c
 c




   

1. Major elements of KBSM Physiscs Syllibus

O Knowledege (facts, principles)
O Skills
O Scientific attitudes
2. Across curriculum
a. Values
b. Language
c. Environmental education
d. Science and technology
e. Future studies

£

1. Rational for lesson plan

a. Carefully prepared and written lessons plan show your stu dents taht you
are committed professional
b. Written and detailed lesson plans provide an important sense of security ,
which is especially useful to beginning teacher
c. Written lesson plans help u organize materials
d. Helps the other members of the teaching team understand what you are
doing and how you are doing that
e. Provide substitute teachers a guide to follow if you are unable to carry out
the lesson.
2. Aim
a. Determine the scope and sequence of teaching based on the curriculum in
hand
b. Teach with due consideration for differences among students
c. Devise a teaching strategy that ensures efficiency, effectiveness and
minimizes the problem of class control
d. Help the teacher to evaluate himself as well as the students¶ performance
3. Aspects of two level planning

Level Functions Format

Yearly O Specify content for O Analysis of 1 yr
19-23 weeks/41 syllabus
weeks O Weekly table with
O Devise weekly proposals for strategy
timetable fro whole and periods of
semester activity
Daily O Ascertain steps for O Allocation of time
activities according to stages
O Proposed detailed O Preparation of
 usage of teaching materials, facilities
time and evaluation
methods to fulfil
learning outcomes.

4. Annual lesson plan

a. Semester
b. Number of weeks according to the calendar
c. Topics according to syllabus
d. Remarks/notes
5. Daily lesson plan (general format)
a. Set induction
b. Development
c. Closure
6. Good lesson plan criteria
a. Learning outcomes should specify what the pupils will a ctually do. Able to
do that are observable to the teacher
b. Adequate and relevance resources (including time)
c. Effective instructional strategies for the level of intended pupil learning
d. Motivating activities, fair & accurate evaluation
7. Basic elements of lesson plan

Date:

Time:

Class:

Number of pupils:

Subject:

Topic:

Learning outcomes:

Pre-requisite knowledge:

Scientific skills/thinking skills:

Scientific attitudes and values:

Teaching and learning resources:

Steps/ phase/time contents teaching

ü. Writing learning outcomes
a. Learning outcomes are statements that specify what learners will know or
able to do as a result of a learning activities.
b. Outcomes are usually expressed as
i. Knowledge
ii. Skills
iii. Attitudes
c. Learning outcomes help u in many way
i. Make it clear waht students can hope to gain from following a
particular lesson
ii. Help u select the appropriate teaching strategy
iii. Ensure that appropriate assessment strategies are employed.
d. Three Characteristics of LO
i. The specifies action (the behavioural ch ange) by the learners must
be observable.
ii. The specifies action (the behavioural change) by the learners must
be measurable
iii. The learners must do the specified action.
e. LO must gave the major components.
i. An action words that calls upon the learners to demonst rate or
perform something
ii. A learning statement that specifies what the learner is to
demonstrate
iii. A broad statement of criterion for acceptable performance.
f. How to write LO statements
i. Written in clear language
ii. Identify important learning requirements
iii. Be assessable
iv. Written in future tense
g. writing LO statements depends on three domains of learning
i. cognitive domain
ii. affective domain
iii. psychomotor domain
h. Cognitive domain ( development of intellectual )


£  
£ 
£
£| p |

 | 
|

 #&

£ 
 !
£% #'(
£ p | !
   )
""
 $ *#
#
p| ( +|
""$ 
  &##
#*
&+|

#&
! $"
$"
 "#!  
#""
,
  | "
"#
 )
  p%
$ *#
%" |
( +|
+|
!
-
! / #&
 , " &
"" ( 


£,|
 " p  %0(#
"%  ""* (  )
.&# ,| $ *+|
-
 +|

#!
!
* #&

,  "
# "!
£1| , " 
#*"#!
, #(
(!
"| ( +|

 
2+|
#&



!
# 
! ,
&
 % p

1 |  *"#
%0(
"!" (
# %#
""# p("|
(!
&
(!
# #+|
"*# 
 +|
 #&
3
""! 0#
 

£/| ! (-
,2
2 &
3*|
% %0(
 "  )
 $ *+|
+|
(!!
££ %
4""! &!*!
*!*#! #*"#!"  
(5 *
$" +

9. Affective domains (development of attitudes,beliefs and values)

a. In the affective domain, the performance required involves the
demonstration of feelings, attitudes or sensitivities toward the other
people, ideas or things.
10. Psycomotor (coordination of physical movements and performance)
a. The psychomotor domain measures the skills performance of the students.
The performance required will involve the manipulation of objects, tools,
supplies or equipment.
11. Example: The students will be able to measure  !" the volume
à
 


  of an irregular shape  !
12. Exercise:
a. Students will be able !# h


 acting on solids.
b. The students will be able !! h


 with the weight of the
fluid displaced and !# that the buoyant forces is the
  
the
weight of fluid displaced.
c. The students will be able to $!! and # the ‘ 


principle.
d. Students will be able to calculate the weight of the fluid displacement and
to relate with Archimedes principle.
13.