Lesson Plan1

School: ESEGI Lesson Facilitator: JAMBO JEAN

Term Date Subject Class Unit No Lesson No Duration Class size
1 Physics S1 1 1 of 8 minutes
Type of Special Educational Needs and number of learners (Not yet identified as it’s the first contact)
Topic area: Mechanics
Sub-topic area: Introduction to physics
Unit title Laboratory safety rules and measurements of physical quantities
Key Unit Competence: By the end of this unit the learner should be able to explain the importance of physics, measure physical quantities and
express findings in appropriate units.
Title of the lesson Definition of Physics and its relationship to other sciences subjects society and technology.
Lesson objective Using examples, learners should be able to define Physics and its relationship to other sciences subjects society and
technology correctly by the end of the lesson.
Learning Knowledge and -Explain the nature of Physics and its application.
Objectives understanding - Characteristics of physics.
(inclusive to reflect -Discuss branches of physics and their benefits to mankind’s development.
needs of whole - Identify career opportunities related to Physics.
class) -Explain the basic fundamental physical quantities.
-Differentiate between derived physical quantities and fundamental quantities.
-Introduce international system (SI) of measurements units.
- State and explain basic laboratory safety rules
Skills Explain the relationship between physics technology and society.
- Formulate scientific predictions.
- State and explain basic laboratory rules for conducting experiments.
- Write a simple scientific report of experiment carried out.
- Identify laboratory hazards and safety precautions to be taken.
- Choose a appropriate
Attitudes and Values - Appreciate application of physics in everyday life situations.
- Develop responsible behaviour towards environmental problems.
- Apply scientific method with all the rigor, intellectual honesty and critical thinking.
- Comply with laboratory safety rules.
- Behave as responsible citizens that are able to make decisions based on scientific attitudes and findings.
- Use of appropriate terminologies and simple
Plan for this Class (location: in / Inside the classroom and in small groups bearing in mind the SENs
outside)
Learning Materials (for all Books, chalkboard, papers
learners)

1
References Learner's book
Senior one

Timing for Description of teaching and learning activity Generic Competences and
each step Learners sit in their groups and find definition of Physics and its relationship to other sciences subjects society and cross cutting issues to be
technology. addressed

Teacher activities Learner activities

Introduction Setting classroom rules and Behaviors In groups student sit in their group GC :
min expectations Learners answer these questions asked. 1. Co-operation and
Checking readiness of class materials interpersonal
Check all possible SNE that needed management and life
to take care of. skills
1.How do you understand about As learners interact in
science? their groups when
2.What do you understand about discussing the answers to
physics? the probing questions.
CCI:

1. Gender Education
during grouping as you
put both a boy and a girl
in pairs.

2
Developmen  Lead learners to sit in their groups
t of the Introduce about the definition of -Have a few group representatives to share what they discussed and what they
lesson Physics and its relationship obtained in their groups as the entire group agree or ask questions if any. GC :
min to other sciences subjects society and -Learners write summary 1. Communication in
technology. official language
 Move around to see what groups As learners discuss in
are discussing and encourage where their groups and ad they
necessary. do presentations.
Move around to help learners to
CCI:
define physics.
 Asking a couple of group
1. Inclusive learning
representatives to share some
thoughts from group discussions as As all learners irrespective
the teacher writes them on of their abilities partic-
blackboard. ipate in the class activities
 assess the groups’ work and during discussions.
2. Gender education
As both boys and girls
participate equally in all
the activities during the
lesson.

3
 Conclusion Assessing the students understanding Have students answer to the questions by standing up if the statement is true GC :
min in a quick fire questions. and remain seated if it is false. 1. Communication in
1.physics is science which study the official language as the
living things. Have students write Homework questions learner makes presentations
in English language and as
2.physics is a science which study the
the others listen and ask
nature. Take activity questions. Also, as the
learners write summary
notes in their notebooks.
CCI:
1.Inclusive learning
Give home work/ activity in relation As all learners i participate
to next lesson’s title in the discussions.
2.Gender education as both
boys and girls participate in
the discussions.
Lesson
Objective
evaluation
Comments

