A Sample of Physics Lesson Plan

Introduction

Here is a detailed free sample of a physics lesson plan you will find on the internet. I have drafted a sample of 3 weekly lesson plans for teachers. I have also added a format of how a physics scheme of work is supposed to look.

You will find everything you are looking for with regard to the scheme of work and a sample of a physics lesson plan.

sample of physics lesson plan — sample of the physics lesson plan

FIRST-TERM SCHEME OF WORK

Position, Distance and Displacement
Physical Quantities
Equations of Motion
Projectiles
Equilibrium of forces
Equilibrium of bodies in liquid
Introduction to simple harmonic motion

WEEK 1 – Position, Distance and Displacement
1. Definition of position
1. Cartesian Coordinate
1. Definition of Distance
1. Definition of Displacement
1. Distance Two Coordinate Points
WEEK 2 – Physical Quantities
1. Physical Quantities
1. Types of Quantities
1. Concept of Scalar
1. Concept of Vector
1. Representation of Vector
1. Addition of Vectors
1. Resolution of Vectors
1. Resultant of More than Two Vectors

WEEK 3 – Equations of Motion
Derivation of the equations of motion
Calculating distance, velocity, and acceleration by applying equations of motion.

LESSON PLANS

Here are three weeks’ samples of the physics lesson plan

WEEK 1

Introduction

DATE: ………12 – 16 Sep 22 .…………………………..

CLASS: SS TWO A AND B………………………………

NO. IN CLASS: TOTAL = 60

SS2A = 30

SS2B = 30

GENDER: MALE……………………………………….

AVERAGE AGE: 15 AND ABOVE……………………….

TIME: ………………………………………………………

PERIOD: A = {Mon (3^rd& 4^th), Fri(1^st & 2^nd)}

B = {Mon (5^th& 6^th), Thurs (3^rd & 4^th)}

DURATION: ………280 MINUTES..…………………….

SUBJECT: PHYSICS………………………………………

TOPIC: POSITION, DISTANCE AND DISPLACEMENT

SUB-TOPIC: ………………………………………………..

SPECIFIC BEHAVIOUR: At the end of the lesson, students should be able to:

Explain Position, Distance, and Displacement
Distinguish between Position, Distance and Displacement
Identify the position of an object on a graph and find it is the direction
Solve problems on Position, Distance, and Displacement

INSTRUCTIONAL RESOURCES: Name of the textbook (Name of the publisher and his title), Laptop, Interactive Board, Mouse Pen, Laptop Charger, Manual Board, marker, duster, internet, sound system, and projector.

ENTRY BEHAVIOUR: The teacher asked students question if they know anything about Position, Distance, and Displacement

PREVIOUS KNOWLEDGE: Identification of prior idea

STEP 1 : The teacher revised topics on Position, Distance, and Displacement and then draws comparisons with the current topic

EXPLORATION: STEP 2:

MODE: Whole class

Teacher’s Activity: The teacher played a 2 min video clip on the interactive board to distinguish between displacement and distance in form of animation.

Student’s Activity: Students watch the video attentively

DISCUSSION: STEP 3:

MODE: Whole class

Teacher’s Activity: The teacher explained the following to students:

Concept of Position
Concept of Distance
Concept of Displacement

The teacher summarizes the lesson by giving notes to students to copy.

APPLICATION: STEP 4:

MODE: Whole class

Teacher’s Activity: The teacher solved related problems on Position, Distance, and Displacement and guided the students into mentioning their applications.

Student’s Activity: The students responded by making their contributions.

EVALUATION: The teacher evaluates the lesson by asking the students questions based on the set objectives of the lesson.

ASSIGNMENT:

The position of an ant and a spider in a room are A (2,3,5) and S (6,0,8). Determine

The distances OA and OS if O is a point in a room represented by O (1,0,2)
The distance between the ant and the spider.

REFERENCE MATERIAL:

New school Physics (M.W Anyakoha, Ph. D)

Comprehensive Physics (G.N Ezebuiro)

SUBJECT CORDINATOR’s SIGNATURE AND DATE: ………………………………………………………………………………………………………………………………………………………………………………

HOD’s SIGNATURE AND DATE: ………………………………………………………………………………………………………………………………………………………………………………

WEEK 2

Introduction

DATE: ………19 – 23 Sep 22 .…………………………..

CLASS: SS TWO A AND B………………………………

NO. IN CLASS: TOTAL = 60

SS2A = 30

SS2B = 30

GENDER: MALE……………………………………….

AVERAGE AGE: 15 AND ABOVE……………………….

TIME: ………………………………………………………

PERIOD: A = {Mon (3^rd& 4^th), Fri(1^st & 2^nd)}

C = {Mon (5^th& 6^th), Thurs (3^rd & 4^th)}

DURATION: ………280 MINUTES..…………………….

SUBJECT: PHYSICS………………………………………

TOPIC: PHYSICAL QUANTITIES (VECTOR & SCALARS)

SUB-TOPIC: ………………………………………………..

