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Topic_ 6G Changing Circuits Lesson No_ 1

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					Topic: 6G Changing Circuits Lesson No: 1
 Learning Objectives: Teacher activity:                                         Pupil activity
To review prior K/u relating to    (visual; interactive; language focus:        ( aim for active engagement;
electricity & circuit              model how to do it)                          challenging: thinking: visual/hands-
construction                       Resources: electrical circuit kits to        on)
Know how to change the             enable each group to construct given         inclusive –how?
brightness of bulbs or speed of    circuits (x15)
motors                             Worksheets to support challenges
Ref: 6G1                           Demonstration circuit that works well


Part 1: Starter:                   Ask pupils to write a list on their          Pupils write names on list.
                                   whiteboards of various components of
Whole Class                        an electrical circuit.
                                   For those components not well
                                   remembered you might need to show
                                   them the component to jog the memory

                                   Give pupils a list of challenges- to
                                   construct certain circuits (see Science
                                   Directions 6GPM1 for an example)
Part 2. Consolidation                                                           Pupils construct circuits and draw
                                   Support groups where memory is weak          their circuits on worksheet- with
Group or individual                or pupils have not done this previously      labels
activities or tasks                Scan class to support- since circuit
                                   work inevitably requires the teacher to
                                   check batteries, loose connections, etc.
                                   have spare cells and bulbs to hand

                                   Organising                                   Tidying up

Part 3- Plenary                    This should be a reasonable length in        Pupils observe and write
                                   this lesson as key new learning points       explanations and feed back to
Whole class                        are in the plenary. Demonstrate, with        teacher
- check that pupils have learned   your circuit, and using pupils’ ideas, how
what was intended & reinforce      you can change the brightness of the
key learning points.               bulb or speed of motor by increasing
                                   the number of cells or changing the
                                   voltage of the battery
                                   Ask pupils to write explanations of
                                   cause and effect
                                   Take feedback and , if necessary
                                   reinforce key messages where
                                   misconceptions occur
Risk Assessment: Remind pupils of          care with electricity



Lesson Evaluation
Topic: 6G Changing Circuits Lesson No: 2
 Learning Objectives: Teacher activity:                                        Pupil activity
To learn and be able to use the    (visual; interactive; language focus:       ( aim for active engagement;
conventional symbols for           model how to do it)                         challenging: thinking: visual/hands-
components of electric circuits    Resources: small white boards;              on)
                                   demonstration circuit; large cards          inclusive – more difficult or own
                                   with component symbols on them              choice circuit diagrams for able
Ref: 6G2                           15 sets of circuit components               children. Individual support for
                                                                               setting up circuits as required.
Part 1: Starter:                   Show pupils a circuit and ask them to       Pupils draw circuits and show the
                                   draw and label it on their white board      class their drawings
Whole Class
                                   Praise pupils for correct labels, etc and
                                   joined-up circuits.
                                   Point out that there are many different
                                   ways of drawing circuits bit that in
                                   science we use specific symbols. It will
                                   be useful to have cards with the
                                   symbols on them to hold up and them
                                   stick on the board next to the names.
                                   Practice naming the symbols using white
                                   boards for pupils’ answers.                 Pupils answer Qs on white board
                                   Model how to draw a circuit diagram         until teacher is confident that they
                                   from components.                            are getting used to this.
                                   Give pupils some circuit diagrams and
                                   ask them to make up the circuits from
                                   the diagrams
Part 2. Consolidation              Support all groups, but particularly        Pupils should draw the symbols
                                   SEN pupils who may find it more             matched to components in their
Group or individual                difficult interpreting the symbols.         books.
activities or tasks                However, do scan the whole class as         In pairs, pupils construct circuits
                                   even able pupils get wires twisted or       from given diagrams. Able pupils will
                                   fail to make connections manually.          grasp this quickly and should be
                                                                               encouraged to draw their own circuit
                                                                               diagram to make a different circuit.
                                   Organising                                  Tidying up

Part 3- Plenary                    Show pupils some diagrams from house        Pupils interact and draw symbols on
                                   plans to illustrate how electricians        white boards.
Whole class                        always use circuit diagrams like this.
- check that pupils have learned   Ask some Qs for which the answer is a
what was intended & reinforce      symbol
key learning points.               Then get them to draw a circuit
                                   diagram from a picture of a circuit.
                                   H/w sheet: more practice of this
Risk Assessment:          care with electricity

Lesson Evaluation
Topic: 6G Changing Circuits Lesson No: 3
 Learning Objectives: Teacher activity:                                          Pupil activity
To plan an investigation to show    (aim: visual; interactive; language focus:   ( aim: active engagement; visual
whether the brightness of bulbs     model how to do it)                          challenging: thinking: hands-on)
in a circuit can be changed by      Resources: Demo circuit(s) .Wires of         inclusive –this is an open-ended
changing the wires                  different thickness and wire cutters         investigation suitable for a range of
Ref:6G3                             Writing frames as appropriate                skill levels. Writing frames will
                                                                                 support SEN and EAL pupils
Part 1: Starter:                    Tell pupils that they are going to find      After probing, pupils should come up
                                    out whether changing the wires in a          with the fact that you can change
Whole Class                         circuit will affect the brightness of the    the length or the thickness of wires
                                    bulbs. Ask them to suggest what things
Write down these two aspects        they can change about the wires.
of wires, and, by probing,
ascertain that, to make it a fair   Show them how to set up the circuit          Pupils interact with questions and
test, you must either keep the      and question what other things they will     decide how to make the test fair.
thickness of wires the same if      need to keep the same to make the test
testing whether length makes a      fair                                         For pupils working at level 4 or
difference OR keep the              Ask them how they might assess the           below, measuring length or thickness
thickness the same if testing       brightness of a bulb – testing how many      is OK and just using subjective
the length                          layers of tissue they need to block the      descriptors for brightness (e.g. very
                                    light is one way                             bright, bright, average, dim, very
                                                                                 dim) is OK. For able pupils to
                                                                                 generate a line graph, they need
                                                                                 numbers for both axes- so they
                                                                                 SHOULD measure brightness
                                                                                 numerically. Also suggest they test
                                                                                 length- as it is easier to generate
                                                                                 more points for the graph
Part 2. Consolidation               Circulate and support their planning. A      Pupils plan their investigation in pairs
                                    writing frame with key planning              and write out their plans. They draw
Group or individual                 questions can help scaffold the writing      a circuit diagram.
activities or tasks                 and thinking of less able or EAL pupils
                                    Have a few demonstration circuits
                                    available to support with visual cues