Lesson Plan2
School: ESEGI Lesson Facilitator: JAMBO JEAN
Term Date Subject Class Unit No Lesson No Duration Class size
1 Physics S1 1 2 of 8 minutes
Type of Special Educational Needs and number of learners (Not yet identified as it’s the first contact)
Topic area: Mechanics
Sub-topic area: Introduction to physics
Unit title Laboratory safety rules and measurements of physical quantities
Key Unit Competence: By the end of this unit the learner should be able to explain the importance of physics, measure physical quantities and
express findings in appropriate units.
Title of the lesson Science processes skills used in learning of physics (observation, prediction, data reading and recording, data
analysis, interpretation, decision making and reporting).
Lesson objective Using examples, learners should be able to distinguish correctly science processes skills in physics by the end of the lesson.
Learning Knowledge and -Explain the nature of Physics and its application.
Objectives understanding - Characteristics of physics.
(inclusive to reflect -Discuss branches of physics and their benefits to mankind’s development.

4
needs of whole - Identify career opportunities related to Physics.
class) -Explain the basic fundamental physical quantities.
-Differentiate between derived physical quantities and fundamental quantities.
-Introduce international system (SI) of measurements units.
- State and explain basic laboratory safety rules
Skills Explain the relationship between physics technology and society.
- Formulate scientific predictions.
- State and explain basic laboratory rules for conducting experiments.
- Write a simple scientific report of experiment carried out.
- Identify laboratory hazards and safety precautions to be taken.
- Choose a appropriate
Attitudes and Values - Appreciate application of physics in everyday life situations.
- Develop responsible behaviour towards environmental problems.
- Apply scientific method with all the rigor, intellectual honesty and critical thinking.
- Comply with laboratory safety rules.
- Behave as responsible citizens that are able to make decisions based on scientific attitudes and findings.
- Use of appropriate terminologies and simple
Plan for this Class (location: in / Inside the classroom and in small groups bearing in mind the SENs
outside)
Learning Materials (for all Books, chalkboard, papers
learners)
References Learner's book
Senior one

Timing for Description of teaching and learning activity Generic Competences and
each step Learners sit in their groups and measure the length and width of the paper to step up the scientific processes. cross cutting issues to be
addressed

Teacher activities Learner activities

Introduction Setting classroom rules and Behaviors In groups student sit in their group GC :
min expectations Learners answer these questions asked. 1. Co-operation and
Checking readiness of class materials interpersonal
Check all possible SNE that needed management and life
to take care of. skills
1.How do you understand about As learners interact in
science? their groups when
2.What do you understand about discussing the answers to
process? the probing questions.
CCI:

5
 1. Gender Education
during grouping as you
put both a boy and a girl
in pairs.
Developmen  Lead learners to sit in their groups GC :
t of the  Introduce about the steps to -Have a few group representatives to share what they discussed and what they 1. Communication in
lesson measure the paper. obtained in their groups as the entire group agree or ask questions if any. official language
min  Move around to see what groups -Learners write summary As learners discuss in their
are discussing and encourage where groups and ad they do
presentations.
necessary.
CCI:
 Move around to help learners to 1. Inclusive learning
measure the length and width of As all learners irrespective of
paper. their abilities participate in
 Asking a couple of group the class activities and
representatives to share some during discussions.
thoughts from group discussions as 2. Gender education
the teacher writes them on As both boys and girls
blackboard. participate equally in all the
 assess the groups’ work activities during the lesson.

6
Conclusion Assessing the students understanding Have students answer to the questions GC :
min in a quick fire questions. 11. Communication in
1.Who can go to the black board to show us the scientific processes of official language as the
physics ? learner makes
presentations in English
language and as the others
Have students write Homework questions listen and ask questions.
Also, as the learners write
Give home work/ activity in relation Take activity summary notes in their
to next lesson’s title notebooks.
CCI:

1.Inclusive learning
As all learners i participate
in the discussions.
2 Gender education as both
boys and girls participate in
the discussions.
Lesson
Objective
evaluation
Comments

