TEACHER: Tr.

Chan Myae Aung LESSON TOPIC: Unit 13 Magnet

13.1 magnets and magnetic material
13.2 magnetic poles
13.3 magnetic field patterns
SUBJECT: Science(Year8)
DATE(S): 8th January, 12th January 2024
GUIDING/ESSENTIAL QUESTION(S):

· What is the difference between magnet and magnetic material?

· Analyse the magnetic poles.
· What is magnetic field patterns.
Monday / Tuesday Wednesday Friday
Write a Summary: Summary: Summary:
summary of
your lesson Throughout the lesson, Throughout the lesson, Throughout the lesson,
here. What Students will be able to understand Students will be able to give a detail Students will be able to synthesisation on
will students about how magnet and magnetic explanation on how different types of the patterns of magnetic field and they will
do? What will material differences. magnetic poles work. demonstrate how iron failing and magnet
the teacher be makes magnetic field patterns.
doing?
What Content Standard: • 13Bh2 analyse Content Standard: • 13Bh2 analyse Content Standard• 13Bh2 analyse
standards will electromagnet and permanent magnet electromagnet and permanent magnet and electromagnet and permanent magnet and
be covered? and explanation on magnetic crane. explanation on magnetic crane. explanation on magnetic crane.

What is the Three-Part Objective(s): Three-Part Objective(s): (Conditions, Three-Part Objective(s): (Conditions,
objective? (Conditions, Ex: Given/Usage, Ex: Given/Usage, Behaviour: Ex: Ex: Given/Usage, Behaviour: Ex:
(Conditions, Behaviour: Ex: Analyse, Criteria) Analyse, Criteria) Analyse, Criteria)
behaviour, Through direct instruction- Through direct instruction- Through direct instruction-
criteria) By the end of the lesson By the end of the lesson By the end of the lesson
Make sure to SWBAT (student will be able to) SWBAT SWBAT
include § Give a detail explanation on § Explain differences of magnetic § Give a detail account on how
higher-level magnet and magnetic material poles through the coursebook with magnetic field patterns work
Bloom’s D.O. K through the coursebook with 90% accuracy. through the coursebook with 90%
85% accuracy. accuracy.
How will you Assessment: Assessment: Assessment:
assess if the Ø Exercises and analysis Ø Exercises and analysis questions Ø Concept based questions
objective has questions Frequently check Frequently check questions Ø Individual Assignment with deadline
been met? questions Ø Quizzes Ø Students response and level of
Ø Quizzes Ø Brainstorming question enthusiasm Cross questions
Ø Brainstorming question Ø Discussion
Ø Discussion
Aligned with Focus Question: Focus Question: Focus Question:
the unit’s · What is the difference · Analyse the magnetic poles. · What is magnetic field patterns.
essential between magnet and
questions and magnetic material?
objective?

How will you Check for Understanding (CFU)
check for § CFU will happen throughout the
understanding learning. CFUs will be orally
? through QAR, as well as
indicated by their performance
on learning tasks.
Check for Understanding (CFU)
§ CFU will happen throughout the
learning. CFUs will be orally
through QAR, as well as indicated
by their performance on learning
tasks.
Check for Understanding (CFU)
§ CFU will happen throughout the
learning. CFUs will be orally
through QAR, as well as indicated
by their performance on learning
tasks.

§ Informal observations § Informal observations § Informal observations

 § Questions and responses § Questions and responses
§ Questions and responses

Opportunity Writing Writing Writing

for CC aligned
writing PEEL Students will answer short questions Students will answer short questions and Students will answer short questions and
Strategy and long questions in the assignment. long questions in the assignment. long questions in the assignment.
Opportunity to Cultural/Real-World Connections Cultural/Real-World Connections Cultural/Real-World Connections
make Students understand how magnets and Students explain magnetic poles and their Students make magnetic field patterns
connections: magnetic material difference. differences. with iron fillings and magnets.
Cultural/Real
World

What Strategy: Strategy: Strategy:

strategies are § Class Discussion § Class Discussion § Class Discussion
you using for § Open-ended questions § Open-ended questions § Open-ended questions
student § Connect learning to the real § Connect learning to the real world § Connect learning to the real world
Engagement? world § Exit tickets § Exit ticket
§ Exit tickets Parking lots § Parking lots
§ Parking lots
Which SLOs: SLOs: SLOs:
Schoolwide ü Engagement ü Engagement ü Engagement
Learner ü Real-world connection ü Real-world connection ü Real-world connection
Outcomes are
addressed?
How are you Resource: Resource: Resource:
differentiating § Cambridge Science Checkpoints
instructions? § Cambridge Science Checkpoints course book § Cambridge Science Checkpoints
course book § Academic Terminology Course book
§ Academic Terminology § YouTube Video § Academic Terminology
 § YouTube Video
§ For students — Enter a Quizizz
Code
§ Google form
ELL students
§ Clearer instructions
§ Explain instructions in
Myanmar when needed
Gifted
· Raise the optional challenging
questions
· Integrate student’s choice with
Independent research study to
connect real life situations
· Communicate and involve the
students with purpose of each
lesson
· Align the assessments with
achievable advanced learning
goals
§ For students — Enter a Quizizz Code
§ Google form
§ Group project
ELL students
§ Clearer instructions
§ Explain instructions in Myanmar
when needed
Gifted
· Raise the optional challenging
questions
· Integrate student’s choice with
Independent research study to
connect real life situations
· Communicate and involve the
students with purpose of each
lesson
· Align the assessments with
achievable advanced learning goals
§ Group Project
§ For students — Enter a Quizizz Code
ELL students
§ Clearer instructions
§ Explain instructions in Myanmar
when needed
Gifted
· Raise the optional challenging
questions
· Integrate student’s choice with
Independent research study to
connect real life situations
· Communicate and involve the
students with purpose of each
lesson
· Align the assessments with
achievable advanced learning goals