LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT

LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to apply knowledge, laws,

knowledg
presentation,

20 mins
the concept of Physics. the concept of Physics.

New
Demonstration,
principles of Physics in daily life.

e
Discussion

Main topic: INTRODUCTION TO PHYSICS Leading learners to brainstorm In groups to brainstorm and Small group / pair

Reinforce
share discussion,

20 mins
and discuss the concept of discuss the concept of Physics.

ment
Subtopic: CONCEPT OF PHYSICS Physics. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to identify Practically/By presentation to Problem solving,
demonstrate skills knowledge, laws and principles of Physics.

Reflection
Discussion,

20 mins
various things related to identify various things related
Physics.. to Physics.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to explain the concept of Physics.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Manila card, Charts with offering exercise. attempting given exercise. ticket, Q & A
diagram.

References: Student's evaluation: Learners were able to explain the concept of Physics.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 01

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to establish Following up on how to On board

Competence: Student should have ability to apply knowledge, laws,

knowledg
presentation,

20 mins
the relationship between Physics establish the relationship

New
Demonstration,
principles of Physics in daily life. and other subjects. between Physics and other

e
Discussion
subjects.

Main topic: INTRODUCTION TO PHYSICS Leading learners to discuss the In groups to discuss the Small group / pair

Reinforce
share discussion,

20 mins
relationship between Physics relationship between Physics

ment
Subtopic: CONCEPT OF PHYSICS with other subjects.. with other subjects.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to explain the Practically/By presentation to Problem solving,
demonstrate skills knowledge, laws and principles of Physics.

Reflection
Discussion,

20 mins
relationship of Physics with explain the relationship of
other subjects.. Physics with other subjects.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to establish the relationship between Physics and other subjects.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Science kit, Wall charts. offering exercise. attempting given exercise. ticket, Q & A

References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Student's evaluation: Learners were able to establish the relationship between
Salaam, Tanzania Institute of Education, Tanzania. Physics and other subjects.

2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; Teacher's evaluation: ____ learners understood the lesson / concepts, through the
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.

Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 02

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to state the Following up on how to state On board

Competence: Student should have ability to apply knowledge, laws,

knowledg
presentation,

20 mins
importance of studying Physics. the importance of studying

New
Demonstration,
principles of Physics in daily life. Physics.

e
Discussion

Main topic: INTRODUCTION TO PHYSICS Leading learners to state the In groups to state the Small group / pair

Reinforce
share discussion,

20 mins
importance of studying Physics.. importance of studying

ment
Subtopic: CONCEPT OF PHYSICS Physics.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to discuss and Practically/By presentation to Problem solving,
demonstrate skills knowledge, laws and principles of Physics.

Reflection
discuss and state the importance Discussion,

20 mins
state the importance of studying
Physics.. of studying Physics.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to state the importance of studying Physics.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Charts of different machines, offering exercise. attempting given exercise. ticket, Q & A
Picture.

References: Student's evaluation: Learners were able to state the importance of studying
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Physics.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 03

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to apply knowledge, laws,

knowledg
presentation,

20 mins
the applications of Physics in the applications of Physics in

New
Demonstration,
principles of Physics in daily life. real life. real life.

e
Discussion

Main topic: INTRODUCTION TO PHYSICS Leading learners to discuss the In groups to discuss the Small group / pair

Reinforce
share discussion,

20 mins
applications of Physics in real applications of Physics in real

ment
Subtopic: APPLICATIONS OF PHYSICS IN REAL LIFE life.. life.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to explain the Practically/By presentation to Problem solving,
demonstrate skills knowledge, laws and principles of Physics.

Reflection
Discussion,

20 mins
applications of Physics in real explain the applications of
life.. Physics in real life.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to explain the applications of Physics in real life.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Chart with hospital/ industrial offering exercise. attempting given exercise. ticket, Q & A
machines.

References: Student's evaluation: Learners were able to explain the applications of Physics
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es in real life.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 04

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to apply Following up on how to apply On board

Competence: Student should have ability to apply knowledge, laws,

knowledg
presentation,

20 mins
Physics in daily life. Physics in daily life.

New
Demonstration,
principles of Physics in daily life.

e
Discussion

Main topic: INTRODUCTION TO PHYSICS Leading learners to describe In groups to describe various Small group / pair

Reinforce
applications of Physics in daily share discussion,

20 mins
various applications of Physics

ment
Subtopic: APPLICATIONS OF PHYSICS IN REAL LIFE in daily life.. life.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to perform Practically/By presentation to Problem solving,
demonstrate skills knowledge, laws and principles of Physics.

Reflection
Discussion,

20 mins
activities which demonstrate perform activities which
applications of physics.. demonstrate applications of Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be physics..
Elaboration
able to apply Physics in daily life.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Apparatus, Domestic tools. offering exercise. attempting given exercise. ticket, Q & A

References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Student's evaluation: Learners were able to apply Physics in daily life.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. assist them in extra/remedial time.

Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 05

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to state Following up on how to state On board

Competence: Student should have ability to practice safety rules in

knowledg
presentation,

20 mins
Physics laboratory rules. Physics laboratory rules.

New
Demonstration,
daily life.

e
Discussion

Main topic: INTRODUCTION TO LABORATORY PRACTICE Leading learners to discuss the In groups to discuss the Small group / pair

Reinforce
share discussion,

20 mins
laboratory rules.. laboratory rules..

ment
Subtopic: LABORATORY RULES AND SAFETY Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to list the Practically/By presentation to Problem solving,
demonstrate laboratory practice and safety.

Reflection
Discussion,

20 mins
Physics laboratory rules.. list the Physics laboratory
rules.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to state Physics laboratory rules.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Chart of Physics laboratory offering exercise. attempting given exercise. ticket, Q & A
rules..

References: Student's evaluation: Learners were able to state Physics laboratory rules.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 06

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to practice safety rules in

knowledg
the safety measures in Physics presentation,

20 mins
the safety measures in Physics

New
Demonstration,
daily life. laboratory. laboratory.

e
Discussion

Main topic: INTRODUCTION TO LABORATORY PRACTICE Leading learners to discuss In groups to discuss important Small group / pair

Reinforce
important safety measures for the safety measures for the Physics share discussion,

20 mins
ment
Subtopic: LABORATORY RULES AND SAFETY Physics laboratory.. laboratory.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to explain Practically/By presentation to Problem solving,
demonstrate laboratory practice and safety.