7
 Lesson Plan3
School: ESEGI Lesson Facilitator: JAMBO JEAN
Term Date Subject Class Unit No Lesson No Duration Class size
1 Physics S1 1 3 of 8 minutes
Type of Special Educational Needs and number of learners (Not yet identified as it’s the first contact)
Topic area: Mechanics
Sub-topic area: Introduction to physics
Unit title Laboratory safety rules and measurements of physical quantities
Key Unit Competence: By the end of this unit the learner should be able to explain the importance of physics, measure physical quantities and
express findings in appropriate units.
Title of the lesson Laboratory safety and safety measures.
Lesson objective Using examples, learners should be able to identify laboratory safety and safety measures correctly by the end of the lesson.
Learning Knowledge and -Explain the nature of Physics and its application.
Objectives understanding - Characteristics of physics.
(inclusive to reflect -Discuss branches of physics and their benefits to mankind’s development.
needs of whole - Identify career opportunities related to Physics.
class) -Explain the basic fundamental physical quantities.
-Differentiate between derived physical quantities and fundamental quantities.
-Introduce international system (SI) of measurements units.
- State and explain basic laboratory safety rules
Skills Explain the relationship between physics technology and society.
- Formulate scientific predictions.
- State and explain basic laboratory rules for conducting experiments.
- Write a simple scientific report of experiment carried out.
- Identify laboratory hazards and safety precautions to be taken.
- Choose a appropriate
Attitudes and Values - Appreciate application of physics in everyday life situations.
- Develop responsible behaviour towards environmental problems.
- Apply scientific method with all the rigor, intellectual honesty and critical thinking.
- Comply with laboratory safety rules.
- Behave as responsible citizens that are able to make decisions based on scientific attitudes and findings.
- Use of appropriate terminologies and simple

8
Plan for this Class (location: in / Inside the classroom and in small groups bearing in mind the SENs
outside)
Learning Materials (for all Books, chalkboard, papers
learners)
References Learner's book
Senior one

Timing for Description of teaching and learning activity Generic Competences and
each step Learners sit in their groups and identify laboratory safety and safety measures. cross cutting issues to be
addressed

Teacher activities Learner activities

Introduction Setting classroom rules and Behaviors In groups student sit in their group GC :
min expectations Learners answer these questions asked. 1. Co-operation and
Checking readiness of class materials interpersonal
Check all possible SNE that needed management and life
to take care of. skills
1.How do you understand about As learners interact in
laboratory? their groups when
2.What do you understand about discussing the answers to
safety measures? the probing questions.
CCI:

1. Gender Education
during grouping as you
put both a boy and a girl
in pairs.
Developmen  Lead learners to sit in their groups GC :
t of the Introduce about laboratory safety and -Have a few group representatives to share what they discussed and what they 1. Communication in official
lesson safety measures. obtained in their groups as the entire group agree or ask questions if any. language
min  Move around to see what groups -Learners write summary As learners discuss in their
are discussing and encourage where groups and ad they do
necessary. presentations.
CCI:
Move around to help learners to
identify laboratory safety and safety
measures.
 Asking a couple of group
representatives to share some
thoughts from group discussions as
the teacher writes them on

9
 blackboard. 1. Inclusive learning
 assess the groups’ work As all learners irrespective of
their abilities participate in
the class activities and
during discussions.
2. Gender education
As both boys and girls
participate equally in all the
activities during the lesson.

Conclusion Assessing the students understanding Have students answer to the questions by standing up if the statement is true GC :
min in a quick fire questions. and remain seated if it is false. 11. Communication in
1.students should enter in laboratory official language as the
with high speed. Have students write Homework questions learner makes
2.learners should avoid eat and smoke presentations in English
in laboratory. Take activity language and as the others
listen and ask questions.
Also, as the learners write
summary notes in their
notebooks.
Give home work/ activity in relation CCI:
to next lesson’s title
1.Inclusive learning

10
 As all learners i participate
in the discussions.
2 Gender education as both
boys and girls participate in
the discussions.
Lesson
Objective
evaluation
Comments

Lesson Plan4
School: ESEGI Lesson Facilitator: JAMBO JEAN
Term Date Subject Class Unit No Lesson No Duration Class size
1 Physics S1 1 4 of 8 minutes
Type of Special Educational Needs and number of learners (Not yet identified as it’s the first contact)
Topic area: Mechanics
Sub-topic area: Introduction to physics
Unit title Laboratory safety rules and measurements of physical quantities
Key Unit Competence: By the end of this unit the learner should be able to explain the importance of physics, measure physical quantities and
express findings in appropriate units.

