core of the Earth is magnetic.
  17. What happens to an induced magnet when it's removed from the magnetic field?
    When removed from the magnetic field an induced magnet loses most/all of its magnetism quickly.
  18. How do the poles of the magnets interact?
    Repulsion occurs between unlike and like poles for permanent magnets.
  19. What is the difference between permanent and induced magnets
    Induced magnets can be switched on and off unlike permenant magnets.
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