Reflection
Discussion,

20 mins
important safety measures for explain important safety
Physics laboratory.. measures for Physics Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be laboratory..
Elaboration
able to explain the safety measures in Physics laboratory.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Wall charts and pictures offering exercise. attempting given exercise. ticket, Q & A
showing safety measures in Physics laboratory, Foam or Carbon dioxide
fire extinguisher First Aid Kit.
Student's evaluation: Learners were able to explain the safety measures in
References: Physics laboratory.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools;
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 07

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to use the Following up on how to use the On board
Competence: Student should have ability to practice safety rules in

knowledg
First Aid Kit to render first aid. presentation,

20 mins
First Aid Kit to render first aid.

New
Demonstration,
daily life.

e
Discussion

Main topic: INTRODUCTION TO LABORATORY PRACTICE Leading learners to name each In groups to name each item Small group / pair

Reinforce
share discussion,

20 mins
item found in the First Aid Kit.. found in the First Aid Kit..

ment
Subtopic: LABORATORY RULES AND SAFETY Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to demonstrate Practically/By presentation to Problem solving,
demonstrate laboratory practice and safety.

Reflection
to students on how to render demonstrate to students on how Discussion,

20 mins
First Aid Kit; and practice in to render First Aid Kit; and Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be groups on how to render first practice in groups on how to
Elaboration
aid.. render first aid..
able to use the First Aid Kit to render first aid.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit
Teaching and Learning materials/aids: Wall charts and pictures

ation
offering exercise. attempting given exercise. ticket, Q & A
showing safety measures in Physics laboratory, Foam or Carbon dioxide
fire extinguisher First Aid Kit.

Student's evaluation: Learners were able to use the First Aid Kit to render first
References: aid.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 08

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to identify Following up on how to On board

Competence: Student should have ability to practice safety rules in

knowledg
presentation,

20 mins
warning signs. identify warning signs.

New
Demonstration,
daily life.

e
Discussion

Main topic: INTRODUCTION TO LABORATORY PRACTICE Leading learners to identify In groups to identify warning Small group / pair

Reinforce
share discussion,

20 mins
warning signs.. signs..

ment
Subtopic: LABORATORY RULES AND SAFETY Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to differentiate Practically/By presentation to Problem solving,
demonstrate laboratory practice and safety.

Reflection
Discussion,

20 mins
warning signs of the objects/wall differentiate warning signs of
chart distributed. the objects/wall chart Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be distributed.
Elaboration
able to identify warning signs.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Wall chart of different warning offering exercise. attempting given exercise. ticket, Q & A
signs, Different objects labelled with warning Signs..

References: Student's evaluation: Learners were able to identify warning signs.

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 09

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to use Following up on how to use On board

Competence: Student should have ability to practice safety rules in

knowledg
presentation,

20 mins
warning signs in daily life. warning signs in daily life.

New
Demonstration,
daily life.

e
Discussion

Main topic: INTRODUCTION TO LABORATORY PRACTICE Leading learners to use warning In groups to use warning signs Small group / pair

Reinforce
share discussion,

20 mins
signs in daily life.. in daily life..

ment
Subtopic: LABORATORY RULES AND SAFETY Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to use the Practically/By presentation to Problem solving,
demonstrate laboratory practice and safety.

Reflection
Discussion,

20 mins
warning signs in different use the warning signs in
context.. different context.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to use warning signs in daily life.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Label of different objects/ offering exercise. attempting given exercise. ticket, Q & A
containers, Different objects labeled with warning Signs..

References: Student's evaluation: Learners were able to use warning signs in daily life.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 010

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to practice safety rules in

knowledg
presentation,

20 mins
the concept of scientific the concept of scientific

New
Demonstration,
daily life. investigation. investigation.

e
Discussion

Main topic: INTRODUCTION TO LABORATORY PRACTICE Leading learners to discuss the In groups to discuss the concept Small group / pair

Reinforce
share discussion,

20 mins
concept of scientific of scientific investigation..

ment
Subtopic: BASIC PRINCIPLES OF SCIENTIFIC investigation.. Clarification,
Elaboration,
INVESTIGATION
Guiding learners to explain the Practically/By presentation to Problem solving,
General Objectives: By the end of this topic, students should be able to

Reflection
explain the concept of scientific Discussion,

20 mins
concept of scientific
demonstrate laboratory practice and safety. investigation.. investigation.. Chalkboard task,
Debriefing,
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
able to explain the concept of scientific investigation. Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Internet, Books, Apparatus,
Wall charts.
Student's evaluation: Learners were able to explain the concept of scientific
References: investigation.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 011

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to identify Following up on how to On board

Competence: Student should have ability to practice safety rules in

knowledg
presentation,

20 mins
the steps of scientific identify the steps of scientific

New
Demonstration,
daily life. investigation. investigation.

e
Discussion

Main topic: INTRODUCTION TO LABORATORY PRACTICE Leading learners to state the In groups to state the steps of Small group / pair

Reinforce
share discussion,

20 mins
steps of scientific investigation.. scientific investigation..

ment
Subtopic: BASIC PRINCIPLES OF SCIENTIFIC Clarification,
Elaboration,
INVESTIGATION
Guiding learners to identify Practically/By presentation to Problem solving,
General Objectives: By the end of this topic, students should be able to

Reflection
identify scientific investigation. Discussion,

20 mins
scientific investigation.
demonstrate laboratory practice and safety. Chalkboard task,
Debriefing,
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
able to identify the steps of scientific investigation. Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Wall charts with major steps
of scientific investigation.
Student's evaluation: Learners were able to identify the steps of scientific
References: investigation.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 012

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to use the Following up on how to use the On board
Competence: Student should have ability to practice safety rules in

knowledg
scientific investigation methods presentation,

20 mins
scientific investigation methods

New
Demonstration,
daily life. in solving problems. in solving problems.

e
Discussion

Main topic: INTRODUCTION TO LABORATORY PRACTICE Leading learners to brainstorm In groups to brainstorm the uses Small group / pair

Reinforce
share discussion,

20 mins
the uses of scientific of scientific investigation

ment
Subtopic: BASIC PRINCIPLES OF SCIENTIFIC investigation methods in solving methods in solving problems.. Clarification,
Elaboration,
INVESTIGATION problems..

