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    Daily Lesson Plan

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    mrs azizi
    The 30-minute physics lesson on power aimed to help students understand that power is the rate at which work is done or energy is transformed, and can be calculated as P=W/t. Students were engaged through demonstrations, group work, and problem-solving to define power, relate it to work and energy, and practice calculating power in different scenarios. The lesson concluded by evaluating student learning and linking back to their initial ideas on the concept of power.

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    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd

    Daily Lesson Plan

    Uploaded by

    mrs azizi
    86 views3 pages
    The 30-minute physics lesson on power aimed to help students understand that power is the rate at which work is done or energy is transformed, and can be calculated as P=W/t. Students were engaged through demonstrations, group work, and problem-solving to define power, relate it to work and energy, and practice calculating power in different scenarios. The lesson concluded by evaluating student learning and linking back to their initial ideas on the concept of power.

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    Power

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    The 30-minute physics lesson on power aimed to help students understand that power is the rate at which work is done or energy is transformed, and can be calculated as P=W/t. Students were engaged through demonstrations, group work, and problem-solving to define power, relate it to work and energy, and practice calculating power in different scenarios. The lesson concluded by evaluating student learning and linking back to their initial ideas on the concept of power.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    86 views3 pages

    Daily Lesson Plan

    Uploaded by

    mrs azizi
    The 30-minute physics lesson on power aimed to help students understand that power is the rate at which work is done or energy is transformed, and can be calculated as P=W/t. Students were engaged through demonstrations, group work, and problem-solving to define power, relate it to work and energy, and practice calculating power in different scenarios. The lesson concluded by evaluating student learning and linking back to their initial ideas on the concept of power.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
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    Daily Lesson Plan

    Subject : Physics
    Class : Form 4A
    Date : 28 May 2009
    Time : 3.30 pm – 4.00 pm (30 minutes)
    No. of students : 30 students
    Learning Area : Power
    Learning Objective : Understanding Power

    Learning Outcomes : At the end of the lesson, a student is able to:

    A. Master content knowledge


    • Define power and state that P = W/t.
    • Solve problems involving power

    B. Master Scientific Skills/TSTS


    • Prediction
    • Inference
    • Observing
    • Hypothesis

    C. Demonstrate Scientific Attitudes and Noble Values


    a. Actively participate in their group member discussion
    b. Appreciate the value of time by carrying out the group work
    briskly and being on task all the time.

    Scientific Concepts:
    Power
    a. The rate at which work is done
    b. The rate at which energy is transformed

    Materials, equipments and resource materials:


    Notes on PowerPoint slides

    Consideration of Safety Precautions:


    None

    Prior Knowledge:
    Students have already learned work (W) as the product of an applied force (F) and
    displacement (s) of an object in the direction of the applied force i.e. W = Fs.
    Teaching and Learning Activities
    Phase Content Student Notes
    Teacher Activities
    Activities
    Introduction/ Define work (W) Revise previous lesson Students Strategy/Technique:
    Eliciting as the product of to strengthen basic respond to Whole class Q&A
    Ideas an applied force knowledge of power by teacher’s
    (5 minutes) (F) and eliciting students’ ideas questions Resources: PP slides
    displacement (s) about work and energy.
    of an object in the
    direction of the Elicit students’ prior
    applied force i.e. knowledge on power
    W = Fs. by asking them to
    compare the power of
    two superheroes and
    two cars.
    Structuring/ Power Show picture of 2 Students Strategy/Technique:
    Restructuring a. is rate at which racing cars which is respond to Interactive
    of Ideas work is done quite same. Ask teacher’s demonstration by
    (10 minutes) b. is rate at which students to predict questions teacher
    energy is which one of the car by making
    transformed has more power and prediction. Resources: PP slides
    c. is directly give the reason.
    proportional to
    work Then show video of the Students
    d. is inversely racing cars. Ask make
    proportional with student their observation
    time observation, inference and make
    and the physic quantity inference.
    involve.

    Guide students to Student use


    define formula for thinking skill
    power by using to answer
    illustrating. teacher
    question.

    Ask central guiding Student


    questions: answer the
    Now I want u to define central
    what is power? guiding
    questions

    Show student cartoon Student use


    concept and ask the thinking skill
    unit for power and make
    conclusion
    Application of 1. Power is equal Show problems on Students Strategy/Techniques
    Ideas to work per time slides and give the solve Group discussion
    (10 minutes) 2. Power is equal worksheet to student problems in followed by individual
    to energy per (refer to Appendix 1) groups presentation
    time
    3.Power is Students Resources: PP slides
    product of force present their
    and velocity solutions
    Reflection/ Power Evaluate student Students Strategy/Techniques:
    Closure a. is rate at which performance by doing conclude Whole class Q&A
    (5 minutes) work is done quiz between 2 groups the lesson
    b. is rate at which of student. by verbally Resources: PP slides
    energy is stating the
    transformed Conclude by stating the main ideas
    c. is directly main ideas and relating and relating
    proportional to to students initial ideas. to their
    work Show summary of main initial ideas
    d. is inversely ideas on slides using
    proportional with concept map.
    time
    Give assignment of
    problem solving by
    referring text book for
    their homework

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