AGA KHAN SCHOOL

LESSON PLAN TEMPLATE

Subject:Physics Topic: Grade Level:X Date: Teacher name:Arif Asgar

Lesson Objectives: By the end of the lesson students will be able to: Resources:
Show understanding that a conductor moving o Board
(This is what you intend across a magnetic field or a changing magnetic o Audio Rec.
field linking with a conductor can induce an e.m.f. o Video
the learners to fully in the conductor
grasp by the end of the o Handout
Write down Faraday’s law and explain it.
lesson.) •• Describe an experiment to demonstrate
o Manipulatives
electromagnetic induction o Overhead Projector
•• State the factors affecting the magnitude of an o Print Materials
induced e.m.f. o Rubric
o Text Book
o DVD
o Workbook
o OTHER ____________

ATLs (Approaches to Groupings:

Learning)/Skills to be o Whole Class
o Small Groups
developed: o Partners
o Individuals
o OTHER _____________

Attitudes:
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 PLAN
Approaches to Time Initial Activities: Engaging/Preparing the Learner Assessment & Evaluation
Teaching (Activating Prior Knowledge) Strategies
o Audio Activities The teacher will show the induced emf with the help of a coil and
o Brainstorming a magnet. Formative or Summative
o Carousel
Conducted by:
o Case Study
o Peer
o Computers o Self
o Concept Attainment o Teacher
o Concept Mapping
o Co-operative Developmental Activities: Student Engagement/Activities/
o Written: Creative Writing
Learning o Written: Demonstration
Practices (What are the students actively doing?) o Written: Essay
o Demonstration
o Written: Test
o Drill & Practice
The teacher will ask the students about the reason behind the o Written: Lab Assignment
o Experimenting
Induced emf. o Written: List or Record
o Field Trip o Written: Diagram Drawing
Then the teacher will explain it. o Written: Report writing
o Games The students will write down the Faraday’s law from the board. o Written: Quiz
o Graffiti The teacher will show the mathematical form of the law. o Written:
o Graphing He will ask the students about the change in magnetic flux and Response/Comment
o Written: Test – Multiple
o Graphic Organizer the factors associated with it.
Choice
o Group Work Then he will show them how some factors are related with the o Written: Test – Open
o Guest speaker change in magnetic flux response
o Written: Test – Directed
o Guided Exploration
Response
o Homework o Oral – Debate
o Creativeness o Oral – Demonstration &
o Independent explanation
o Oral – Interview
Research
o Oral – Performance
o Jigsaw o Oral – Presentation of

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 o Journals report
o Oral – Quiz
o Media Presentation
o Oral – Speech
o Mind Mapping o Oral – Seminar
o Modeling o Visual: Video or Powerpoint
o Model Making o Visual: Demonstration
Follow-up/Closure Activities: How do you know what was o Visual: Performance
o Oral Presentations o Visual: Representation
o Panel Discussion and was not learned? o Exemplar:
o Peer Editing High/Medium/Low
o Power Point The teacher will show the faradays experiment and summarize
Presentation the information in the class. The students have to write down the
o Reading Aloud conclusions on the experiment in the class.
o Reflection
o Report writing
o Response Journal
o Role Playing
o Story Board
o Survey
o OTHERS
_________________
_

Homework: Differentiation:
(What practice will prepare the learner for tomorrow/next class?) (How do you plan to give more support? How do you plan to
challenge the more able learners?)

Reflection:

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Were the lesson objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and what?

Summary Evaluation
What two things went really well? (Consider both teaching & learning.)
1.

2.

What two things would have improved the lesson? (Consider both teaching & learning)
1.

2.

What have I learned from this lesson about the class or individuals that will inform my next lesson?

____________________________________________________________________________________________

Brief description of Initial, Developmental & Concluding part of the lesson plan:

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Initial Activities/Beginning
Developmental Activities:
Student Engagement/Activities/
Practices (What are the students
actively doing?)
Follow-up/Closure Activities:
How do you know what was and
was not learned?
THANK YOU.
This should be relatively brief part of the lesson and should ‘switch the learners on’ to the topic, rather
than what they were doing previously. It may be a short question and answer session, or a simple
written task to assess what they know about the topic to be covered. It could even be a rapid practical
demonstration to introduce them to the topic to be covered in the lesson. This starter session should also
stimulate the interest of the learner by providing materials such as visuals for the particular vocabulary
needed or some activity which is personalized to encourage the learners to bring their own background
knowledge and interest to the topic. This should be learner focused with as little teacher talk time as
possible. Give an estimated time, usually about five minutes.
This may build on and extend previous understanding, develop knowledge and skills, practice
previously learned techniques or any of many other alternatives. It is important not to include too many
activities, but equally important not to spend so much time on one activity that learners become de-
motivated. Good lessons will involve the learners in the activities as much as possible. Activities should
encourage the learners to have confidence in communication through speaking or writing and there
should be some feedback from the teacher regarding possible language errors. Delayed feedback is
recommended to avoid demotivating the learners and hindering communication. Timing should be
included for each separate activity.
This part of the lesson brings it to an organized conclusion. Learners (in groups or pairs) can assess how
well they understand the material covered during the lessons. This may involve a short written exercise
or a question and answer session. This may also include feedback from the teacher on some language
errors noticed during the lesson, for example, pronunciation of certain words, explaining something
appropriately. It may also be used to link to whatever is going to happen in the next session. This
should again take around five minutes at most.