## Introduction

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

You will find everything you are looking for with regard to scheme of work and a sample of 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- Definition of position

- Cartesian Coordinate

- Definition of Distance

- Definition of Displacement

- Distance Two Coordinate Points

**WEEK 2**– Physical Quantities- 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

**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 sample of 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 direction
- Solve problems on Position, Distance and Displacement

**INSTRUCTIONAL RESOURCES: **Name of the text book (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 :**

**EXPLORATION: STEP 2:**

**MODE:**

**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:**

**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:**

**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 base 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 :**

**EXPLORATION: STEP 2:**

**MODE:**

**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:**

**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:**

**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)

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

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

**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.

**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 equations of motion.

**PREVIOUS KNOWLEDGE:**** **Identification of prior idea

**STEP 1 :**

**EXPLORATION: STEP 2:**

**MODE:**

**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:**

**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:**

**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 base on the set objectives of the lesson.

**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)

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

**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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