11
Title of the lesson Definition of basic fundamental quantities(mass, length and time).
Lesson objective Using examples, learners should be able to identify the basic fundamental quantities(mass, length and time) correctly by the end
of the lesson.
Learning Knowledge and -Explain the nature of Physics and its application.
Objectives understanding - Characteristics of physics.
(inclusive to reflect -Discuss branches of physics and their benefits to mankind’s development.
needs of whole - Identify career opportunities related to Physics.
class) -Explain the basic fundamental physical quantities.
-Differentiate between derived physical quantities and fundamental quantities.
-Introduce international system (SI) of measurements units.
- State and explain basic laboratory safety rules
Skills Explain the relationship between physics technology and society.
- Formulate scientific predictions.
- State and explain basic laboratory rules for conducting experiments.
- Write a simple scientific report of experiment carried out.
- Identify laboratory hazards and safety precautions to be taken.
- Choose a appropriate
Attitudes and Values - Appreciate application of physics in everyday life situations.
- Develop responsible behaviour towards environmental problems.
- Apply scientific method with all the rigor, intellectual honesty and critical thinking.
- Comply with laboratory safety rules.
- Behave as responsible citizens that are able to make decisions based on scientific attitudes and findings.
- Use of appropriate terminologies and simple
Plan for this Class (location: in / Inside the classroom and in small groups bearing in mind the SENs
outside)
Learning Materials (for all Books, chalkboard, papers
learners)
References Learner's book
Senior one

Timing for Description of teaching and learning activity Generic Competences and
each step Learners sit in their groups and identify the basic fundamental quantities(mass, length and time). cross cutting issues to be
addressed

Teacher activities Learner activities

Introduction Setting classroom rules and Behaviors In groups student sit in their group GC :
min expectations Learners answer these questions asked. 1. Co-operation and
Checking readiness of class materials interpersonal
Check all possible SNE that needed management and life
to take care of. skills

12
 1.How do you understand about basic As learners interact in
fundamental quantities? their groups when
2. identify the basic fundamental discussing the answers to
quantities(mass, length and time)? the probing questions.
CCI:

1. Gender Education
during grouping as you
put both a boy and a girl
in pairs.
Developmen  Lead learners to sit in their groups GC :
t of the Introduce about the basic fundamental -Have a few group representatives to share what they discussed and what they 1. Communication in official
lesson quantities(mass, length and time) obtained in their groups as the entire group agree or ask questions if any. language
min  Move around to see what groups -Learners write summary As learners discuss in their
are discussing and encourage where groups and ad they do
necessary. presentations.
CCI:
Move around to help learners to
1. Inclusive learning
identify the basic fundamental
As all learners irrespective of
quantities(mass, length and time).
their abilities participate in
 Asking a couple of group the class activities and
representatives to share some during discussions.
thoughts from group discussions as 2. Gender education
the teacher writes them on As both boys and girls
blackboard. participate equally in all the
 assess the groups’ work activities during the lesson.

13
Conclusion Assessing the students understanding Have students answer to the questions by standing up if the statement is true GC :
min in a quick fire questions. and remain seated if it is false. 11. Communication in
1.speed is an example of fundamental official language as the
quantity? Have students write Homework questions learner makes
2.displacement is an example of presentations in English
fundamental quantity. Take activity language and as the others
listen and ask questions.
Also, as the learners write
summary notes in their
notebooks.
Give home work/ activity in relation CCI:
to next lesson’s title
1.Inclusive learning
As all learners i participate
in the discussions.
2 Gender education as both
boys and girls participate in
the discussions.
Lesson
Objective
evaluation
Comments

14
 Lesson Plan5
School: ESEGI Lesson Facilitator: JAMBO JEAN
Term Date Subject Class Unit No Lesson No Duration Class size
1 Physics S1 1 5 of 8 minutes
Type of Special Educational Needs and number of learners (Not yet identified as it’s the first contact)
Topic area: Mechanics
Sub-topic area: Introduction to physics
Unit title Laboratory safety rules and measurements of physical quantities
Key Unit Competence: By the end of this unit the learner should be able to explain the importance of physics, measure physical quantities and
express findings in appropriate units.
Title of the lesson Measuring instruments used in measuring length, mass and time.
Lesson objective Using ruler ,balance and stop watch , learners should be able to measure correctly length, mass and time by the end of the
lesson.
Learning Knowledge and  Explain the basic fundamental physical quantities.
Objectives understanding  Differentiate between derived physical quantities and fundamental quantities
(inclusive to reflect Skills -Measure physical quantities: length, volume, mass, time and density and express findings in appropriate units.
needs of whole  Relate Physics with observed phenomena
class)  Predict body floats in water based on its density.
 Convert other metric units to SI units
Attitudes and Values  Appreciate application of physics in everyday life situations.
 Develop responsible behaviour towards environmental problems.
 Apply scientific method with all the rigor, intellectual honesty and critical thinking.
 Comply with laboratory safety rules.
 Behave as responsible citizens that are able to make decisions based on scientific attitudes and findings.
Plan for this Class (location: in / Inside the classroom and in small groups bearing in mind the SENs
outside)

