Lesson Plan: P2.5.04


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

Context and
Landmark
Assessment		 P2.5.04
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How does an electric motor work?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. A coil of wire carrying a current in a magnetic field tends to rotate. This is the basis of an electric motor.
  2. Students should be able to explain how the force on a conductor in a magnetic field causes the rotation of the coil in an electric motor.
Think about how you can match the needs of ALL students
Keywords:
  • Solenoid: a coil of wire, usually cylindrical, in which a magnetic field is set up by passing a current through it (1)
  • Field: a region around a magnetic material or a moving electric charge within which the force of magnetism acts. (1)
  • Magnetic (1)
  • Electric motor: Electric motors transfer electrical energy into kinetic energy, using magnets and coils of wire. There is a relationship between electrical power, voltage and current (power = voltage × current). (1)
  • Current: A flow of electrons (charge). (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What is the basis of an electric motor?
    A coil of wire carrying a current in a magnetic field tends to rotate. This is the basis of an electric motor.
  2. How does the force on a conductor in a magnetic field causes the rotation of the coil in an electric motor?
    A simple electric motor can be built using a coil of wire that is free to rotate between two opposite magnetic poles. When an electric current flows through the coil, the coil experiences a force and moves. One side moves up and the other side moves down (based on Fleming's left hand rule).
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