DAILY LESSON PLAN

Week: 10th (Term-II) Developed by: Bostan Ali

Date: Dec, 2024 Taught by:-
Class: 6 Subject: Science Period: 1
Topic: A theory of magnetism (Revision)
Skills focused on: Observation, Critical Thinking
Resources: New Secondary Science workbook 6 (Second Edition), SOW pg. # 25
https://www.youtube.com/watch?v=Gv7ODvxQ14I
SLO(s): Students will be able to
➢ describe how to magnetize and demagnetize a magnetic material

Methodology: Brainstorming, observing, contrasting

Brainstorming Begin by asking the students, "What are some common examples of where you’ve seen
magnets used in your daily life?" (Some possible answers could be: fridge magnets, compasses, speakers, and more.)
Allow time for a short discussion to understand what they already know about magnets. Afterward, introduce the
concepts of magnetizing and demagnetizing.

Activity For the "Theory of Magnetism" topic, invite students to the front to share examples of magnet
in daily life. Write their responses, like fridge magnets, compasses, and speakers, on the board. Afterward, discuss how
magnets are used in these items and introduce the basic concepts of magnetism.

➢ Discussion and Explanation:

Magnetism is a force that attracts or repels certain materials, like iron and steel. We see it in
everyday life through things like fridge magnets, compasses, and speakers. Magnets have two poles: a north
pole and a south pole. Opposite poles attract each other, while similar poles repel. The force of magnetism is
strongest at the poles. This force is what helps devices like compasses work by pointing to the Earth's magneti
field, and speakers use magnets to produce sound.

Video watching: Refer to TB Pg. 107 heating it up a and cooling quickly cooling figure on Show the
following link to students for visual learning of magnetizing and demagnetizing
Success Criteria: Recognize and classify materials as magnetic or non-magnetic.
Assessment For Learning: Brainstorming, class discussion, watching video will be assessed.
C.W: Students will Revise the topic for their upcoming test.
H.W: None
Online Assignment (if any): None
Wrap- up: Lesson will be wrapped up by asking open ended questions
Lesson Evaluation:

Sign/Name & Date: Subject Coordinator: _________________

 DAILY LESSON PLAN
Week: 10th (Term-II) Developed by: Bostan Ali
Date: Dec, 2024 Taught by:
Class: 6 Subject: Science Period:1 (7th 0 minutes)
Topic: Magnetic Induction. (Revision)
Skills focused on: Observation, Critical Thinking, Drawing and labeling
Resources: New Secondary Science workbook 6 (Second Edition), SOW pg. # 25

SLO(s): Students will be able to

➢ How to magnetize and demagnetize a magnetic material? (cont)
Methodology: Brainstorming, observing, contrasting

Brainstorming: Start by asking, "Can you think of any places or objects where
magnets are used in everyday life?" (For instance: fridge magnets, compasses, speakers, etc.)
Have a brief discussion to assess the students' existing knowledge of magnets. Afterward,
introduce the concept of Magnetic Induction.
Activity:
Discussion (Class discussion)

➢ For the topic "Magnetic Induction," invite students to come to the front one at a
time and share examples of where they’ve seen magnets used in real life. Write their
answers on the board, such as fridge magnets, compasses, or speakers. Encourage them to
think of other uses. Once everyone has shared, lead a discussion on how magnets work in
these examples, and then introduce the concept of Magnetic Induction.

Success Criteria:
• Remember the needle of galvanometer will deflect when it will be kept in magnetic
field.
Assessment For Learning: Logical reasoning, Quiz
C.W: Revision of the topic will be done in the class.
H.W: None
Wrap up: Lesson will be wrapped up by Q/A session
Lesson Evaluation:

Sign/Name & Date: Subject Coordinator: __________________

 DAILY LESSON PLAN
Week: 10th (Term-II) Developed by: Bostan Ali
Date: Dec, 2024 Taught by.

Class: 6 Subject: Science Period:1 (7th 0 minutes)

Topic: Electromagnetism (Revision)
Skills focused on: Observation, analyzing, critical thinking, Concluding
Resources: New Secondary Science workbook 6( Second Edition), SOW Pg. #25

SLO(s): Students will be able to

➢ Understand the properties of electromagnetism.
➢ Construct an electromagnet and identify its application in everyday life.
Methodology: Brainstorming, observing, evaluating

Brainstorming; Students will answer the following question. “Do you know in daily life
where will you find use of electromagnets?” “How we can improve the strength of the magnetic field?”

