SANTOSA INTERCULTURAL SCHOOL

SECONDARY
LESSON PLANNING
THE SCHOOL YEAR 2022/2023 - SEMESTER 1
Grade :8 Week : 3-4

Subject : Physics Term :1&2

Unit/Chapter :3

Time Allocation : 3 x 40minutes

Objectives:

Lesson 1-2

The Student are able to

Interpret and draw simple distance / time graphs

Lesson 3-4

The Student are able to

Describe the effects of balanced and unbalanced forces on motion

Topic: Force and Motion

LESSON 1-2
Day and Date:

Demonstration of Learning:

Observation and discussion

LEARNING ACTIVITIES

Type of activity Instruction And Activities Material Resources

Opening 1. Greeting, checking attendance

2. Checking the background knowledge from previous

3. Learning Objectives explanation

Main Activities A distance / time graphs is a representation of the relationship Milimeter block Learner book page 47
between speed, distance and time.

Learners sometimes confuse a speed / time graph with a distance /

time graph. It is important to be clear which is being studied.

Learners may think that the sloping line on a distance / time graph
represents a hill. It is helpful for learners to create some data and
draw their own graph before they start interpreting other graphs.

Closing Teacher will checking the observation paper, and telling the
student that they should present the result on the next meeting

Assessment:

Observation paper

LESSON 3-4
Day and Date:

Demonstration of Learning:

Observation and discussion

Observation and discussion

LEARNING ACTIVITIES

Type of activity Instruction And Activities Material Resources

Opening 1. Greeting, checking attendance

2. Checking the background knowledge from previous

3. Learning Objectives explanation

Main Activities Learners can produce force diagrams based on their understanding
of balanced and unbalanced forces. The magnitude and the
direction of the force are indicated by the length and direction of
the arrow, respectively. It may be helpful to always use the same
colour (or formatting) of the force arrows to clearly distinguish
them from arrows indicating movement.

Learners often only associate forces with movement and that a

force is required to keep things moving. They may think that the
arrow that represents the force is describing the direction of
motion. It is important to demonstrate that forces may be applied
to an object but it will not start to move if the forces are balanced.

Learners may think that the movement must be in the same

direction as the force. Provide examples where this is not the case
(e.g. throwing a ball across the room; identifying the force due to
gravity acting downwards).
 Learners may think that an object slows down because it runs out
of force. Help learners to understand that unbalanced forces cause
an object to slow down; show them examples where friction (or air
resistance) has been largely eliminated.

Closing Student fill the self-assessment on page 76

Challenge students’ misconceptions.

Explain activities for the next meeting.

Assessment:

Learners book pg 76

Reflection:

Denpasar, July 2022

Acknowledged by Subject Teacher
Principal,

Sugeng Hariyanto, S.Pd.,M.M. I Wayan Arnata, S.Pd.