Lesson Plan For SS1 Physics 3RD Term

LESSON PLAN FOR SS1 PHYSICS 3RD TERM
SCHEME OF WORK FOR SS1 THIRD TERM PHYSICS
Weeks 1-4: Electricity
 Electric current: Definition, units (ampere)
 Potential difference (voltage): Definition, units (volt), relationship with current
 Electromotive force (EMF): Introduction, batteries as source of EMF
 Resistance: Definition, units (ohm), factors affecting resistance
 Ohm's Law: Relationship between current, voltage, and resistance, simple calculations
 Resistors and Cells: Series and parallel connections, calculations of total resistance
 Electrical Energy and Power: Units (joule, watt-hour), cost calculations
Weeks 5-6: Properties of Matter
 Particle nature of matter: Introduction to atoms, states of matter (solid, liquid, gas)
 Diffusion: Definition, examples (gases, liquids)
 Osmosis: Definition, biological applications
Weeks 7-8: Structure of Matter
 Crystal Structure: Crystalline and amorphous solids, distinguishing features
Weeks 9-10: Mechanics
 Surface Tension: Definition, effects (capillary action), applications, calculations
 Elasticity: Introduction, Hooke's Law, stress, strain, Young's Modulus
 Energy in Elastic Materials: Storing energy in springs
Weeks 11-12: Revision and Exams
 Dedicate these weeks to revising the entire term's topics.
 Conduct mock exams or practice past exam questions.

Additional points:
 This is a suggested framework, you can adjust the pace and topics based on your class needs.
 Include demonstrations, experiments, and real-world examples to enhance understanding.
 Assign homework and projects to solidify concepts.
SCHOOL: UNIQUE INTERNATIONAL SCHOOL
SUBJECT: PHYSICS
DATE: APRIL 22TH, 2024
TIME: 10:00 AM - 10:40 AM
PERIOD: 3RD AGE: 13-15 YEARS
DURATION: 40 MINUTES
TOPIC: INTRODUCTION TO ELECTRIC CURRENT
Behavioral Objectives:
 By the end of the lesson, students will be able to define electric current.
 Students will be able to identify the unit used to measure electric current (ampere).
Lesson Presentation:
Step 1: Entry Behavior (5 minutes)
1. Activity: The teacher begins by asking a question: "Identify one common problem in our society today that affects
our daily lives." (This could be anything from lack of proper lighting to malfunctioning appliances).
2. Expected Response: Students should brainstorm answers related to electricity.
3. Connection: This activity helps gauge students' prior knowledge about electricity and sets the stage for the
introduction of electric current.
Step 2: Introduction (5 minutes)
1. Teacher Activity: The teacher introduces the concept of electric current.
2. Explanation: Electric current refers to the flow of electric charges (typically electrons) through a conductor.
3. Analogy (Optional): Briefly explain an analogy (e.g., water flowing through a pipe) to represent electric current,
ensuring students understand it's just a simplified comparison.

Step 3: Exploration (15 minutes)
1. Activity: The teacher distributes pre-selected pictures or diagrams showcasing various applications of electric
current (e.g., light bulb, battery, circuit).
2. Group Discussion: Students discuss the pictures in small groups, identifying how electric current is involved in
each scenario.
3. Sharing & Clarification: Students share their observations with the class. The teacher clarifies any misconceptions
and reinforces the concept of electric current.
Step 4: Discussion (10 minutes)
1. Teacher-Led Discussion: The teacher leads a class discussion on the following points:
o What constitutes a flow of electric charge?
o What particles carry the electric current in most conductors?
o Why is electric current important in our daily lives?
2. Student Participation: Encourage students to ask questions and contribute to the discussion.
Step 5: Evaluation (5 minutes)
1. Assessment: The teacher presents short, simple questions (written or oral) to assess student understanding of
electric current and its unit.
o Example Questions:
 Define electric current in your own words.
 What is the unit used to measure electric current?
Step 6: Summary/Conclusion (2 minutes)
1. Recap: Briefly summarize the key points covered in the lesson: definition of electric current and its unit (ampere).
Step 7: Assignment/Homework (3 minutes)
1. Task: Assign homework that reinforces the concept of electric current. Examples include:
o Short research project on the history of electricity and its applications.
o Creating a simple diagram illustrating the flow of electric current in a circuit.
Resources:
 Recommended textbooks (as listed in the scheme of work)

