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Sample Lesson Plan

This lesson plan outlines a structured approach to teaching the atomic theory to students, focusing on historical development and practical activities. It includes specific objectives, teacher and student activities, assessment methods, and materials needed for the lesson. Additionally, it provides support strategies for learners of varying abilities.

Uploaded by

Jemal Mussa
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2 views2 pages

Sample Lesson Plan

This lesson plan outlines a structured approach to teaching the atomic theory to students, focusing on historical development and practical activities. It includes specific objectives, teacher and student activities, assessment methods, and materials needed for the lesson. Additionally, it provides support strategies for learners of varying abilities.

Uploaded by

Jemal Mussa
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

SAMPLE LESSON PLAN

Name of teacher: Name of school:


Subject: Grade and section:
Date of lesson: Unit of lesson:
Sub-unit of lesson: Topic of lesson:
Rationale of the topic:
Pre-requisite knowledge:-

Specific objectives: Students will be able to


 Explain the
 Identify
Stag Tim Content Teacher’s activities Student’s activities Assessment activit
e e s ies
Review of - Brainstorming about “dotti - Students answer the pos - Checking the stabilit
Starter activ

G7 ng down the students’ ans ed questions. y of the learning con


wers by arranging. tents of grade relate
ities

- Giving question: d to this topic.


8min

Historical - Giving a brief explanation


dev. of th of
e atomic - Asking students their;
nature of - Registering their ideas on
substance the chalk board.
25mi s (early a
n ge) - They forward their ideas - Asking which view fr
giving reasons. om the two categori
es is more reasonabl
e and convincing.
- -

Atomic th Giving three examples


eory Ex.1: Sub-dividing piece of br
ead - The students in groups m - Asking whether each
- Making students into five ake the bread into smalle particle of bread has
Main activities

groups. r pieces; the same identity as


- Providing pieces of bread t - They discuss the idea of the bread or not.
o groups of students on a continuity and discretene
white paper on their desk ss of matter in the class;
to subdivide it as small as
possible; -

- .
- Summarizing the lesson b - By reflecting the activitie
Concluding activ

y asking the students to c s, they may reach the co


onclude the findings of the nclusion such as: the acti
activities; vity.
ities

7min
- Telling them that these id
eas are basis of the atomi
c theory that they are goin
g to study in next class.
T&L Materials (include the materials that you will use in your lesson):
- Student’s textbook, syllabus, teacher’s guide;
- Bread, chain of paper clips, sugar, water, beakers/plastic cups, stirrers, and pieces of paper.
Learner support (for slow-learner, fast-leaner, students with disability, etc.):
- Closely supervising performance of students during the lesson and identifying their needs to assist them
in their learning.
- Fast learners are guided to read more on the structure of substances from the library.
- Slow learners, besides supporting them in the class during the discussions, they are given extra time aft
er the class.
Recommendation of the Department Head _________________________ Name________
signature______ Date______
Teachers’ signature______ Date______

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