Guiding learners to apply Practically/By presentation to Problem solving,

General Objectives: By the end of this topic, students should be able to

Reflection
Discussion,

20 mins
scientific investigation methods apply scientific investigation
demonstrate laboratory practice and safety. in solving problems.. methods in solving problems.. Chalkboard task,
Debriefing,
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
able to use the scientific investigation methods in solving problems. Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Physics apparatus, Wall
charts.
Student's evaluation: Learners were able to use the scientific investigation
References: methods in solving problems.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 013

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the concepts of measurement. the concepts of measurement.

New
Demonstration,
measurements of physical quantities.

e
Discussion

Main topic: MEASUREMENT Leading learners to read case In groups to read case study Small group / pair

Reinforce
share discussion,

20 mins
study about the concept of about the concept of

ment
Subtopic: CONCEPTS OF MEASUREMENT measurement.. measurement.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to explain the Practically/By presentation to Problem solving,
develop skills for making physical measurements.

Reflection
Discussion,

20 mins
concept of measurement.. explain the concept of
measurement.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to explain the concepts of measurement.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Metre rule, Tape measure, offering exercise. attempting given exercise. ticket, Q & A
Beam balance, Stop watch, Clock.

References: Student's evaluation: Learners were able to explain the concepts of

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es measurement.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 014

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to state the Following up on how to state On board

Competence: Student should have ability to make appropriate

knowledg
the importance of measurement presentation,

20 mins
importance of measurement in

New
Demonstration,
measurements of physical quantities. real life. in real life.

e
Discussion

Main topic: MEASUREMENT Leading learners to state the In groups to state the Small group / pair

Reinforce
share discussion,

20 mins
importance of measurement in importance of measurement in

ment
Subtopic: CONCEPTS OF MEASUREMENT real life.. real life.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to apply Practically/By presentation to Problem solving,
develop skills for making physical measurements.

Reflection
Discussion,

20 mins
measurement in various bodies.. apply measurement in various
bodies.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to state the importance of measurement in real life.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Solid body, Liquid, offering exercise. attempting given exercise. ticket, Q & A
Measurement tools.

References: Student's evaluation: Learners were able to state the importance of

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es measurement in real life.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 015

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to define a Following up on how to define On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
fundamental quantity. a fundamental quantity.

New
Demonstration,
measurements of physical quantities.

e
Discussion

Main topic: MEASUREMENT Leading learners to define a In groups to define a Small group / pair

Reinforce
share discussion,

20 mins
fundamental quantity.. fundamental quantity..

ment
Subtopic: FUNDAMENTAL QUANTITIES Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to brainstorm Practically/By presentation to Problem solving,
develop skills for making physical measurements.

Reflection
Discussion,

20 mins
the three basic fundamental brainstorm the three basic
quantities. fundamental quantities. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to define a fundamental quantity.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Metre rule, Thermometer, Stop offering exercise. attempting given exercise. ticket, Q & A
watch, Beam balance, Metre rule, Stop watch, Beam balance, Digital
balance.
Student's evaluation: Learners were able to define a fundamental quantity.
References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Teacher's evaluation: ____ learners understood the lesson / concepts, through the
Salaam, Tanzania Institute of Education, Tanzania. given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools;
Remarks: I will proceed with the next subtopic in the next period.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 016

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to mention Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
three basic fundamental mention three basic

New
Demonstration,
measurements of physical quantities. quantities of measurement. fundamental quantities of

e
Discussion
measurement.

Main topic: MEASUREMENT Leading learners to mention the In groups to mention the three Small group / pair

Reinforce
share discussion,

20 mins
three basic fundamental basic fundamental quantities

ment
Subtopic: FUNDAMENTAL QUANTITIES quantities which are mass, length which are mass, length and Clarification,
Elaboration,
and time.. time..

General Objectives: By the end of this topic, students should be able to Guiding learners to mention the Practically/By presentation to Problem solving,
develop skills for making physical measurements.

Reflection
Discussion,

20 mins
three basic fundamental mention the three basic
quantities which are mass, length fundamental quantities which Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be and time.. are mass, length and time..
Elaboration
able to mention three basic fundamental quantities of measurement.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Metre rule, Thermometer, Stop offering exercise. attempting given exercise. ticket, Q & A
watch, Beam balance, Metre rule, Stop watch, Beam balance, Digital
balance.
Student's evaluation: Learners were able to mention three basic fundamental
References: quantities of measurement.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools;
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 017

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to state the Following up on how to state On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
SI unit of fundamental the SI unit of fundamental

New
Demonstration,
measurements of physical quantities. quantities. quantities.

e
Discussion

Main topic: MEASUREMENT Leading learners to discuss the In groups to discuss the S.I. Small group / pair

Reinforce
share discussion,

20 mins
S.I. units of the basic units of the basic fundamental

ment
Subtopic: FUNDAMENTAL QUANTITIES fundamental quantities.. quantities.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to summarize Practically/By presentation to Problem solving,
develop skills for making physical measurements.

Reflection
Discussion,

20 mins
the S.I unit of basic fundamental summarize the S.I unit of basic
quantities. fundamental quantities. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to state the SI unit of fundamental quantities.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Books, Internet. offering exercise. attempting given exercise. ticket, Q & A

References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Student's evaluation: Learners were able to state the SI unit of fundamental
Salaam, Tanzania Institute of Education, Tanzania. quantities.

2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; Teacher's evaluation: ____ learners understood the lesson / concepts, through the
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.

Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 018

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to use Following up on how to use On board

Competence: Student should have ability to make appropriate

knowledge
appropriate instruments for appropriate instruments for presentation,

20 mins
Demonstration,

New
measurements of physical quantities. measuring fundamental measuring fundamental
Discussion
quantities. quantities.