 Pictures/diagrams of applications of electric current (prepared beforehand)
Notes:
 Consider incorporating real-life examples and demonstrations (if possible) to enhance student engagement. This
lesson plan provides a structured framework for introducing electric current to SS1 students. It emphasizes active
learning through discussions, group work, and assessments.
LESSON PLAN FOR SS1 PHYSICS (3RD TERM)
SUBJECT: PHYSICS
DATE: APRIL 29TH, 2024
TIME: 10:00 AM - 10:40 AM
TOPIC: POTENTIAL DIFFERENCE (VOLTAGE)
 By the end of the lesson, students will be able to define potential difference (voltage).
 Students will be able to identify the unit used to measure voltage (volt).
 Students will be able to explain the relationship between potential difference and electric current (basic
understanding).
Step 1: Entry Behavior (Review - 5 minutes)
1. Review: Briefly remind students about the concept of electric current introduced in the previous lesson.
2. Connection: Ask a question that connects to voltage: "Imagine a water pump pushing water through a pipe. What
factor determines the flow rate (current) of the water?" (This relates to the pressure difference between the pump and
the end of the pipe).

1. Teacher Activity: Introduce the concept of potential difference (voltage).
2. Explanation: Explain that voltage is the "electrical pressure" that causes electric current to flow in a conductor. It's
analogous to the pressure difference that drives water flow in the previous example.
3. Unit: Introduce the unit of voltage - the volt (V).
1. Activity: The teacher distributes pre-selected pictures or diagrams showcasing scenarios with varying voltage levels
(e.g., low voltage battery vs. high voltage power line).
2. Group Discussion: Students discuss the pictures in small groups, relating the concept of voltage to the different
scenarios and its potential effect on current flow.
and reinforces the relationship between voltage and current.
1. Teacher-Led Discussion: The teacher leads a class discussion on the following points:
o How does voltage relate to the flow of electric current (analogy can be revisited)?
o What happens to current flow if the voltage is increased? Decreased?
o Provide real-life examples of applications with varying voltage levels (e.g., flashlight vs. household appliances).
1. Assessment: Present short, simple questions (written or oral) to assess student understanding of voltage and its
relationship with current.
 Define potential difference (voltage) in your own words.
 What is the unit used to measure voltage?
 How does voltage affect the flow of electric current?

1. Recap: Briefly summarize the key points covered in the lesson: definition of potential difference (voltage), its unit
(volt), and its basic relationship with electric current.
1. Task: Assign homework that reinforces the concept of voltage. Examples include:
o Short research project on different voltage levels used in everyday appliances.
o Creating a simple diagram illustrating the relationship between voltage and current flow in a circuit (optional:
include a variable resistor).
Resources:
 Pictures/diagrams of scenarios with varying voltage levels (prepared beforehand)
Notes:
 Consider incorporating demonstrations using simple circuits (if possible) to illustrate voltage and current. This
lesson plan provides a foundation for understanding potential difference (voltage) and its connection to electric
current. It encourages active learning through discussions, group work, and assessments.
SUBJECT: PHYSICS
DATE: JUNE 6 TH, 2024
TIME: 10:00 AM - 10:40 AM
TOPIC: ELECTROMOTIVE FORCE (EMF) & RESISTANCE
 By the end of the lesson, students will be able to define electromotive force (EMF).
 Students will be able to identify batteries as a source of EMF.

