Appendix I lesson plan

P2 University of Manchester Lesson Plan

Subject: Science
Class: 2D
Lesson context
Childrens learning from
previous lesson S2b, S6b
Electricity
Where it comes from
What uses electricity
What they produce (heat, light,
sound)

Date: 13/11/14
Provision for inclusion (SEN, EAL, G&T, Beh,
GRT, LAC...) (S5d, S5b)
Ensure GH, DS, EB and MR can hear. Use
sound system.
GLG and HB given extra support.

Objective: what do I want the pupils to learn and how I will know they have learnt it?
Lesson objective
Success criteria: To be successful pupils Differentiation (who will do what?)
(To)
will
link each activity to the success
criteria on the left (S5a)
Sort appliances into
I can sort appliances into groups of
4 groups.
groups of objects
objects that heat, light up, move and
1) Heat up, light up etc. Topic books
that heat, light up,
make a sound
(I)
move and make a
I can sort appliances into battery
2) Investigating objects that use
sound.
powered and mains powered.
batteries (TS)
To know some
I can put a battery in an appliance
3) computer group.
applicances use
correctly to make it work.
www.switchedonkids.org.uk
batteries and they
4) Choose 3 items that use a battery.
have to be used in
3 that use mains. Sort in topic books.
the correct way.
Be aware that
electricity can be
dangerous.
Subject knowledge: what do I need to know in order to teach this lesson?
Concepts I will explain: S3a
I will model:
Batteries
How to use a battery
Positive and negative
How to sort appliances
Charge
Vocabulary I will use: S3a
Pedagogy: teaching strategies I will use (S2d): eg talk partners,
investigation, active learning, games, collaboration, IT.
Electricity
Batteries
Investigation
Charge
Active learning
Team work
Resources
Safety S1a
weblinks
IWB
Topic books Managing transitions
http://www.bbc.co.uk/learningzone/clips/batteries
Torches
Batteries
Using batteries
-and-their-uses/2194.html
Clock
www.switchedonkids.org.uk
Mini radio
http://www.bbc.co.uk/bitesize/ks1/science/electric
ity/play/
Formative assessment and feedback (S6)
To challenge and extend the
pupils my questions are: S1b,
S6b

Does anyone know how to put a battery in?

Which one of these is battery powered? Mains powered?
What does electricity make things do?

What techniques and

strategies am I using to assess
the learning? (S6b)
How and when we I give
oral/written feedback to the
pupil against the success

Contribution on the carpet

Scaffolding during class discussion

Verbal FB on their contributions throughout the lesson

criteria so that they can

respond? (S6d, S2a)
Teaching and learning sequence: How will I teach this lesson? What will I do? The guide to my
lesson (S6a, S4 and S7)
(Think about behaviour management, timings, transitions and assessment leading to feedback)
Behaviour/timing What the teacher is doing
What the pupils are doing
s/assessment
leading to
feedback
Starter (10 mins) What do we already know about
On the carpet. Talk partners.
electricity?
What is it? Where does it come from?
What does electricity make things do?
(heat up etc)
Types of power (battery, mains) Scribe.
Class clips on batteries.
Explanation (5
Theres lots of different types of
mins)
batteries.
2 groups of 7 and 2 groups of 8.
Different activities.
1) Sort a selection of appliances into 4
groups. Use topic books. When you
have written them in, draw them.
Challenge: Do more than one thing. (I)
2) Investigate objects that use
batteries. (TS)
3) Computer group. 3, 3 and 2. Look at
the website I have put up. Look at
electricity in the home, the dangers etc.
(I)
4) Choose 3 items that use a battery.
At the carousel activities.
Activity 1 (10
Choose 3 that use mains. Record these
mins)
in your topic books on each side. Write
and draw.
Stop class (5
mins)
Ext: Electricity books and light bulb
fact worksheets
Activity 2 (10
mins)
Stop class and
put in trays (5
mins)
Plenary (10
mins)

True or false facts. Give some a

statement and they have to put on the
board (T) or in a bucket (F)
http://www.bbc.co.uk/bitesize/ks1/scien
ce/electricity/play/

Assessment : Identify the progress pupils have made in this lesson (S6)
Identify with a code any children who have exceeded or not achieved the success criteria for this
lesson. In the third column, indicate what you are going to do to meet each identified childs needs as a
result of assessments made.

Success criteria

Names

Cod
e

What will you do to meet the needs of the

children identified through this
assessment?

Evaluation and reflection

Evaluate the progress pupils made in this
lesson in relation to the success criteria (S6b)

What were the strengths and weaknesses of your

teaching? (4d, S8d)

List three actions you will now take to improve pupil progress through your teaching (4d, S8d)