Main topic: MEASUREMENT

Leading learners to use the In groups to use the appropriate Small group / pair

Reinforce
share discussion,

20 mins
appropriate instruments to instruments to measure mass,
Subtopic: FUNDAMENTAL QUANTITIES

ment
measure mass, length and time.. length and time.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to

Guiding learners to practice on Practically/By presentation to Problem solving,
develop skills for making physical measurements.

Reflection
Discussion,

20 mins
how to measure mass, length and practice on how to measure
time.. mass, length and time.. Chalkboard task,
Specific Objectives: At the end of 80 minutes, each student should be Debriefing,
Elaboration
able to use appropriate instruments for measuring fundamental
quantities. Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Beam balance, Meter rule,
Stop watch, Micrometer screw Gauge, Vernier calliper.

Student's evaluation: Learners were able to use appropriate instruments for

References: measuring fundamental quantities.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 019

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
derived quantities. derived quantities.

New
Demonstration,
measurements of physical quantities.

e
Discussion

Main topic: MEASUREMENT Leading learners to describe the In groups to describe the Small group / pair

Reinforce
share discussion,

20 mins
derived quantities.. derived quantities..

ment
Subtopic: DERIVED QUANTITIES Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to explain the Practically/By presentation to Problem solving,
develop skills for making physical measurements.

Reflection
Discussion,

20 mins
derived quantities.. explain the derived quantities..
Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to explain derived quantities.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Spring balance, Barometer, offering exercise. attempting given exercise. ticket, Q & A
Beaker.

References: Student's evaluation: Learners were able to explain derived quantities.

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 020

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to state the Following up on how to state On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
SI units of derived quantities. the SI units of derived

New
Demonstration,
measurements of physical quantities. quantities.

e
Discussion

Main topic: MEASUREMENT Leading learners to discuss the In groups to discuss the S.I. Small group / pair

Reinforce
share discussion,

20 mins
S.I. units of derived quantities.. units of derived quantities..

ment
Subtopic: DERIVED QUANTITIES Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to state the S.I. Practically/By presentation to Problem solving,
develop skills for making physical measurements.

Reflection
Discussion,

20 mins
units of derived quantities.. state the S.I. units of derived
quantities.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to state the SI units of derived quantities.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Books, Internet. offering exercise. attempting given exercise. ticket, Q & A

References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Student's evaluation: Learners were able to state the SI units of derived
Salaam, Tanzania Institute of Education, Tanzania. quantities.

2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; Teacher's evaluation: ____ learners understood the lesson / concepts, through the
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.

Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 021

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to describe Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
basic apparatus/ equipments used describe basic apparatus/

New
Demonstration,
measurements of physical quantities. for measurement. equipments used for

e
Discussion
measurement.

Main topic: MEASUREMENT Leading learners to attempt In groups to attempt questions Small group / pair

Reinforce
share discussion,

20 mins
questions relating to basic relating to basic apparatus/

ment
Subtopic: BASIC APPARATUS/ EQUIPMENTS AND THEIR apparatus/ equipment used for equipment used for Clarification,
Elaboration,
USES measurement.. measurement..

Guiding learners to describe the Practically/By presentation to Problem solving,

General Objectives: By the end of this topic, students should be able to

Reflection
Discussion,

20 mins
basic apparatus/equipment used describe the basic
develop skills for making physical measurements. for measurement.. apparatus/equipment used for Chalkboard task,
Debriefing,
measurement..
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
able to describe basic apparatus/ equipments used for measurement. Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Metre rule, Spring balance,
Beam balance, Digital balance, Measuring cylinder.
Student's evaluation: Learners were able to describe basic apparatus/
References: equipments used for measurement.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 022

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to identify Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
sources of errors in identify sources of errors in

New
Demonstration,
measurements of physical quantities. measurement. measurement.

e
Discussion

Main topic: MEASUREMENT Leading learners to investigate In groups to investigate the Small group / pair

Reinforce
sources of errors in experiments share discussion,

20 mins
the sources of errors in

ment
Subtopic: BASIC APPARATUS/ EQUIPMENTS AND THEIR experiments and how to and how to minimize.. Clarification,
Elaboration,
USES minimize..

Guiding learners to discuss the Practically/By presentation to Problem solving,

General Objectives: By the end of this topic, students should be able to

Reflection
Discussion,

20 mins
concepts of parallax error, zero discuss the concepts of parallax
develop skills for making physical measurements. error and instrumental error.. error, zero error and Chalkboard task,
Debriefing,
instrumental error..
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
able to identify sources of errors in measurement. Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Stop watch, Solid objects,
Spring balance, Metre rule.
Student's evaluation: Learners were able to identify sources of errors in
References: measurement.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 023

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the concept of density of a the concept of density of a

New
Demonstration,
measurements of physical quantities. substance and its SI unit. substance and its SI unit.

e
Discussion

Main topic: MEASUREMENT Leading learners to brainstorm In groups to brainstorm the Small group / pair

Reinforce
share discussion,

20 mins
the concept of density of a concept of density of a

ment
Subtopic: DENSITY AND RELATIVE DENSITY substance and its S.I. unit.. substance and its S.I. unit.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to explain the Practically/By presentation to Problem solving,
develop skills for making physical measurements.

Reflection
Discussion,

20 mins
concept of density of a substance explain the concept of density
and its S.I. unit.. of a substance and its S.I. unit.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to explain the concept of density of a substance and its SI unit.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Beam balance, Metre rule, offering exercise. attempting given exercise. ticket, Q & A
Regular solid e.g. Rectangular wooden blocks of different sizes.

References: Student's evaluation: Learners were able to explain the concept of density of a
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es substance and its SI unit.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 024

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to determine Following up on how to On board

Competence: Student should have ability to make appropriate

knowledge
the density of regular solid , determine the density of regular presentation,

20 mins
Demonstration,

New
measurements of physical quantities. irregular solids and insoluble solid , irregular solids and
Discussion
substance. insoluble substance.