 Students will be able to define resistance.
 Students will be able to identify the unit used to measure resistance (ohm).
 Students will be able to explain basic factors affecting resistance.
1. Review: Briefly review the concepts of electric current and potential difference (voltage) covered in previous
lessons.
1. Electromotive Force (EMF):
o Introduce the concept of EMF. Explain it as the non-electrical energy source that creates a potential difference
(voltage) and causes electric current to flow in a closed circuit.
o Use an analogy (e.g., a water pump creating pressure difference to drive water flow).
2. Batteries as EMF Source:
o Explain that batteries are a common source of EMF. They convert chemical energy stored within them into electrical
energy.
3. Resistance:
o Introduce the concept of resistance. Explain it as the opposition to the flow of electric current in a conductor.
o Analogy (optional): Compare resistance to friction experienced by objects moving through a medium (air or water).
4. Unit of Resistance:
o Introduce the unit of resistance - the ohm (Ω).
1. Activity: The teacher distributes pre-selected pictures or diagrams showcasing:
o Different types of batteries.
o Circuits with varying resistances (e.g., incandescent bulb vs. resistor).
2. Group Discussion: Students discuss the pictures in small groups, relating EMF to batteries and resistance to the
flow of current in the circuits.

and reinforces the concepts.
1. Teacher-Led Discussion: Facilitate a class discussion on the following points:
o How does a battery create EMF?
o What is the relationship between EMF and current flow?
o How does resistance affect current flow in a circuit (provide real-life examples)?
o What are some factors that can influence the resistance of a conductor (e.g., material, length, thickness,
temperature)?
1. Assessment: Present short, simple questions (written or oral) to assess student understanding.
 Define electromotive force (EMF).
 What is the unit used to measure resistance?
 How does resistance affect the current flow in a circuit?
 Give an example of a factor that can influence the resistance of a wire.
1. Recap: Briefly summarize the key points covered:
o Definition and source of EMF (batteries).
o Definition and unit of resistance.
o Basic understanding of factors affecting resistance.
1. Task: Assign homework that reinforces the concepts. Examples include:
o Research project on different types of batteries and their applications.
o Creating a simple diagram illustrating the relationship between EMF, resistance, and current flow in a circuit.
Resources:
 Pictures/diagrams of batteries and circuits with varying resistances (prepared beforehand)
Notes:
 Consider incorporating demonstrations using simple circuits and batteries (if possible) to illustrate EMF and
resistance. This lesson plan provides an introduction to EMF and resistance, building upon the foundation of electric
current and voltage. It encourages active learning through discussions, group work, and assessments.
SUBJECT: PHYSICS
DATE: JUNE 13TH, 2024
TIME: 10:00 AM - 10:40 AM
TOPIC: OHM'S LAW
BEHAVIORAL OBJECTIVES:
 BY THE END OF THE LESSON, STUDENTS WILL BE ABLE to explain the relationship between current,
voltage, and resistance as described by Ohm's Law.
 Students will be able to perform simple calculations using Ohm's Law formula (I = V/R).
1. Review: Briefly review the concepts of electric current, voltage (potential difference), and resistance covered in
previous lessons.
1. Introduce Ohm's Law:

o Explain Ohm's Law as a fundamental relationship between current, voltage, and resistance in a conductor.
o Briefly mention Georg Ohm, the scientist who discovered this law.
2. Formula and Explanation:
o Introduce the formula for Ohm's Law: I = V/R (Current = Voltage / Resistance).
o Explain each variable in the formula (I, V, R) and their units (ampere, volt, ohm).
1. Activity: The teacher distributes pre-selected pictures or diagrams showcasing circuits with varying:
o Voltage sources (batteries with different voltages).
o Resistors (components with different resistances).
o Ammeters (instruments to measure current).
2. Group Discussion: Students discuss the pictures in small groups, relating the changes in voltage and resistance to
the expected current flow based on Ohm's Law.
and emphasizes the use of the formula.
o What does Ohm's Law tell us about the relationship between current, voltage, and resistance?
o How can we use the formula to calculate current if voltage and resistance are known (provide examples)?
o What happens to the current if the voltage is doubled while the resistance remains constant (refer to the formula)?
o What happens to the current if the resistance is doubled while the voltage remains constant?
1. Assessment: Present short, problem-solving questions (written or oral) to assess student understanding of Ohm's
Law.
 A circuit has a battery with 6 volts and a resistor with 12 ohms. What is the current flowing through the circuit (use
the formula)?
 If the voltage in the above circuit is increased to 12 volts while the resistance remains the same, what happens to the
current?
o Ohm's Law relates current, voltage, and resistance in a conductor.
o The formula (I = V/R) can be used to calculate current if voltage and resistance are known.
1. Task: Assign homework that reinforces Ohm's Law. Examples include:
o Practice problems using the Ohm's Law formula for various scenarios.
o Creating a simple circuit diagram with labeled voltage source, resistor, and ammeter, and calculating the current
flow.
Resources:
 Pictures/diagrams of circuits with varying voltages, resistances, and ammeters (prepared beforehand)
SUBJECT: PHYSICS
TIME: 10:00 AM - 10:40 AM
PERIOD: 3RD
AGE: 13-15 YEARS
TOPIC: RESISTORS AND CELLS (BATTERIES): CONNECTIONS & CALCULATIONS

 By the end of the lesson, students will be able to differentiate between series and parallel connections of resistors.
 Students will be able to calculate the total resistance in a series circuit.
 Students will be able to identify the unit of electrical energy (joule).
 Students will be able to define electrical power and its unit (watt).
 Students will be able to perform basic calculations involving electrical power and energy consumption.
1. Review: Briefly review the concepts of resistors, voltage, current, and Ohm's Law covered in previous lessons.
A. Resistors and Cells (Batteries) Connections:
1. Series & Parallel Connections:
o Introduce the concept of connecting resistors in series and parallel.
o Use diagrams to illustrate series and parallel connections.
o Briefly explain the key differences:
 Series: Current remains constant, total resistance increases.
 Parallel: Voltage remains constant, total resistance decreases (usually less than any individual resistor).
B. Calculations of Total Resistance:
1. Series Connection:
o Introduce the formula for total resistance in a series circuit: R_total = R1 + R2 + R3 + ... (sum of individual
resistances).
o Explain the concept using the analogy of water flowing through pipes in series (higher overall resistance).
1. Activity: The teacher distributes pre-selected pictures or diagrams showcasing circuits with:
o Resistors connected in series and parallel.
o Ammeters and voltmeters (instruments to measure current and voltage).

2. Group Discussion: Students discuss the pictures in small groups, predicting how the total resistance and current
flow would differ between series and parallel connections.
and emphasizes the concepts of series and parallel connections using diagrams and the formula for series resistance.
o How does the total resistance change in series and parallel connections of resistors (refer to diagrams)?
o How can we calculate the total resistance in a series circuit (use the formula)?
o Provide real-life examples of series and parallel connections (e.g., Christmas lights).
Step 5: Electrical Energy and Power (5 minutes)
1. Electrical Energy:
o Briefly introduce the concept of electrical energy as the energy transferred by electric current over time.
o Introduce the unit of electrical energy - the Joule (J).
2. Electrical Power:
o Define electrical power as the rate of electrical energy consumption (energy used per unit time).
o Introduce the unit of electrical power - the Watt (W).
Step 6: Calculations (5 minutes)
1. Scenario-Based Problems: Present simple word problems that involve:
o Calculating electrical power consumption of an appliance given its power rating (Watts) and time of operation
(hours).
o Estimating electrical energy cost based on power consumption and electricity unit price.
o Series and parallel connections of resistors.
o Formula for total resistance in a series circuit.
o Electrical energy (Joule) and electrical power (Watt) and their units.

