Lesson Planning of Speed

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

Introduction

• 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:

1. How do you cover this distance? (Expected answer may be as; on foot, on bicycle, car or bus).
2. How long does it take you to cover this distance?
3. 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)

Development

Activity 1

• 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.

Activity 2

• 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:
1. Which ball reached the finishing line earlier?
2. Which ball moved faster?

• Draw out the conclusion than an object with greater speed covers a certain distance in shorter time.

Activity 3

• 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.

• 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

• 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.

Assessment

• 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