Discussion:- For the topic "Electromagnetism," invite students to come to the

front one by one and share examples of where they’ve seen electromagnets used in daily life. Write their
answers on the board, such as in electric bells, motors, or MRI machines. Encourage them to think of
other devices that might use electromagnetism. After everyone has contributed, discuss how
electromagnets work in these examples and introduce the core concepts of electromagnetism.
Using electromagnets and Storing information using magnetism to be discussed orally only.
Activity:
Success Criteria: Remember by increasing current, electromagnetism can be improved.
Assessment For Learning: Brainstorming, Class discussion
C.W: Revision of the topic will be done in the class.
Wrap up Lesson will be wrapped up by Q/A session
Lesson Evaluation:

Sign/Name & Date: Subject Coordinator: __________________

 DAILY LESSON PLAN
Week: 10th (Term-II) Developed by: Bostan Ali
Date: Dec, 2024 Taught by.

Class: 6 Subject: Science Period:1 (7th 0 minutes)

Topic: Magnetism (End of unit exercise)
Skills focused on: Observation, Critical Thinking, analyzing,
Resources: New Secondary Science workbook 6, (Second Edition), SOW Pg. # 25
SLO(s): Students will be able to
➢ Solve the end of unit exercise.
Methodology: Brainstorming, Think-pair share, observing.
Brainstorming;
Students will answer the following questions.
• 1. What are some everyday objects that use magnets?
• What do you think happens when two magnets with the same poles face each other?
• Can magnets attract all types of materials, or just certain ones?
Activity: To wrap up the unit, organize an interactive activity where students work in pairs or small
groups to solve the end-of-unit exercise. Assign each group specific questions and give them a set time
to discuss and solve them together. Once time is up, ask a representative from each group to share their
answers with the class. Write their responses on the board, discuss any corrections, and clarify key
concepts to ensure everyone understands the material.
Discussion & Explanation:

Magnetism is a natural force that causes certain materials, like iron, nickel, and cobalt, to be
attracted to magnets. It is caused by the motion of electric charges, creating magnetic fields. Magnets
have two poles: north and south, where the magnetic force is strongest. Opposite poles attract each
other, while like poles repel. Magnetism is used in everyday items like compasses, which align with
Earth's magnetic field, and in devices like speakers, electric motors, and MRI machines. This force
plays a crucial role in technology and nature, helping us understand how many devices and natural
phenomena work.
Success Criteria: Solve the end of unit exercise for reinforcement of concepts.
Assessment For Learning: Brainstorming, Think-pair share.
C.W: Discussion and solving end of unit exercise.
H.W: Revise the chapter Magnetism for test.
Wrap up: Lesson will be wrapped up by questioning technique

Lesson Evaluation:

Sign/Name & Date: Subject Coordinator: __________________

 DAILY LESSON PLAN
Week: 10th (Term-II) Developed by: Bostan Ali
Date: Dec, 2024 Taught by.

Class: 6 Subject: Science Period:1 (7th 0 minutes)

Topic: Magnetism (Worksheet)
Skills focused on: Observation, Critical Thinking, analyzing,
Resources: New Secondary Science 6 (Second Edition),SOW pg. # 27 https://www.youtube.com/watch?v=fBkOVq
4-U
SLO(s): Students will be able to.
➢ Solve the worksheet for better reinforcement of the concepts.

Methodology: Brainstorming, observing, contrasting

Brainstorming; Let’s think about where we see magnetism in our daily lives. What objects use magnets, and how
do they work? For example, fridge magnets stick to metal surfaces, compasses point north, and speakers produce sound.
What makes these things possible? Why do some materials attract magnets while others don’t? Share your thoughts!
Activity – For a recap of the topic "Magnetism," organize a quick quiz game. Divide the class into small teams
and ask questions about key concepts, such as the properties of magnets, magnetic poles, and uses of magnetism.
Teams earn points for correct answers, and you can use visuals or demonstrations, like a compass or bar magnet,
make it more engaging. End with a brief discussion to address any misconceptions.
Success Criteria: To solve the worksheet about Magnetism for better reinforcement of concepts.
Assessment For Learning: Brainstorming. Observing, analysing.
C.W: Worksheet of the chapter Magnetism will be solved in class.
H.W: None.
Lesson Evaluation:

Sign/Name & Date: Subject Coordinator: __________________