o Practice problems on calculating total resistance in series circuits.
o Research project on different household appliances, their power ratings, and estimated energy consumption.
Resources:
 Pictures/diagrams of circuits with series and parallel connections of resistors (prepared beforehand)
 Sample word problems for electrical power and energy calculations
Notes:
 Consider incorporating demonstrations using simple circuits, resistors, ammeters, and voltmeters (if possible)
LESSON PLAN FOR SSS1 PHYSICS (3RD TERM)
SUBJECT: PHYSICS
TIME: 10:00 AM - 10:40 AM
PERIOD: 3RD
AGE: 13-15 YEARS
TOPIC: PROPERTIES OF MATTER
 By the end of the lesson, students will be able to explain the basic idea that all matter is made up of tiny particles
called atoms.
 Students will be able to differentiate between the three main states of matter: solid, liquid, and gas.
 Students will be able to define diffusion and provide examples of its occurrence in gases and liquids.
 Students will be able to define osmosis and explain its importance in biological applications.
1. Review: Briefly discuss everyday objects and ask students to categorize them based on observable properties (solid,
liquid, gas).
A. Particle Nature of Matter:
1. Atoms: Introduce the concept that all matter is composed of incredibly tiny particles called atoms.
2. States of Matter: Explain that the arrangement and motion of these atoms determine the physical state of matter
(solid, liquid, gas).
o Solid: Atoms are tightly packed and vibrate in fixed positions.
o Liquid: Atoms are closer together than in gases but can move more freely around each other.
o Gas: Atoms are far apart and move freely in all directions.
1. Activity: The teacher distributes pictures or diagrams showcasing:
o Different examples of solids, liquids, and gases.
o Models or animations depicting the arrangement of atoms in each state.
2. Group Discussion: Students discuss the pictures in small groups, relating the arrangement of particles to the
properties of each state of matter.
o What is the basic unit of matter? (Atoms)
o How does the arrangement of atoms differ among solids, liquids, and gases?
o How does the arrangement of atoms relate to the physical properties of each state (e.g., rigidity, fluidity)?
Step 5: Diffusion (5 minutes)
1. Definition: Define diffusion as the movement of particles (gas or liquid) from an area of high concentration to an
area of low concentration until a uniform distribution is achieved.
2. Examples: Provide examples of diffusion in everyday life:
o Smelling perfume - perfume molecules diffuse in the air.

o Food coloring in water - color molecules spread throughout the water.
Step 6: Osmosis (5 minutes)
1. Definition: Define osmosis as the spontaneous movement of solvent (usually water) molecules through a
semipermeable membrane from a region of low solute concentration (high water concentration) to a region of high
solute concentration (low water concentration) until equilibrium is reached.
2. Biological Applications: Briefly explain the importance of osmosis in biological systems:
o Plant cells - Regulating water balance.
o Animal cells - Maintaining fluid balance within and outside cells.
o Matter is made up of atoms.
o The arrangement of atoms determines the state of matter (solid, liquid, gas).
o Diffusion - movement of particles for uniform distribution.
o Osmosis - movement of solvent through a semipermeable membrane.
o Creating a model or drawing to illustrate the arrangement of atoms in solids, liquids, and gases.
o Researching and reporting on an example of diffusion or osmosis in everyday life or biological systems.
Resources:
 Pictures/diagrams of different states of matter and atomic arrangements (prepared beforehand)
Notes:
 Feel free to adjust the time allocation for each step based on your teaching style and student needs.
 Consider incorporating demonstrations using simple models (e.g., ball-and-stick models) to represent atoms and
their arrangements.
SUBJECT: PHYSICS
DATE: JULY 3TH, 2020
TIME: 10:00 AM - 10:40 AM
TOPIC: STRUCTURE OF MATTER
 By the end of the lesson, students will be able to differentiate between crystalline and amorphous solids based on
their atomic arrangement.
 Students will be able to define osmosis and explain its biological applications.
1. Review: Briefly revise the concept of atoms from the previous lesson. Ask students to recall the basic properties of
solids, liquids, and gases.
A. Crystal Structure:
1. Crystalline Solids:
o Introduce the concept of crystalline solids. Explain that atoms in crystalline solids are arranged in a highly ordered,
repeating pattern.
o Use diagrams or models (e.g., salt crystals) to illustrate the ordered structure.
2. Amorphous Solids:
o Define amorphous solids as solids lacking a regular atomic arrangement.
o Provide examples of amorphous solids (e.g., glass, plastic).