Part 3- Plenary                                                                  Pupils feedback on their written
                                    Take feedback from groups on their           plans
Whole class                         plans. Ask other pupils to evaluate their
- check that pupils have learned    plans. Ask whether their results will        They draw up tables for their
what was intended & reinforce       generate line graphs or bar graphs           results
key learning points.                Ask how they will draw up a table


Risk Assessment           Pupils should be encouraged to plan how they will carry out a SAFE experiment


Lesson Evaluation
Topic: 6G Changing Circuits Lesson No: 4/5
 Learning Objectives: Teacher activity:                                         Pupil activity
To carry out the planned            (visual; interactive; language focus:       ( aim for active engagement;
investigation                       model how to do it)                         challenging: thinking: visual/hands-
To generate graphs and draw         Resources: 15 sets of circuits. Wires       on)
conclusions                         of differing thicknesses (N.B fuse          inclusive – all should be able to carry
Ref: 6G4                            wire ONLY), wire cutters (suggest           out their planned investigation.
                                    giving ONE length to reduce by 5 cm         Graph frames to support SEN pupils
                                    each reading). Thin tissue paper.
                                    Graph paper
Part 1: Starter:                    Remind pupils of their plans. Show them     Pupils interact and listen
                                    the demo again and remind them to take
Whole Class                         the readings of the long wires first (if
                                    appropriate) and then cut off about
                                    5cm a time for subsequent readings (to
                                    save wire!)


Part 2. Consolidation                                                           Pupils carry out investigation. The
                                    Give a finite time (as necessary) to        most difficult aspect of this
Group or individual                 carrying out the investigation. Circulate   investigation is deciding how to
activities or tasks                 and support with circuits and writing in    describe brightness
                                    results.




                                    Organising tidying up                       Tidying up

Part 3- Plenary                     Give plenty of time for the plenary- as     Pupils contribute ideas to discussion
                                    pupils will need to write their             as required
Whole class                         conclusions and draw their graphs.
- check that pupils have learned    Take feedback from pupils to check          Pupils use results to generate
what was intended & reinforce       that the patterns and conclusions are       individual graphs and write
key learning points.                agreed by all groups. Ask them to come      conclusions
                                    up with explanations (able pupils) (they
                                    do NOT really need to understand            Able pupils try to come up with ideas
                                    resistance, but it is interesting to get    to explain their results and potential
                                    them thinking.                              uses of the fact that brightness can
                                    Support less able pupils in graph           be changed through changing wires
                                    drawing –most will probably be doing a
                                    bar graph                                   If there is time pupils can write a
                                                                                report on their experiment
Risk Assessment : care with electricity- bare wires can be used with this experiment- but point out to
pupils that they are using one only low voltage cell to ensure safety
Lesson Evaluation
Topic: 6G Changing Circuits Lesson No: 6/7/8 (Optional)
 Learning Objectives: Teacher activity:             Pupil activity
To solve a problem/challenge       (visual; interactive; language focus:     ( aim for active engagement;
related to electrical circuits     model how to do it)                       challenging: thinking: visual/hands-
                                   Resources: cells, wires and cutters,      on)
                                   bulbs, buzzers, switches, card,           inclusive – ensure that pupils ideas
Ref:6G6/7                          scissors, etc.                            fit their ability to carry out the
                                                                             task.
Part 1: Starter:                   This could be part of a Science &         Pupils contribute ideas
                                   technology Challenge Project- design a
Whole Class                        circuit to do something useful
                                   This could be literally anything within
                                   the constraints of resources-a burglar
                                   alarm system, a lighting system model,
                                   something whose eyes light up at
                                   different brightnesses when different
                                   buttons are pressed ( a toy), etc.

                                   Pupils will need guidance about how to
                                   plan, test and make something that
                                   works for a purpose. Allow 2/4 sessions
                                   on this plus some homework time to do
                                   some research
Part 2. Consolidation              Circulate and support as appropriate.     Pupils plan and carry out a challenge-
                                   Pace the lesson(s) so that plans get      type activity
Group or individual                quickly finished and there is time to     Pupils should be able to draw their
activities or tasks                test and improve on designs.              circuit diagram and explain how it
                                                                             works.




                                                                             Tidying up

Part 3- Plenary                                                              Pupils feedback – show their
                                   Ask pupils to discuss and evaluate each   outcomes and circuit diagrams- and
Whole class                        project idea                              explain how their device or model
- check that pupils have learned                                             works.
what was intended & reinforce
key learning points.


Risk Assessment


Lesson Evaluation

				
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