Main topic: MEASUREMENT

Leading learners to determine In groups to determine the Small group / pair

Reinforce
share discussion,

20 mins
the density of regular solid, density of regular solid,
Subtopic: DENSITY AND RELATIVE DENSITY

ment
irregular solids and insoluble irregular solids and insoluble Clarification,
Elaboration,
substances. substances.
General Objectives: By the end of this topic, students should be able to
Guiding learners to perform Practically/By presentation to Problem solving,
develop skills for making physical measurements. Discussion,
experiments to determine the perform experiments to
Chalkboard task,

Reflection
density of regular, irregular and determine the density of

20 mins
Specific Objectives: At the end of 80 minutes, each student should be insoluble substances; and solve regular, irregular and insoluble
Debriefing,
Elaboration
able to determine the density of regular solid , irregular solids and problems of density of regular substances; and solve problems
insoluble substance. and irregular solids.. of density of regular and
irregular solids..
Summarizing the key concepts Responding to answer orally / Assignment, Minute
Teaching and Learning materials/aids: Measuring cylinder, Calibrated
Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
beaker, Eureka can, Water, Regular & irregular solid, Insoluble offering exercise. attempting given exercise. ticket, Q & A
substance.
Student's evaluation: Learners were able to determine the density of regular
References: solid , irregular solids and insoluble substance.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.
______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 025

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to determine Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the density of a liquid. determine the density of a

New
Demonstration,
measurements of physical quantities. liquid.

e
Discussion

Main topic: MEASUREMENT Leading learners to demonstrate In groups to demonstrate on Small group / pair

Reinforce
how to determine the density of share discussion,

20 mins
on how to determine the density

ment
Subtopic: DENSITY AND RELATIVE DENSITY of liquids.. liquids.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to determine Practically/By presentation to Problem solving,
develop skills for making physical measurements.

Reflection
Discussion,

20 mins
the density of oil and kerosene determine the density of oil and
using density bottle, pipette, kerosene using density bottle, Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be burette.. pipette, burette..
Elaboration
able to determine the density of a liquid.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Density bottle, Kerosine, Oil, offering exercise. attempting given exercise. ticket, Q & A
Water.

References: Student's evaluation: Learners were able to determine the density of a liquid.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 026

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to define the Following up on how to define On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
relative density of a substance. the relative density of a

New
Demonstration,
measurements of physical quantities. substance.

e
Discussion

Main topic: MEASUREMENT Leading learners to describe the In groups to describe the Small group / pair

Reinforce
share discussion,

20 mins
concept of the relative density of concept of the relative density

ment
Subtopic: DENSITY AND RELATIVE DENSITY a substance.. of a substance.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to solve Practically/By presentation to Problem solving,
develop skills for making physical measurements.

Reflection
Discussion,

20 mins
problems on relative density.. solve problems on relative
density.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to define the relative density of a substance.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Sand, beads, Lead shorts. offering exercise. attempting given exercise. ticket, Q & A

References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Student's evaluation: Learners were able to define the relative density of a
Salaam, Tanzania Institute of Education, Tanzania. substance.

2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; Teacher's evaluation: ____ learners understood the lesson / concepts, through the
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.

Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 027

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to determine Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the relative density of a determine the relative density

New
Demonstration,
measurements of physical quantities. substance. of a substance.

e
Discussion

Main topic: MEASUREMENT Leading learners to perform In groups to perform Small group / pair

Reinforce
share discussion,

20 mins
experiments to determine the experiments to determine the

ment
Subtopic: DENSITY AND RELATIVE DENSITY relative density of solid and a relative density of solid and a Clarification,
Elaboration,
liquid.. liquid..

General Objectives: By the end of this topic, students should be able to Guiding learners to perform Practically/By presentation to Problem solving,
develop skills for making physical measurements.

Reflection
Discussion,

20 mins
experiments to determine the perform experiments to
relative density of a solid and determine the relative density Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be liquid body.. of a solid and liquid body..
Elaboration
able to determine the relative density of a substance.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Solid object, Liquid, Water, offering exercise. attempting given exercise. ticket, Q & A
Beaker, Density bottle, Measuring cylinder.

References: Student's evaluation: Learners were able to determine the relative density of a
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es substance.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 028

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to interpret Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
interpret applications of density presentation,

20 mins
applications of density and

New
measurements of physical quantities. relative density in real life. and relative density in real life. Demonstration,

e
Discussion

Main topic: MEASUREMENT Leading learners to In groups to demonstration on Small group / pair

Reinforce
share discussion,

20 mins
demonstration on application of application of density and

ment
Subtopic: DENSITY AND RELATIVE DENSITY density and relative density in relative density in real life.. Clarification,
Elaboration,
real life..

General Objectives: By the end of this topic, students should be able to Guiding learners to interpret the Practically/By presentation to Problem solving,
develop skills for making physical measurements.

Reflection
Discussion,

20 mins
applications of density and interpret the applications of
relative density in real life.. density and relative density in Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be real life..
Elaboration
able to interpret applications of density and relative density in real life.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: A model of a boat, Picture offering exercise. attempting given exercise. ticket, Q & A
showing bodies floating in water, Picture of different elements.

References: Student's evaluation: Learners were able to interpret applications of density

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es and relative density in real life.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 029

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the concept of force. the concept of force.

New
Demonstration,
measurements of physical quantities on force.

e
Discussion

Main topic: FORCE Leading learners to understand In groups to understand on the Small group / pair

Reinforce
share discussion,

20 mins
on the concept of force.. concept of force..

ment
Subtopic: CONCEPT OF FORCE Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to perform Practically/By presentation to Problem solving,
develop skills for making physical measurements on force.

Reflection
Discussion,

20 mins
demonstration about the concept perform demonstration about
of force.. the concept of force.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to explain the concept of force.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Spring balance, Magnets, offering exercise. attempting given exercise. ticket, Q & A
Rubber band, Block of wood, Iron filings, Weights.

References: Student's evaluation: Learners were able to explain the concept of force.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 030

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to state the Following up on how to state On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
SI unit of force. the SI unit of force.

New
Demonstration,
measurements of physical quantities on force.

e
Discussion

Main topic: FORCE Leading learners to derive the In groups to derive the S.I. unit Small group / pair

Reinforce
share discussion,

20 mins
S.I. unit of force. of force.

ment
Subtopic: CONCEPT OF FORCE Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to state the S.I. Practically/By presentation to Problem solving,
develop skills for making physical measurements on force.