3. Distinguishing Features:
o Compare and contrast crystalline and amorphous solids based on their atomic structure, properties (e.g., definite
melting point vs. gradual softening), and macroscopic appearance.
1. Activity: The teacher distributes pictures or models showcasing:
o Examples of crystalline solids (e.g., diamond, quartz).
o Examples of amorphous solids (e.g., glass, plastic).
2. Group Discussion: Students discuss the pictures/models in small groups, identifying features that might indicate a
crystalline or amorphous structure.
o What is the key difference between crystalline and amorphous solids in terms of atomic arrangement?
o How does the atomic arrangement affect the properties of crystalline and amorphous solids (e.g., melting point)?
o Provide real-life examples of crystalline and amorphous solids and their applications.
Step 5: Osmosis (5 minutes)
1. Recap (Optional): Briefly revisit the definition of osmosis from the previous lesson (if covered).
2. Biological Applications (Focus):
o Emphasize the importance of osmosis in biological systems.
o Explain how osmosis helps regulate water balance within and outside cells.
o Provide specific examples:
 Plant cells: Movement of water in and out of the cell depending on the surrounding solution.
 Animal cells: Maintaining fluid balance between blood plasma and cells.
o Crystalline solids have ordered atomic structure, while amorphous solids lack order.
o Osmosis is crucial for water balance in biological systems.

o Classify different materials as crystalline or amorphous based on their properties.
o Research an everyday application of osmosis in biology or technology (e.g., desalination).
Resources:
 Pictures/diagrams or models of crystalline and amorphous solids (prepared beforehand)
Notes:
 Feel free to adjust the time allocation for each step based on your teaching style and student needs.
 Consider incorporating demonstrations using simple models to represent crystalline and amorphous structures.
SUBJECT: PHYSICS
DATE: JULY 17TH, 2020
TIME: 10:00 AM - 10:40 AM
PERIOD: 3RD
AGE: 13-15 YEARS
TOPIC: MECHANICS - SURFACE TENSION AND ELASTICITY
 By the end of the lesson, students will be able to define surface tension and explain its effects, including capillary
action.
 Students will be able to identify applications of surface tension in everyday life.
 Students will be able to introduce the concept of elasticity and its relation to stress and strain.
 Students will be able to explain Hooke's Law and the concept of Young's Modulus.
 Students will be able to understand the concept of storing energy in elastic materials like springs.
1. Review: Briefly discuss everyday objects and ask students to describe their physical properties. Ask if there are any
properties related to how the object responds to being stretched or deformed (elasticity).
A. Surface Tension:
1. Definition: Introduce surface tension as the property of a liquid that causes its surface to behave like a stretched
elastic sheet.
2. Effects: Explain how surface tension creates:
o Capillary action - liquids rise in narrow tubes (e.g., water in a straw).
o Formation of nearly spherical droplets (e.g., raindrops).
3. Applications: Briefly discuss applications of surface tension:
o Spreading of liquids on surfaces (e.g., oil on water).
o Insect movement on water (water strider).
1. Activity: The teacher distributes pictures or demonstrations showcasing:
o Capillary action in a thin tube.
o Water droplets forming a spherical shape.
o Everyday applications of surface tension (e.g., oil on water).
2. Group Discussion: Students discuss the pictures/demonstrations in small groups, relating the observations to
surface tension and its effects.
o What is surface tension and how does it affect the behavior of liquids?
o Explain capillary action and how it occurs.
o Provide real-life examples of the applications of surface tension.
B. Elasticity (10 minutes)