SPECIFIC BEHAVIOUR: At the end of the lesson, students should be able to:

Explain the concept of scalars and vectors
Distinguish between scalar and vector quantities and their representation
Compose at least two vectors
Explain the meaning of the resultant of two vectors
Resolve a vector into a given direction
Resolve any number of vectors into two components at right angles to each other
Solve simple problems involving resolution and addition of vectors using analytical and graphical methods

INSTRUCTIONAL RESOURCES: New school Physics (M.W Anyakoha, Ph. D), Comprehensive Physics (G.N Ezebuiro), Laptop, Interactive Board, Mouse Pen, Laptop Charger, Manual Board, marker, duster, internet, sound system, and projector.

ENTRY BEHAVIOUR: The teacher asked students question if they know anything about Physical Quantities.

PREVIOUS KNOWLEDGE: Identification of prior idea

STEP 1 : The teacher revised topics on Units and measurements, motion, Newton’s law of motion and then draws comparisons with the current topic

EXPLORATION: STEP 2:

MODE: Whole class

Teacher’s Activity: The teacher played a short video clip on the interactive board to enlighten students about physical quantities in form of animation.

Student’s Activity: Students watch the video attentively

DISCUSSION: STEP 3:

MODE: Whole class

Teacher’s Activity: The teacher explained the following to students:

Physical quantities
Types of quantities
Concept of Scalar
Concept of Vector
Representation of vector
Addition of vectors
Resolution of vectors
Resultant of more than two vectors

The teacher summarizes the lesson and gives note to the students to copy.

APPLICATION: STEP 4:

MODE: Whole class

Teacher’s Activity: The teacher solve simple problems involving resolution and addition of vectors using analytical and graphical methods and guided the students into mentioning their applications.

Student’s Activity: The students responded by making their contributions.

EVALUATION: The teacher evaluates the lesson by asking the students questions base on the set objectives of the lesson.

ASSIGNMENT:

Two Forces 8N and 10N are inclined at angle of 60 degrees to each other. Calculate

The resultant force
The angle the resultant force makes with the force of 10N

REFERENCE MATERIAL:

New school Physics (M.W Anyakoha, Ph. D)

Comprehensive Physics (G.N Ezebuiro)

WEEK 3

Introduction

DATE: ………25 – 30 Sep 22 .…………………………..

CLASS: SS TWO A AND B………………………………

NO. IN CLASS: TOTAL = 60

SS2A = 30

SS2B = 30

GENDER: FEMALE……………………………………….

AVERAGE AGE: 15 AND ABOVE……………………….

TIME: ………………………………………………………

PERIOD: A = {Mon (3^rd& 4^th), Fri (1^st & 2^nd)}

C = {Mon (5^th& 6^th), Thurs (3^rd & 4^th)}

DURATION: ………280 MINUTES..…………………….

SUBJECT: PHYSICS………………………………………

TOPIC: EQUATIONS OF UNIFORMLY ACCELARATED MOTION

SUB-TOPIC: ………………………………………………..

SPECIFIC BEHAVIOUR: At the end of the lesson, students should be able to:

Mention four equations of motion
Derive each of the equation of motion
Apply equations of motion to solve a problem in terms of distance, velocity and acceleration.

ENTRY BEHAVIOUR: The teacher asked students question if they know anything about equations of motion.

PREVIOUS KNOWLEDGE: Identification of prior idea

STEP 1 : The teacher revised topics on Motion, Newton’s law of motion, Force and then draws comparisons with the current topic

EXPLORATION: STEP 2:

MODE: Whole class

Teacher’s Activity: The teacher played a short video clip on the interactive board to enlighten students about the application of motion in form of animation.

Student’s Activity: Students watch the video attentively

DISCUSSION: STEP 3:

MODE: Whole class

Teacher’s Activity: The teacher explained the following to students:

Four Equations of motion
Derives equation 1
Derives equation 2
Derives equation 3
Derives equation 4

The teacher summarizes the lesson and gives note to the students to copy.

APPLICATION: STEP 4:

MODE: Whole class

Teacher’s Activity: The teacher solved simple problems by applying equations of motion and guided the students into mentioning their applications.

Student’s Activity: The students responded by making their contributions.

EVALUATION: The teacher evaluates the lesson by asking the students questions based on the lesson’s set objectives.

ASSIGNMENT:

A body, starting from rest, travels for 30 s. Determine the final velocity attained after covering a distance of 40 m.
A car travelling at 54 km/h slows down uniformly to a velocity 18 km/h when the brakes were gradually applied. How long does it take to cover a distance of 50m?

REFERENCE MATERIAL:

New school Physics (M.W Anyakoha, Ph. D)

Comprehensive Physics (G.N Ezebuiro)

HOD’s SIGNATURE AND DATE: ………………………………………………………………………………………………………………………………………………………………………………

Conclusion

After going through the above sample of physics lesson plan, I hope you will be able to edit it and make your own comprehensive sample of physics lesson plan in any topic.

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