Lesson Planning of Speed
Subject General Science
Students` Learning Outcomes
- Define speed and give its relation with distance.
Information for Teachers
- Speed involves two things: distance covered and the duration of time.
- Distance covered in unit time is called speed.
- A fast speed objects covers a specified distance in less time than a slow speed object.
Material / Resources
Two tennis balls, writing board, chalk / marker, duster, textbook
- Ask the students:
- When you were walking in the street, a cyclist passed by you; who are faster, you or the cyclist?
- Then ask have you ever seen the speedometer of a motor bike or a car?
- Inform them that the speedometers are used to measure the speed.
- Inform the students: When you come to school, you cover some distance between your home and school. Then ask:
- How do you cover this distance? (Expected answer may be as; on foot, on bicycle, car or bus).
- How long does it take you to cover this distance?
- How can you cover this distance faster? (Expected answer may be as; on foot, on bicycle, car or bus). (Inform them: A fast speed object covers the specified distance in less time)
- Ask two students to go from one end of the classroom to the other.
- Ask one student to cover this distance by walking and the other by running.
- Ask: Who reached the first? And why done so?
- Draw their attention to the fact that the greater the speed of the object the shorter is the time taken to cover a certain distance.
- Mark two lines on the floor, one is the starting line and the other is the finishing line.
- Place two tennis balls A and B side by side on the starting line.
- Then ask a student to push both the balls towards the finishing line with different forces.
- After this demonstration, ask the students:
- Which ball reached the finishing line earlier?
- Which ball moved faster?
- Draw out the conclusion than an object with greater speed covers a certain distance in shorter time.
- Take your students to a playground.
- Ask two students to start running in the same direction at the first clap and stop running at the send clap.
- Then ask:
- Which student covered a longer distance in the same time?
- Which student ran faster? (Expected answer may be as; a high speed object covers a longer distance in a certain time)
Sum up / Conclusion
- Ask the students:
- What we have learnt from today`s lesson? And write on the board the following conclusions from the students` answers.
- The distance is measured by measuring length between the specific points.
- A faster object covers a specified distance in less time than a slow speed object.
- A faster object covers a longer distance in less time as compare to a slow one.
- Teacher will show some pictures (or cut outs) as given below to the students and ask the following questions:
- Look at the pictures below.
- Which item is the fastest and which is slowest?
- In the blocks given below, put the number of suitable pictures.
- Involve the students in solving the questions given at the end of chapter / unit in textbook
- Discuss the speed of different things in everyday life with your class fellows and enlist them in order of decreasing speed of objects.