1. Introduction: Briefly introduce elasticity as the property of a material to deform under stress (force) and return to
its original shape when the stress is removed.
2. Stress and Strain:
o Define stress as the force applied per unit area.
o Define strain as the deformation of an object relative to its original size.
3. Hooke's Law: Introduce Hooke's Law as a relationship between stress and strain for elastic materials within their
elastic limit. Explain that the amount of deformation is proportional to the applied force (within limits).
4. Young's Modulus: Briefly mention Young's Modulus as a measure of an object's stiffness (resistance to
deformation).
5. Energy in Elastic Materials: Briefly discuss how elastic materials like springs can store energy when compressed
or stretched.
o Surface tension and its effects (capillary action, applications).
o Elasticity, stress, strain, Hooke's Law (qualitative understanding).
o Storing energy in elastic materials.
o Researching and reporting on an everyday application of surface tension.
o Answering questions about stress, strain, and Hooke's Law in simple scenarios.
o Identifying elastic materials in everyday objects and explaining their function.
Resources:
 Pictures/demonstrations of surface tension and capillary action (prepared beforehand)
Notes:
 Consider incorporating simple experiments or demonstrations to illustrate surface tension and elasticity.

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LESSON PLAN FOR SS1 PHYSICS 3RD TERM

SCHEME OF WORK FOR SS1 THIRD TERM PHYSICS

Weeks 1-4: Electricity

 Electric current: Definition, units (ampere)

 Potential difference (voltage): Definition, units (volt), relationship with current

 Electromotive force (EMF): Introduction, batteries as source of EMF

 Resistance: Definition, units (ohm), factors affecting resistance

 Electrical Energy and Power: Units (joule, watt-hour), cost calculations

Weeks 5-6: Properties of Matter

 Diffusion: Definition, examples (gases, liquids)

 Osmosis: Definition, biological applications

Weeks 7-8: Structure of Matter

 Crystal Structure: Crystalline and amorphous solids, distinguishing features

Weeks 9-10: Mechanics

 Surface Tension: Definition, effects (capillary action), applications, calculations

 Elasticity: Introduction, Hooke's Law, stress, strain, Young's Modulus

 Energy in Elastic Materials: Storing energy in springs

Weeks 11-12: Revision and Exams

 Dedicate these weeks to revising the entire term's topics.

 Conduct mock exams or practice past exam questions.

 Include demonstrations, experiments, and real-world examples to enhance understanding.

 Assign homework and projects to solidify concepts.

SCHOOL: UNIQUE INTERNATIONAL SCHOOL

DATE: APRIL 22TH, 2024

TIME: 10:00 AM - 10:40 AM

PERIOD: 3RD AGE: 13-15 YEARS

TOPIC: INTRODUCTION TO ELECTRIC CURRENT

Step 1: Entry Behavior (5 minutes)

2. Expected Response: Students should brainstorm answers related to electricity.

introduction of electric current.

Step 2: Introduction (5 minutes)

1. Teacher Activity: The teacher introduces the concept of electric current.

ensuring students understand it's just a simplified comparison.

current (e.g., light bulb, battery, circuit).

and reinforces the concept of electric current.

Step 4: Discussion (10 minutes)

o What constitutes a flow of electric charge?

o What particles carry the electric current in most conductors?

o Why is electric current important in our daily lives?

Step 5: Evaluation (5 minutes)

electric current and its unit.

 Define electric current in your own words.

 What is the unit used to measure electric current?

Step 6: Summary/Conclusion (2 minutes)

Step 7: Assignment/Homework (3 minutes)

o Short research project on the history of electricity and its applications.

o Creating a simple diagram illustrating the flow of electric current in a circuit.

 Recommended textbooks (as listed in the scheme of work)

learning through discussions, group work, and assessments.