Reflection
Discussion,

20 mins
unit of force.. state the S.I. unit of force..
Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to state the SI unit of force.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Books, Internets. offering exercise. attempting given exercise. ticket, Q & A

References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Student's evaluation: Learners were able to state the SI unit of force.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. assist them in extra/remedial time.

Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 031

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to identify Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
fundamental types of forces. identify fundamental types of

New
Demonstration,
measurements of physical quantities on force. forces.

e
Discussion

Main topic: FORCE Leading learners to brainstorm In groups to brainstorm the Small group / pair

Reinforce
share discussion,

20 mins
the fundamental forces. fundamental forces.

ment
Subtopic: TYPES OF FORCES Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to identify the Practically/By presentation to Problem solving,
develop skills for making physical measurements on force.

Reflection
Discussion,

20 mins
fundamental forces.. identify the fundamental
forces.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to identify fundamental types of forces.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Magnets, Spring balance, offering exercise. attempting given exercise. ticket, Q & A
Block of wood, Stone, ball.

References: Student's evaluation: Learners were able to identify fundamental types of

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es forces.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 032

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to describe Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the properties of each type of the describe the properties of each

New
Demonstration,
measurements of physical quantities on force. fundamental forces. type of the fundamental forces.

e
Discussion

Main topic: FORCE Leading learners to demonstrate In groups to demonstrate the Small group / pair

Reinforce
share discussion,

20 mins
the properties of fundamental properties of fundamental

ment
Subtopic: TYPES OF FORCES forces.. forces.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to describe the Practically/By presentation to Problem solving,
develop skills for making physical measurements on force.

Reflection
Discussion,

20 mins
properties of fundamental describe the properties of
forces.. fundamental forces.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to describe the properties of each type of the fundamental forces.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Magnets, Spring balance, offering exercise. attempting given exercise. ticket, Q & A
Weights, Rubber.

References: Student's evaluation: Learners were able to describe the properties of each
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es type of the fundamental forces.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 033

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to identify Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
effects of forces. identify effects of forces.

New
Demonstration,
measurements of physical quantities on force.

e
Discussion

Main topic: FORCE Leading learners to discuss the In groups to discuss the effects Small group / pair

Reinforce
share discussion,

20 mins
effects of forces.. of forces..

ment
Subtopic: EFFECTS OF FORCES Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to identify Practically/By presentation to Problem solving,
develop skills for making physical measurements on force. effects of forces. (Stretching, identify effects of forces. Discussion,

Reflection

20 mins
restoring, attraction, repulsion, (Stretching, restoring, Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be compression, torsion, frictional attraction, repulsion,
Elaboration
and viscosity).. compression, torsion, frictional
able to identify effects of forces.
and viscosity)..
Summarizing the key concepts Responding to answer orally / Assignment, Minute
Teaching and Learning materials/aids: Magnets, Iron filings, Block of

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
wood, Stone, ball. offering exercise. attempting given exercise. ticket, Q & A

References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Student's evaluation: Learners were able to identify effects of forces.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. assist them in extra/remedial time.

Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 034

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to justify the Following up on how to justify On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
effects of forces on materials. the effects of forces on

New
Demonstration,
measurements of physical quantities on force. materials.

e
Discussion

Main topic: FORCE Leading learners to demonstrate In groups to demonstrate effects Small group / pair

Reinforce
share discussion,

20 mins
effects of forces on materials.. of forces on materials..

ment
Subtopic: EFFECTS OF FORCES Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to justify the Practically/By presentation to Problem solving,
develop skills for making physical measurements on force.

Reflection
Discussion,

20 mins
effects of forces on material.. justify the effects of forces on
material.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to justify the effects of forces on materials.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Rubber, Weight, Springs, offering exercise. attempting given exercise. ticket, Q & A
Spongy.

References: Student's evaluation: Learners were able to justify the effects of forces on
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es materials.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 035

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to apply laws, principles of

knowledg
presentation,

20 mins
the concept of up thrust. the concept of up thrust.

New
Demonstration,
Physics in daily life.

e
Discussion

Main topic: ARCHIMEDES PRINCIPLE AND LAW OF Leading learners to discuss the In groups to discuss the concept Small group / pair
FLOTATION

Reinforce
share discussion,

20 mins
concept of upthrust.. of upthrust..

ment
Clarification,
Elaboration,
Subtopic: ARCHIMEDES PRINCIPLE
Guiding learners to perform an Practically/By presentation to Problem solving,
General Objectives: By the end of this topic, students should be able to

Reflection
Discussion,

20 mins
experiment to determine the perform an experiment to
demonstrate laws and principles of Physics. upthrust.. determine the upthrust.. Chalkboard task,
Debriefing,
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
able to explain the concept of up thrust. Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Spring balance, Water, Thread,
Measuring cylinder, Stones.
Student's evaluation: Learners were able to explain the concept of up thrust.
References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Teacher's evaluation: ____ learners understood the lesson / concepts, through the
Salaam, Tanzania Institute of Education, Tanzania. given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools;
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 036

 LUSHOTO SECONDARY SCHOOL
LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
NUMBER OF STUDENTS
DATE CLASS PERIOD TIME Ask questions to learners on the Responding to give the correct Brainstorming, Q &
REGISTERED PRESENT ABSENTEES previous concepts / lesson by answers about the previous A, Cold calling, Ball

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
I M F T M F T M F T
task
correction on previous asked questions and/or taking
assignment note on correction done

Competence: Student should have ability to apply laws, principles of Guiding learners on/to verify the Following up on how to verify On board
Physics in daily life.

knowledg
presentation,

20 mins
Archimedes Principle. the Archimedes Principle.

New
Demonstration,

e
Discussion
Main topic: ARCHIMEDES PRINCIPLE AND LAW OF
FLOTATION Leading learners to carry out In groups to carry out Small group / pair

Reinforce
share discussion,

20 mins
experiment to verifyArchimedes experiment to

ment
Subtopic: ARCHIMEDES PRINCIPLE Principle.. verifyArchimedes Principle.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to

Guiding learners to verify Practically/By presentation to Problem solving,
demonstrate laws and principles of Physics.

