Lesson Plan

LESSON PLAN
FORM: 4 Beta
DATE: 11th June 2015
LEVEL: Intermediate
TIME: 12.30 pm
THEME: TOPIC: Chapter 2: Forces and motion

Subtopics: 1. Distance and displacement
2. Speed and velocity
3. Acceleration
OBJECTIVE: Analysing linear motion
LEARNING OUTCOMES: At the end of this lesson, students should be able to:
1. Define distance and displacement
2. Define speed and velocity and state that average velocity ,
v? s/t.
3. Define acceleration and deceleration and state that ,
a? v?u/t.
4. Calculate speed and velocity.
5. Calculate acceleration and deceleration.
MORAL VALUES: We should follow the rule and safety on the road.
EDUCATIONAL EMPHASIS: Science process skill where students able to classify the
acceleration, speed and velocity.
INSTRUCTIONAL AIDS: Picture, paper, marker and white board.
PREVIOUS KNOWLEDGE: 1. Students have learnt about the terms in chapter 1 form 4.
REFERENCE:
1. Chai, T.Y, Wan FaizatulShima ,Seng, Y.K, Ragavan, R.,Roslina Ahmad, 2011. Fizik
Tingkatan 4 1stedn, Malaysia : Kuala Lumpur
2. Keat, Y.E &Kow, K.G, 2015. Physics SPM 1stedn, Malaysia: Sasbadi
TEACHING PROCEDURE:
STAGE
SET INDUCTION
( 5minutes)
INSTRUCTIONAL ACTIVITY
LEARNING ACTIVITY
1. Teacher enters the class and greets

the students.
2. Teacher brings a picture of
1. Students observe.
signboard of a different values of

speed and paste it on the whiteboard.
3. Teacher ask student where you see
2. Students respond.
this signboard?
4. Teacher asks students student why
3. Students answer why
we have different values of speed at
we
have
different
different location?
values of speed at
different location.
5. Teacher explain why we should

have different values of speed at
4. Students listen and

take note.
different location (moral value)

6. Teacher ask student have you ever
5. Students respond.
think how they calculate the speed?

7. Teacher tells students that today
they will learn about how to calculate
speed in a new chapter which is forces
and motion.
1.Teacher write on the whiteboard the
day ,date , topic and subtopic.
2. Teacher write the definition of
DEVELOPMENT
linear motion on the board.
( 10 minutes)
1. Students copy on the

book.
2. Students write on the
book the definition of
linear motion.
3. Teacher explains verbally what is

linear motion.
4. Teacher paste a mahjong paper on
3. Students take note the

explaination.
4. Students write the
the board contain the definition of
definition on the
distance(d) and displacement(s).
book.
5. Teacher asks students previous
5. Students answer the
knowledge what is the quantity of
quantity of distance
distance and displacement vector or
and displacement.
scalar?
6. Teacher explain verbally to the
students the difference between
6. Students listen and

take note.
distance and displacement

7. Teacher write speed and the
7. Student write the
definition of speed on the whiteboard
definition and formula
and paste a paper contain the formula
of speed on the book.
of speed.
8. Teacher ask students to identify the
symbol in the formula.
8. Students identify the

symbol in the
formula.
9. Teacher tells students and write on

the board that speed only have
9. Student copy on the

book.
magnitude. Therefore speed is a scalar

quantity.
10. Teacher write velocity and the
definition of velocity on the board and

book.
paste a paper contain the formula of

velocity.
11. Teacher asks one student to
identify the symbol in the formula.
11. Student walk in front

to identify and write
on the board the
meaning of the
symbol in the formula
12. Teacher give reward to the

student.
13. Teacher tells and write on the
board the velocity have both
magnitude and direction.

book.
14. Teacher write acceleration and
13. Students write the
the definition of acceleration on the
definition and formula
board and paste a paper contain the
on the book.
formula of acceleration.
15. Teacher explain what is
14. Students take note
acceleration regarding to the formula
and refer to the
and give an example of acceleration
textbook.
on the textbook. (page: 24)

16.Teacher tell student that
acceleration also have both magnitude
book.
and direction.
ACTIVITY
1.Teacher give a paper contain an
(10 minutes)
exercise of speed, velocity and
1. Students pass the

paper.
acceleration to the students.

2. Teacher do the first question of the
2. Students solve the
exercise with students.
question together.
3. Teacher give hints how to answer

the question.
3. Students take note
4. Teacher paste the formula of speed,

velocity and acceleration on the white
board to help students answer the
question.
CONCLUSION
(5 minutes)
1.Teacher recall the definition and the

formula of :-speed
-velocity
-acceleration
2. Teacher recall the different between
distance and displacement.
4.
Students take note.
FOLLOW UP ACTIVITY: Asks student to finish the exercise given and will be discuss in
the next class.
SELF EVALUATION:
SUPERVISORS COMMENTS:

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LESSON PLAN

DATE: 11th June 2015

THEME: TOPIC: Chapter 2: Forces and motion

1. Teacher enters the class and greets

signboard of a different values of

3. Students answer why

we have different values of speed at

5. Teacher explain why we should

4. Students listen and

different location (moral value)

think how they calculate the speed?

linear motion on the board.

1. Students copy on the

3. Teacher explains verbally what is

3. Students take note the

the board contain the definition of

distance(d) and displacement(s).

5. Teacher asks students previous

5. Students answer the

knowledge what is the quantity of

distance and displacement vector or

6. Students listen and

distance and displacement

7. Student write the

definition of speed on the whiteboard

definition and formula

and paste a paper contain the formula

of speed on the book.

8. Students identify the

9. Teacher tells students and write on

9. Student copy on the

magnitude. Therefore speed is a scalar

10. Students write on the

paste a paper contain the formula of

11. Student walk in front

12. Teacher give reward to the

12. Students write on the

14. Teacher write acceleration and

13. Students write the

the definition of acceleration on the

definition and formula

board and paste a paper contain the

14. Students take note

acceleration regarding to the formula

and refer to the

and give an example of acceleration

on the textbook. (page: 24)

15. Students write on the

acceleration also have both magnitude

1.Teacher give a paper contain an

exercise of speed, velocity and

1. Students pass the

acceleration to the students.

2. Students solve the

exercise with students.

3. Teacher give hints how to answer

3. Students take note

4. Teacher paste the formula of speed,

1.Teacher recall the definition and the