EM Spectrum

NAME FCC DATE SESSION 1.5hr

GROUP B G LOCATION ABILITY

Prior learning
Previous learning – KS3 – Light and Sound
Previous lesson – Longitudinal and Transverse waves

LEARNING OBJECTIVES: To learn

 The properties of the different parts of the EM spectrum

All students will: Most students will: Some students will:

State the parts of the EM Describe properties of the different Explain why certain parts of the EM
spectrum parts of the EM spectrum spectrum have their associated dangers
using their knowledge of frequency and
wavelength

Time Introduction (Session launch)

5 Starter – Literacy
- Pupils given 60 seconds to try and come up with as many words as possible using “The
electromagnetic spectrum£
- Give positives/vivos to those pupils that get the most
- Pupils can also be given more difficult task to try and make the longest word possible using “The
electromagnetic spectrum”
- Give pupils positives/vivos for getting the longest word
Time Lesson activities

Main – EM Spectrum

15 - Show pupils slide with different parts of EM spectrum

- Question pupils on what words they associate with those on the board
- Introduce the EM spectrum and go through slides
- pupils write down the properties of the EM spectrum

25 Poster
- Pupils draw the EM spectrum onto their A3 paper and add wavelength range
- They add labels and uses to the relevant parts of the spectrum
- They do this whilst the EM spectrum song is playing

Memory messenger
55 - Stick up sheet with key information about one part of EM spectrum at front of room
- Pupils must nominate one person from their pod to go and read the information
- The person must then come back and teach the people on their pods about that part of the EM
spectrum
- Each sheet is only up for 5 minutes and a new person must be nominated as a new sheet is put up
- Go through each part of the spectrum in this way
- LT – support these pupils when they are messengers by helping them work out what is the most
important information to take back to their group

65 Mini-plenary – whiteboard quiz

- Pupils given whiteboards
- They must write the answer to the questions on the ppt on their whiteboards
- TIP: countdown to 1 and get all pupils to raise their whiteboards together to avoid pupils raising
theirs in advance and others copying

75 Microwaves in mobile phones

- Ask pupils to read through the news story on mobile phones
- Question them on why people may be worried about the use of microwaves in mobile phones
85 - Do a class debate on whether children under a certain age should be banned from using mobile
phones

Plenary
90 - Exam question on EM spectrum and use of microwaves in mobile phones

DIFFERENTIATION STRATEGIES HOMEWORK

HT:
Pupils required to analyse more information to be part of the panel Create a leaflet explaining what the dangers
in question time activity of microwaves in mobile phones could be.
Include a section that explains what the
LT: alternatives to using microwaves are
Support these students in the memory messenger activity

VAK:
Range of activities suited to V, A and K learners
Resources required: RISK ASSESSMENT
A3 paper, EM spectrum information sheets, whiteboards, markers
and wipes, exam question plenary

Citizenship: Dangers of microwaves in mobile phones. Testing the

credibility of scientific evidence

Literacy:
Radiowaves, microwaves, infrared radiation, visible light, ultraviolet,
x-rays, gamma rays

Numeracy:
Linking together frequency of radiation to energy

EVALUATION – Linked to learning objectives