Reflection
Discussion,

20 mins
Archimedes Principle verify Archimedes Principle
experimentally.. experimentally.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to verify the Archimedes Principle.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit
Teaching and Learning materials/aids: Spring balance, Water, Beaker,

ation
offering exercise. attempting given exercise. ticket, Q & A
Eureka Can, Stone, Thread, Measuring cylinder.

References: Student's evaluation: Learners were able to verify the Archimedes Principle.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 037

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to apply the Following up on how to apply On board

Competence: Student should have ability to apply laws, principles of

knowledg
presentation,

20 mins
Archimedes Principle to the Archimedes Principle to

New
Demonstration,
Physics in daily life. determine relative density. determine relative density.

e
Discussion

Main topic: ARCHIMEDES PRINCIPLE AND LAW OF Leading learners to state the In groups to state the Small group / pair
FLOTATION

Reinforce
share discussion,

20 mins
relationship between apparent relationship between apparent

ment
loss in weight(upthrust) and real loss in weight(upthrust) and Clarification,
Elaboration,
Subtopic: ARCHIMEDES PRINCIPLE weight.. real weight..

Guiding learners to discuss the Practically/By presentation to Problem solving,

General Objectives: By the end of this topic, students should be able to relationship between apparent discuss the relationship Discussion,
demonstrate laws and principles of Physics. Chalkboard task,

Reflection
loss in weight (upthrust) and real between apparent loss in weight

20 mins
Debriefing,
weight; and to determine the (upthrust) and real weight; and
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be relative density of a substance by to determine the relative density
applying the of a substance by applying the
able to apply the Archimedes Principle to determine relative density. Archimedes’principle.. Archimedes’principle..
Summarizing the key concepts Responding to answer orally / Assignment, Minute
Teaching and Learning materials/aids: Kerosene, Alcohol, Density
Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
bottle, Sand, Water, Beaker. offering exercise. attempting given exercise. ticket, Q & A

References: Student's evaluation: Learners were able to apply the Archimedes Principle to
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es determine relative density.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.
______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 038

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to Following up on how to On board

Competence: Student should have ability to apply laws, principles of

knowledg
distinguish floating and sinking presentation,

20 mins
distinguish floating and sinking

New
Demonstration,
Physics in daily life. of objects. of objects.

e
Discussion

Main topic: ARCHIMEDES PRINCIPLE AND LAW OF Leading learners to distinguish In groups to distinguish floating Small group / pair
FLOTATION

Reinforce
share discussion,

20 mins
floating and sinking. and sinking.

ment
Clarification,
Elaboration,
Subtopic: LAW OF FLOTATION
Guiding learners to demonstrate Practically/By presentation to Problem solving,
General Objectives: By the end of this topic, students should be able to

Reflection
Discussion,

20 mins
to students on floating and demonstrate to students on
demonstrate laws and principles of Physics. sinking. floating and sinking. Chalkboard task,
Debriefing,
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
able to distinguish floating and sinking of objects. Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Wood, Coin/stone, Fresh egg,
Pure water, Salt and stirrer.
Student's evaluation: Learners were able to distinguish floating and sinking of
objects.
References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Teacher's evaluation: ____ learners understood the lesson / concepts, through the
Salaam, Tanzania Institute of Education, Tanzania. given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools;
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 039

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to apply laws, principles of

knowledg
presentation,

20 mins
the conditions for a substance to the conditions for a substance

New
Demonstration,
Physics in daily life. float in fluids. to float in fluids.

e
Discussion

Main topic: ARCHIMEDES PRINCIPLE AND LAW OF Leading learners to brainstorm In groups to brainstorm the Small group / pair
FLOTATION

Reinforce
share discussion,

20 mins
the conditions for a substance to conditions for a substance to

ment
float in fluids.. float in fluids.. Clarification,
Elaboration,
Subtopic: LAW OF FLOTATION
Guiding learners to perform Practically/By presentation to Problem solving,
General Objectives: By the end of this topic, students should be able to

Reflection
Discussion,

20 mins
experiments to verify the perform experiments to verify
demonstrate laws and principles of Physics. conditions for a substance to the conditions for a substance Chalkboard task,
Debriefing,
float in fluids.. to float in fluids..
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
able to explain the conditions for a substance to float in fluids. Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Test tube, Lead shots,
Plasticine, Water, Beaker.
Student's evaluation: Learners were able to explain the conditions for a
References: substance to float in fluids.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 040

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to relate Following up on how to relate On board

Competence: Student should have ability to apply laws, principles of

knowledg
presentation,

20 mins
upthrust and weight of floating upthrust and weight of floating

New
Demonstration,
Physics in daily life. body. body.

e
Discussion

Main topic: ARCHIMEDES PRINCIPLE AND LAW OF Leading learners to relate In groups to relate upthrust and Small group / pair
FLOTATION

Reinforce
share discussion,

20 mins
upthrust and weight of floating weight of floating body..

ment
body.. Clarification,
Elaboration,
Subtopic: LAW OF FLOTATION
Guiding learners to carry out Practically/By presentation to Problem solving,
General Objectives: By the end of this topic, students should be able to

Reflection
Discussion,

20 mins
experiment to relate upthrust and carry out experiment to relate
demonstrate laws and principles of Physics. weight of a floating body.. upthrust and weight of a Chalkboard task,
Debriefing,
floating body..
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
able to relate upthrust and weight of floating body. Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Spring balance, Water, Beaker,
Piece of wood, Eureka can, Measuring cylinder, Lead shots/sand.
Student's evaluation: Learners were able to relate upthrust and weight of
References: floating body.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 041

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to state the Following up on how to state On board

Competence: Student should have ability to apply laws, principles of

knowledg
presentation,

20 mins
law of flotation. the law of flotation.

