NATURAL SCIENCES LESSON PLAN

GRADE 9A

DENVER SECONDARY SCHOOLRY

ZULU BN:216029122
Subject: Natural Sciences
Date: 17 April 2019
Lesson duration: 45 minutes
Strand: Energy and Change
Topic: Forces
Situation Analysis:
Who?
This class consists of 30
learners. Both of them are
girls and boys. Ages range
from 15 – 19. The majority of
them were doing grade 8 the
previous year and only few
are repeaters. The class has
only Black learners. The
majority are Christians and a
few of them are ancestral
believers. No learning
barriers were observed.
What? (Stipulate the aims of my lesson in relation to the Specific Aims for Natural Sciences (see CAPS p.10)
MY LESSON PLAN
When?
12h00-12h45 (this is the
first period after break) and
is 45 minutes long. This
period takes place on a
Friday afternoon.
Where?
The class is grade 9A and
situated in the first row,
room number 3 at Denver
Secondary school .The
school is equipped with
sufficient tables and chairs.
The classroom has lights,
chalkboard, chalk, and
duster and is also well
ventilated.
Grade: 9
How?
Invitation phase: Different types of
components, question and answering.
Engaging with the content : presentation
by the teacher and individual activities of
answering questions
Summary and integration :
Emphasizing the important aspects
Specific Aim 1: ‘Doing Science’ Aim 1: Learners should be able to make a circuit using the basic components

Specific Aim 2: ‘Knowing the subject content Aim 2: Allow learners to be constructors of their own knowledge by giving them
and an opportunity to identify different components
making connections’

Specific Aim 3: ‘Understanding the uses of Aim 3: Know and appreciate the importance electricity in their daily lives.
Science’

Lesson objectives/outcomes (What For) After the lesson the learners should be able to:
1. Differentiate between conductors and resistors
(Use ACTION VERBS. Consider the cognitive 2. Draw the circuit diagram
(knowledge), psychomotor (skills) and the 3. Identify the variety of resistors used in their everyday lives.
affective (values and attitudes) domains
Lesson Content and Content
Potential Questions
Uses of resistors
• conductors (even good conductors) heat up when current
passes through them: some energy is ‘lost’/’wasted’ as heat.
All conductors have some resistance
• a resistor is a conducting material selected to control the
current or to provide useful energy transfer, such as in bulbs,
rheostats, motors, light sensitive diodes, light emitting diodes

Factors that affect resistance in a circuit

• type of material: different conducting materials have different
resistance to an electric current
• thickness of the conductor: thinner wires have more resistance
than thicker wires
• length of the conductor: longer wires have more resistance
than shorter wires
 • temperature of the conductor: generally hotter conductors
(metals)

POTENTIAL QUESTIONS
 List the factors affecting resistors
 What is a resistor
 What is a conductor
 What is the semi-conductor

THE TEACHER USES QUESTION AND ANSWERING METHOD

The invitation (Attention Focusing)
Teacher Activities Learner Activities Media Time
 The teacher brought a  The learners give the name of the  Wire 10
wire, light bulb, components the teacher brought to  Light bulb minutes
switch and a battery class  Switch
and asks the learner to  The learners also answer the question  Battery
name all those a teacher poses
components
 The teacher than asks
the learners which
components among
the ones he brought
can act as a resistor.
Engaging with new content
Teacher Activities Learner Activities Media Time
 The teacher than  The learners listen attentively to the 25
differentiates to the teacher while taking notes.  Chalkboar minutes
learners the difference  The learners than take out their d
 between conductor devices, log on to the gmail and  Chalk
and a resistor completes the assessment the teacher  Duster
 The teacher than sent.  Devices
states that there are (tablets and
four factors affecting cellphones)
resistance
 The teacher than
names and discuss
each factor in detail
 The teacher than tells
the learners to take
out their devices and
sign in to their google
account to complete
an assessment he sent
Summary and Integration
Teacher Activities Learner Activities Media Time
 The teacher emphasizes the  The learners listen and ask questions  Chalkboard 10
important aspects of the  Chalk minutes
lesson and asks if the learners  Duster
have questions

Assessment

Type of assessment – Online Assessment

Method of assessment: Questioning and Self-assessment
Assessment tool: Memorandum
Research Assessment and its Memorandum are attached.
Reflection based on the lesson presentation.
MEMORANDUM

1. Length√
2. An instrument that opposes the flow of electric current√
3. A material that allows the flow of current√
4. It is substance that partially conducts electricity√