15
Learning Materials (for all Books, chalkboard, rulers, balance, stopwatch
learners)
References Learner's book
Senior one

Timing for Description of teaching and learning activity Generic Competences and
each step Learners sit in their groups and measure length and time cross cutting issues to be
addressed

Teacher activities Learner activities

Introduction Setting classroom rules and Behaviors In groups student sit in their group GC :
min expectations Learners answer these questions asked. 1. Co-operation and
Checking readiness of class materials interpersonal
Check all possible SNE that needed management and life
to take care of. skills
1. How do you understand about As learners interact in
length ,mass and time? their groups when
discussing the answers to
the probing questions.
CCI:

1. Gender Education
during grouping as you
put both a boy and a girl
in pairs.
Developmen  Introduce about the measuring GC :
t of the instruments used in measuring -Have a few group representatives to share what they discussed and what they 1. Communication in
lesson length, mass and time. obtained . official language
min  Move around to see what groups -Learners write summary As learners discuss in
are discussing and encourage where their groups and ad they
necessary. do presentations.
 Move around to help learners to CCI:
measure length, and time. 1. Inclusive learning
 Asking a couple of group As all learners irrespective
representatives to share some of their abilities partic-
thoughts from group discussions as ipate in the class activities
the teacher writes them on and during discussions.
blackboard. 2. Gender education
 assess the groups’ work As both boys and girls
participate equally in all

16
 the activities during the
lesson.

Conclusion Assessing the students understanding Have students answer to the questions by standing up if the statement is true GC :
min in a quick fire questions. and remain seated if it is false. 11. Communication in
1.the unit of length is kilogram. official language as the
2.the unit of time is second, day and Have students write Homework questions learner makes
hour. presentations in English
Take activity language and as the others
listen and ask questions.
Also, as the learners write
summary notes in their
notebooks.
Give home work/ activity in relation CCI:
to next lesson’s title

17
 1.Inclusive learning
As all learners i
participate in the
discussions.
2 Gender education
As both boys and girls
participate in the
discussions.
Lesson
Objective
evaluation
Comments

Lesson Plan6
School: ESEGI Lesson Facilitator: JAMBO JEAN
Term Date Subject Class Unit No Lesson No Duration Class size
1 Physics S1 1 6 of 8 minutes
Type of Special Educational Needs and number of learners (Not yet identified as it’s the first contact)
Topic area: Mechanics
Sub-topic area: Introduction to physics
Unit title Laboratory safety rules and measurements of physical quantities
Key Unit Competence: By the end of this unit the learner should be able to explain the importance of physics, measure physical quantities and
express findings in appropriate units.
Title of the lesson Derived quantities (volume, weight, density, area, and force).
Lesson objective Using examples ,learner is able to identify derived quantities correctly by the end of the lesson.
Learning Knowledge and  Explain the basic fundamental physical quantities.
Objectives understanding  Differentiate between derived physical quantities and fundamental quantities
(inclusive to reflect Skills -Measure physical quantities: length, volume, mass, time and density and express findings in appropriate units.

18
needs of whole  Relate Physics with observed phenomena
class)  Predict body floats in water based on its density.
 Convert other metric units to SI units
Attitudes and Values  Appreciate application of physics in everyday life situations.
 Develop responsible behaviour towards environmental problems.
 Apply scientific method with all the rigor, intellectual honesty and critical thinking.
 Comply with laboratory safety rules.
 Behave as responsible citizens that are able to make decisions based on scientific attitudes and findings.
Plan for this Class (location: in / Inside the classroom and in small groups bearing in mind the SENs
outside)
Learning Materials (for all Books, chalkboard, rulers, balance, stopwatch
learners)
References Learner's book
Senior one

Timing for Description of teaching and learning activity Generic Competences and
each step Learners sit in their groups and identify derived quantities. cross cutting issues to be
addressed

Teacher activities Learner activities

Introduction Setting classroom rules and Behaviors In groups student sit in their group 1. Co-operation and
min expectations Learners answer these questions asked interpersonal
Checking readiness of class materials management and life
Check all possible SNE that needed skills
to take care of. As learners interact in
1.what are the S.I.Unit of length, mass their groups when
and time? discussing the answers to
2. How do you understand about the probing questions.
derived quantities?
CCI:

1. Gender Education
during grouping as you
put both a boy and a girl
in pairs.
Developmen  Lead learners to sit in their groups
t of the  Introduce about the derived -Have a few group representatives to share what they discussed and what they
lesson quantities obtained while solving problem in their groups as the entire group agree or GC :
min  Move around to see what groups ask questions if any 1. Communication in
are discussing and encourage where -Learners write summary official language
necessary. As learners discuss in their

19
  Move around to identify the groups and ad they do
derived quantities presentations.
 Asking a couple of group CCI:
representatives to share some 1. Inclusive learning
As all learners irrespective of
thoughts from group discussions as
their abilities participate in
the teacher writes them on the class activities and
blackboard. during discussions.
 assess the groups’ work 2. Gender education
As both boys and girls
participate equally in all the
activities during the lesson.

Conclusion Assessing the students understanding Have students answer to the questions by standing up if the statement is true GC :

20
 min in a quick fire questions. and remain seated if it is false. 11. Communication in
official language as the
1.velocity is an example of derived Have students write Homework questions learner makes
quantity. presentations in English
2.mass is an example of derived Take activity language and as the others
quantity. listen and ask questions.
Also, as the learners write
summary notes in their
notebooks.
CCI:
Give home work/ activity in relation
to next lesson’s title 1.Inclusive learning
As all learners i participate
in the discussions.
2 Gender education as both
boys and girls participate in
the discussions.

Lesson
Objective
evaluation
Comments

Lesson Plan7
School: ESEGI Lesson Facilitator: JAMBO JEAN
Term Date Subject Class Unit No Lesson No Duration Class size
1 Physics S1 1 7 of 8 minutes
Type of Special Educational Needs and number of learners (Not yet identified as it’s the first contact)
Topic area: Mechanics
Sub-topic area: Introduction to physics
Unit title Laboratory safety rules and measurements of physical quantities
Key Unit Competence: By the end of this unit the learner should be able to explain the importance of physics, measure physical quantities and
express findings in appropriate units.

21
Title of the lesson Experiments on density
Lesson objective Using given materials ,learner should be able to measure the density of bodies correctly by the end of the lesson.
Learning Knowledge and  Explain the basic fundamental physical quantities.
Objectives understanding  Differentiate between derived physical quantities and fundamental quantities
(inclusive to reflect Skills -Measure physical quantities: length, volume, mass, time and density and express findings in appropriate units.
needs of whole  Relate Physics with observed phenomena
class)  Predict body floats in water based on its density.
 Convert other metric units to SI units
Attitudes and Values  Appreciate application of physics in everyday life situations.
 Develop responsible behaviour towards environmental problems.
 Apply scientific method with all the rigor, intellectual honesty and critical thinking.
 Comply with laboratory safety rules.
 Behave as responsible citizens that are able to make decisions based on scientific attitudes and findings.
Plan for this Class (location: in / Inside the classroom and in small groups bearing in mind the SENs
outside)
Learning Materials (for all Books, chalkboard, rulers, balance, stopwatch
learners)
References Learner's book
Senior one

Timing for Description of teaching and learning activity Generic Competences and
each step Learners sit in their groups and measure the density of bodies. cross cutting issues to be
addressed

Teacher activities Learner activities

Introduction Setting classroom rules and Behaviors In groups student sit in their group GC :
min expectations Learners answer these questions asked 1. Co-operation and
Checking readiness of class materials interpersonal
Check all possible SNE that needed management and life
to take care of. skills
1.identify examples of derived As learners interact in
quantities their groups when
2.demonstrate the velocity discussing the answers to
the probing questions.
CCI:

1. Gender Education
during grouping as you
put both a boy and a girl

22
 in pairs.
Developmen  Lead learners to sit in their groups
t of the  Introduce about the density of -Have a few group representatives to share what they discussed and what they
lesson bodies obtained while solving problem in their groups as the entire group agree or GC :
min  Move around to see what groups ask questions if any 1. Communication in
are discussing and encourage where -Learners write summary official language
necessary. As learners discuss in their
 Move around to help learners to groups and ad they do
presentations.
measure the density of bodies
CCI:
 Asking a couple of group 1. Inclusive learning
representatives to share some As all learners irrespective of
thoughts from group discussions as their abilities participate in
the teacher writes them on the class activities and
blackboard. during discussions.
 assess the groups’ work 2. Gender education
As both boys and girls
participate equally in all the
activities during the lesson.