New
Demonstration,
Physics in daily life.

e
Discussion

Main topic: ARCHIMEDES PRINCIPLE AND LAW OF Leading learners to brainstorm In groups to brainstorm the law Small group / pair
FLOTATION

Reinforce
share discussion,

20 mins
the law of flotation.. of flotation..

ment
Clarification,
Elaboration,
Subtopic: LAW OF FLOTATION
Guiding learners to state the law Practically/By presentation to Problem solving,
General Objectives: By the end of this topic, students should be able to

Reflection
Discussion,

20 mins
of flotation.. state the law of flotation..
demonstrate laws and principles of Physics. Chalkboard task,
Debriefing,
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
able to state the law of flotation. Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Toy, Wooden ship, Container,
Water.
Student's evaluation: Learners were able to state the law of flotation.
References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Teacher's evaluation: ____ learners understood the lesson / concepts, through the
Salaam, Tanzania Institute of Education, Tanzania. given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools;
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 042

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to apply the Following up on how to apply On board

Competence: Student should have ability to apply laws, principles of

knowledg
the law of flotation in everyday presentation,

20 mins
law of flotation in everyday life.

New
Demonstration,
Physics in daily life. life.

e
Discussion

Main topic: ARCHIMEDES PRINCIPLE AND LAW OF Leading learners to read case In groups to read case study Small group / pair
FLOTATION

Reinforce
share discussion,

20 mins
study about various bodies which about various bodies which

ment
apply the flotation law.. apply the flotation law.. Clarification,
Elaboration,
Subtopic: LAW OF FLOTATION
Guiding learners to mention Practically/By presentation to Problem solving,
General Objectives: By the end of this topic, students should be able to

Reflection
bodies which obey the law of mention bodies which obey the Discussion,

20 mins
demonstrate laws and principles of Physics. flotation; and discuss the mode law of flotation; and discuss the Chalkboard task,
Debriefing,
of action of a ship (Plimsoll line) mode of action of a ship
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be and submarine.. (Plimsoll line) and submarine..

able to apply the law of flotation in everyday life. Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Buoyant, Ships, Canoes, Boats,
Balloons, Kite.

Student's evaluation: Learners were able to apply the law of flotation in

References: everyday life.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 043

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to describe Following up on how to On board

Competence: Student should have ability to apply laws, principles of

knowledg
describe the mode of action of a presentation,

20 mins
the mode of action of a

New
Demonstration,
Physics in daily life. hydrometer. hydrometer.

e
Discussion

Main topic: ARCHIMEDES PRINCIPLE AND LAW OF Leading learners to demonstrate In groups to demonstrate the Small group / pair
FLOTATION

Reinforce
share discussion,

20 mins
the mode of action of a mode of action of a

ment
hydrometer.. hydrometer.. Clarification,
Elaboration,
Subtopic: LAW OF FLOTATION
Guiding learners to practice the Practically/By presentation to Problem solving,
General Objectives: By the end of this topic, students should be able to

Reflection
mode of action of a hydrometer.. practice the mode of action of a Discussion,

20 mins
demonstrate laws and principles of Physics. hydrometer.. Chalkboard task,
Debriefing,
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
able to describe the mode of action of a hydrometer. Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Hydrometer, Chart of
Hydrometer.
Student's evaluation: Learners were able to describe the mode of action of a
References: hydrometer.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 044

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to construct Following up on how to On board

Competence: Student should have ability to apply laws, principles of

knowledg
presentation,

20 mins
a simple hydrometer. construct a simple hydrometer.

New
Demonstration,
Physics in daily life.

e
Discussion

Main topic: ARCHIMEDES PRINCIPLE AND LAW OF Leading learners to construct In groups to construct simple Small group / pair
FLOTATION

Reinforce
share discussion,

20 mins
simple hydrometer.. hydrometer..

ment
Clarification,
Elaboration,
Subtopic: LAW OF FLOTATION
Guiding learners to construct a Practically/By presentation to Problem solving,
General Objectives: By the end of this topic, students should be able to

Reflection
construct a simple hydrometer.. Discussion,

20 mins
simple hydrometer..
demonstrate laws and principles of Physics. Chalkboard task,
Debriefing,
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
able to construct a simple hydrometer. Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Test tube, Beaker, Lead
shots/bearing, Salt, water and Kerosene.
Student's evaluation: Learners were able to construct a simple hydrometer.
References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Teacher's evaluation: ____ learners understood the lesson / concepts, through the
Salaam, Tanzania Institute of Education, Tanzania. given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools;
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 045

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to use Following up on how to use On board

Competence: Student should have ability to apply laws, principles of

knowledge
hydrometer to determine the hydrometer to determine the presentation,

20 mins
Demonstration,

New
Physics in daily life. relative density of different relative density of different
Discussion
liquids. liquids.

Main topic: ARCHIMEDES PRINCIPLE AND LAW OF

Leading learners to discuss how In groups to discuss how a Small group / pair
FLOTATION

Reinforce
share discussion,

20 mins
a hydrometer is used to measure hydrometer is used to measure

ment
the relative density of liquids.. the relative density of liquids.. Clarification,
Subtopic: LAW OF FLOTATION Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to perform Practically/By presentation to Problem solving,

Reflection
Discussion,

20 mins
experiment of relative density of perform experiment of relative
demonstrate laws and principles of Physics. liquids by using a hydrometer.. density of liquids by using a Chalkboard task,
Debriefing,
hydrometer..
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
able to use hydrometer to determine the relative density of different Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit
liquids.

ation
offering exercise. attempting given exercise. ticket, Q & A

Teaching and Learning materials/aids: Kerosene, Water, Hydrometer,

Milk.
Student's evaluation: Learners were able to use hydrometer to determine the
relative density of different liquids.
References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Teacher's evaluation: ____ learners understood the lesson / concepts, through the
Salaam, Tanzania Institute of Education, Tanzania. given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools;
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 046

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to use scientific skills to

knowledg
presentation,

20 mins
the concept of matter. the concept of matter.

New
Demonstration,
identify nature and properties of matter.

e
Discussion

Main topic: STRUCTURE AND PROPERTIES OF MATTER Leading learners to discuss with In groups to discuss with Small group / pair

Reinforce
share discussion,

20 mins
students the concept of matter.. students the concept of matter..

ment
Subtopic: STRUCTURE OF MATTER Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to explain the Practically/By presentation to Problem solving,
recognize behaviour and properties of matter.

Reflection
Discussion,

20 mins
concept of matter.. explain the concept of matter..
Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to explain the concept of matter.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Various objects, