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