An Example of a Daily Lesson Plan using the 4-phase Teaching Model/Learning Cycle
Subject: Physics
Class: Form 4A
Date: 7 April 2008
Time: 11.35 am – 12.15 pm (40 minutes)
No. of students: 20 students
Learning Area : Forces and Pressure
Learning Objective: Understanding Pressure in Liquids
Learning Outcomes: At the end of the lesson, a student is able to:
A Master content knowledge
B Master Scientific Skills/TSTS
C Demonstrate Scientific Attitudes and Noble Values
a. Actively participate in carrying out the experiment based on agreed upon procedures as a team.
b. Appreciate the value of time by carrying out the experiment briskly and being on task all the time.
Scientific Concepts:
Pressure in liquids
Materials, equipments and resource materials:
Mineral water bottles – 4 units
Oil – 1 bottle
Tray – 2 units
Plastic bag – 4 units
Notes on PowerPoint slides
Consideration of Safety Precautions:
None
Prior Knowledge:
Students have already learned the operational definition of pressure, P=F/A, and have applied it in solving problems involving pressure exerted by solids on a surface.
Phase | Content | Teaching and Learning Activities | Notes | |
Teacher Activities | Student Activities | |||
Introduction/Eliciting Ideas (5 minutes) | Definition of pressure, P=F/A Direction of pressure in liquids and factors that might affect pressure in liquids Students experience whilst swimming (if any) | Make connection to students’ prior knowledge on pressure by asking questions Elicit students’ ideas about whether there is pressure in liquids, factors that might affect pressure in liquids and how these factors affect the pressure.
| Students respond to teacher’s questions |
Strategy/Technique: Whole class Q&A
|
Structuring/ Restructuring of Ideas (20 minutes) | Pressure in liquids
| Show a plastic bag full of water and ask students to predict which way the water will squirt out when holes are poked.
Ask two central guiding questions: How does pressure in liquid relate to depth?
How does pressure in liquid relate to density?
Ask students for their hypotheses, the design of an experiment to investigate the relationship, and the variables involved.
Debriefing
Guide students to construct the equation P=hρg from the two relationships | Students make prediction, inference, observation and conclusion
Students make hypotheses, give suggestions on the design of an experiment and state all the variables involved.
Then students carry out the activity to answer the central guiding questions.
Students make conclusion and construct P=hρg
| Strategy/Technique: Interactive demonstration by teacher
An inquiry activity in groups.
|
Application of Ideas (10 minutes) | 1. The high position of water tank causes higher water pressure for distribution. 2. Shapes of container do not affect pressure 3. One problem involving the use of P=hρg | Show problems on slides (refer to Appendix 1)
| Students solve problems in groups
Students present their solutions | Strategy/TechniquesGroup discussion followed by group presentation
Resources: PP slides
|
Reflection/ Closure (5 minutes) | Pressure in liquids
b. is directly proportional to depth c. is directly proportional to density d. can be written as P=hρg | Let students conclude by stating the main ideas and relating to students initial ideas Show summary of main ideas on slides Give reading assignment on gas pressure for next lesson Written problem solving using P=hρg in exercise book | Students conclude the lesson by verbally stating the main ideas and relating to their initial ideas | Strategy/Techniques: Whole class Q&A
Resources: PP slides
|