Week 1: Lesson plan 15 to 19 September
Teacher’s name Class: 9
Nashwa Adel
Subject: Science Date 16,Sep,2024
Learning objectives (from the Cambridge Specification 0972):
define and distinguish between distance, displacement, speed, and velocity
Interpret position-time graphs to describe motion
Calculate average speed and velocity using given data
Session 1 Learning intension: success criteria:
Students actively participate and
Correcting the quiz with share their statements.
the class Students engage in discussion and
Explain the difference correctly identify at least one lie.
between distance and
displacement
Describe the motion of an
object using position-time
graphs
calculate average speed
and velocity from given
information
1 Resources:
Whiteboard and markers
Graph paper and rulers
Scientific calculators
Toy cars or motion sensors (if available)
Prepared worksheets with graphs and problems
Digital simulation software.
Cambridge IGCSE Physics textbook
2 Language support including Key words:
Distance, displacement, speed, velocity, scalar, vector
3 Introducing the lesson and lead in
Begin with a simple demonstration: Walk across the room in a straight line, then return to your
starting point via a different route. Ask students to describe your motion and introduce the
concepts of distance and displacement.
4 Procedure:
1. Define and explain distance, displacement, speed, and velocity.
2. Demonstrate the difference between scalar and vector quantities.
3. Introduce position-time graphs:
Explain axes and units
Show how to interpret the graph (stationary, constant speed, changing speed)
4. Guided practice: Students work in pairs to interpret simple position-time graphs.
5. Teach how to calculate average speed and velocity from given data.
6. Independent practice: Students solve problems involving distance, displacement, speed, and
velocity calculations.
4 Assessment:
Solve exam style question
5 Plenary and reflection:
Graph Storytelling": Display a position-time graph. Students write a short story describing the
motion represented by the graph. Share and discuss a few examples..
Reflection:
Ask students to write down:
1. One new thing they learned about motion
2. One question they still have about distance, displacement, speed, or velocity
6 Homework: Exam style questions
Teacher’s name Class: 9
Nashwa Adel
Subject: Science Date 17,18 September 2024
Learning objectives (from the Cambridge Specification 0972):
explain what acceleration means in terms of motion.
Describe the motion of an object using velocity-time graphs
Determine acceleration from velocity-time graphs.
Session 2,3 Learning intension: success criteria:
explain how students actively participate and
displacement, velocity, share their statements.
and acceleration are Students engage in discussion and
related correctly identify at least one lie.
I can solve multi-step
problems involving
motion graphs and
calculations
I can apply my
understanding of motion
to real-life situations
1 Resources:
Whiteboard and markers
Graph paper and rulers
Scientific calculators
Toy cars or motion sensors (if available)
Prepared worksheets with graphs and problems
Digital simulation software.
Cambridge IGCSE Physics textbook
2 Language support including Key words:
Acceleration, deceleration, velocity-time graph, gradient, uniform acceleration, non-uniform
acceleration
3 Introducing the lesson and lead in
Start by showing a video of a car accelerating and decelerating. Ask students to describe what's happening to the car's
speed and introduce the concept of acceleration.
4 Procedure:
1. Review velocity concepts from the previous session.
2. Introduce acceleration with real-world examples.
3. Present velocity-time graphs:
Explain axes and units
Show how to interpret the graph (constant velocity, acceleration, deceleration)
4. Demonstrate how to calculate acceleration from the gradient of a velocity-time graph.
5. Guided practice: Students work in small groups to interpret velocity-time graphs and calculate
acceleration.
6. Independent practice: Students solve problems involving acceleration calculations.
5 Assessment:
Solve exam style questions
6 Plenary and reflection:
Acceleration Auction": Provide various velocity-time graphs. Students 'bid' on which graph
shows the greatest acceleration, justifying their answers with calculations
Have students complete a 3-2-1 reflection:
3 things they learned about acceleration
2 things they found interesting
1 thing they're still unsure about
7 Homework: Exam style questions
Teacher’s name Class: 9
Nashwa Adel
Subject: Science Date 19,sep,2024
Learning objectives (from the Cambridge Specification 0972):
Analyze the relationship between displacement, velocity, and acceleration
Solve complex problems involving motion graphs and calculations
Apply motion concepts to real-world scenarios
Session 4 Learning intension: success criteria:
Explain how students actively participate and
displacement, velocity, share their statements.
and acceleration are Students engage in discussion and
related correctly identify at least one lie.
Solve multi-step
problems involving
motion graphs and
calculations
Apply my
understanding of
motion to real-life
situations
1 Resources:
Whiteboard and markers
Graph paper and rulers
Scientific calculators
Toy cars or motion sensors (if available)
Prepared worksheets with graphs and problems
Digital simulation software.
Cambridge IGCSE Physics textbook
2 Language support including Key words:
Acceleration, deceleration, velocity-time graph, gradient, uniform acceleration, non-uniform
acceleration
3 Introducing the lesson and lead in
Open with a brief quiz on concepts from the previous two sessions. Use this to gauge
understanding and introduce the idea of combining these concepts to solve more complex
problems.
4 Procedure:
Review key concepts from previous sessions.
Introduce the relationships between displacement, velocity, and acceleration.
Present and explain the equations of motion.
Demonstrate how to solve multi-step problems involving motion graphs and calculations.
Guided practice: Students work in pairs to solve complex motion problems.
4 Assessment:
Solve exam style questions
5 Plenary and reflection:
Real-World Motion Analysis": Show video clips of different types of motion (e.g., a roller
coaster, a skydiver, a car journey). Students describe the motion using appropriate
terminology and sketch relevant graphs.
6 Homework: Exam style questions
