Canberra Secondary 3E2

Lesson Plan for Physics

Name of Teacher: Elijah Ong Yit Sin

Class: Sec 3E2 (Express)
Class Size: 40
Date: 25th March 2009
Class Ability: Mixed abilities
Lesson duration: 2 period , 60 mins

Topic: Thermal Properties of matter

Pupils’ Previous Knowledge:
Pupils have a prior knowledge of:-
1. Kinetic model of matter
2. transfer of thermal energy
Learning Outcomes/Instructional Objectives:
At the end of the lesson, students should be able to:-
1. Define internal energy
2. Describe melting/solidification and boiling/condesnsation as process of energy
transfer at constant temperature
3. Interpret cooling and heating curves

1
Summary of lesson plan

Time Activities Resources Rationale

Frame
Introduction
 Self introduction PP, This is the first time I am teaching
 Rules and expectations colored them, have to familiarize myself with
 Writing of names on cards given and constructi them. Writing down their names on
10 mins putting them up in front of their desks. on papers paper and putting it in front of their
desk helps me to memorize their
names more easily and build rapport
in a shorter period of time.
Pre-lesson recap:
 A short recap on the concepts of Recap helps to orientate their learning
Kinetic model of matter, transfer of for the day and allows them to recall
5 mins thermal energy what is necessary.
 Introduce lesson’s objectives

Obj 1:
 Define and explain internal energy

Lead in activities
 Switch off the fans An activity to raise their interest.
 Questions:
 “How do you feel if the fans are switched Construction of knowledge through
off for their understanding will help them
 “5 mins?” internalize learning better.
 “10 mins?”
 “1hour”?

Build on the answers of students and show

the definition of internal energy

Visual + Kinesthetic demonstrations Visual and kinesthetic demonstration

To further demonstrate the rise in internal Students helps students to stay focus
temperature: volunteer
 Ask 3 students to come out, hold
hands and swing their bodies gently
to vigorously. Encourage student participation
 The hand holding will be broken after through thinking and arouse curiosity
some time on topic.

Teacher state the definition for internal Linking demonstrations to learning

energy and students copy down onto their helps the students to understand better.
notes

2
 Obj 2&3:
-Describe melting/solidification and
boiling/condesnsation as process of energy
50 mins
transfer at constant temperature
- This acts as a recap on the kinetic
Lead in activity:
Ask the students to fill up the worksheets
given describing solids, liquids and gases
Lead on filling in the KE and PE comparison
tables.
Teacher’s demonstration:
Start heating the water and ask a student to
record the initial temperature
Record the temperature at regular interval of
1min
Teacher draw the heating curve on the board.
Teacher ask the students to predict the
temperature change just before boiling occurs
Interpret cooling and heating curves
The curves are explained using the
experiment stated above and also using the
worksheets given.
Comparison tables are used to compare
boiling vs condensation, melting vs
freezing
Diagrams are used to link the particles to
the heating curve.
Summary and assessment
A summary concept map will be drawn.
10 mins
model of matter.
This links to the description of KE and
PE of substances and students can
understand the new concept better.
The worksheets are designed in tables
Bunsen for easy comparison.
burner,
beaker of To keep their motivation going,
water, teacher together with students
thermomet volunteers will perform the recording
er of temperature for boiling of water.
This employs POE (Predict – Observe
and Explain) method. Inviting the
students to give their answers and
reflect upon it after the observation.
Good in shaping their critical thinking.
The experiment act as a scaffold for
the explanation of the heating and
cooling curves.
A concept map helps in the quick
consolidation of lessons learned for
the day.
3
Small quiz
- 5 MCQs will be printed and given to them
Self Checklist
This list will be given to the students and
they can express their understanding based
on the objectives taught.
Next Topic:
Boiling and evaporation
Quiz as a type of formative
assessment to test their understanding
on the topic taught for the day.
This test is set specifically to detect
misconception
This checklist provides the teacher an
opportunity to check the
understanding of the students based on
their own confidence level.