Conclusion Assessing the students understanding Have students answer to the questions by standing up if the statement is true GC :
min in a quick fire questions. and remain seated if it is false. 11. Communication in
official language as the
1.density is mass over volume Have students write Homework questions learner makes
2.the unit of density is m3/kg presentations in English
Take activity language and as the others
listen and ask questions.
Also, as the learners write
summary notes in their
Give home work/ activity in relation notebooks.
to next lesson’s title

23
 CCI:

1.Inclusive learning
As all learners i participate
in the discussions.
2 Gender education as both
boys and girls participate in
the discussions.
Lesson
Objective
evaluation
Comments

Lesson Plan8
School: ESEGI Lesson Facilitator: JAMBO JEAN
Term Date Subject Class Unit No Lesson No Duration Class size
1 Physics S1 1 8 of 8 minutes
Type of Special Educational Needs and number of learners (Not yet identified as it’s the first contact)
Topic area: Mechanics
Sub-topic area: Introduction to physics
Unit title Laboratory safety rules and measurements of physical quantities
Key Unit Competence: By the end of this unit the learner should be able to explain the importance of physics, measure physical quantities and
express findings in appropriate units.
Title of the lesson Solve numerical problems on density.
Lesson objective Using examples , learners should be able to solve numerical problems on density correctly by the end of the lesson.
Learning Knowledge and  Explain the basic fundamental physical quantities.
Objectives understanding  Differentiate between derived physical quantities and fundamental quantities
(inclusive to reflect Skills -Measure physical quantities: length, volume, mass, time and density and express findings in appropriate units.
needs of whole  Relate Physics with observed phenomena
class)  Predict body floats in water based on its density.
 Convert other metric units to SI units
Attitudes and Values  Appreciate application of physics in everyday life situations.
 Develop responsible behaviour towards environmental problems.
 Apply scientific method with all the rigor, intellectual honesty and critical thinking.

24
  Comply with laboratory safety rules.
 Behave as responsible citizens that are able to make decisions based on scientific attitudes and findings.
Plan for this Class (location: in / Inside the classroom and in small groups bearing in mind the SENs
outside)
Learning Materials (for all Books, chalkboard, rulers, balance, beaker
learners)
References Learner's book
Senior one

Timing for Description of teaching and learning activity Generic Competences and
each step Learners sit in their groups and solve numerical problems on density. cross cutting issues to be
addressed

Teacher activities Learner activities

Introduction Setting classroom rules and Behaviors In groups student sit in their group GC :
min expectations Learners answer these questions asked 1. Co-operation and
Checking readiness of class materials interpersonal
Check all possible SNE that needed management and life
to take care of. skills
1.define density As learners interact in
2.demonstrate the formula of density their groups when
discussing the answers to
the probing questions.
CCI:

1. Gender Education
during grouping as you
put both a boy and a girl
in pairs.
Developmen  Lead learners to sit in their groups GC :
t of the  Introduce about formula density -Have a few group representatives to share what they discussed and what they 1. Communication in
lesson  Move around to see what groups obtained while solving problem in their groups as the entire group agree or official language
min are discussing and encourage where ask questions if any As learners discuss in their
necessary. -Learners write summary groups and ad they do
presentations.
 Move around to help learners to
CCI:
solve numerical problems on density.
1. Inclusive learning
 Asking a couple of group As all learners irrespective of
representatives to share some their abilities participate in
thoughts from group discussions as the class activities and
the teacher writes them on during discussions.

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 blackboard. 2. Gender education
 assess the groups’ work As both boys and girls
participate equally in all the
activities during the lesson.

Conclusion Assessing the students understanding Have students answer to the questions by standing up if the statement is true GC :
min in a quick fire questions. and remain seated if it is false. 11. Communication in
official language as the
1.formula of density is volume over Have students write Homework questions learner makes
mass presentations in English
2. formula of density is mass over Take activity language and as the others
volume listen and ask questions.
Also, as the learners write
summary notes in their

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 notebooks.
CCI:
Give home work/ activity in relation
to next lesson’s title 1.Inclusive learning
As all learners i participate
in the discussions.
2 Gender education as both
boys and girls participate in
the discussions.
Lesson
Objective
evaluation
Comments

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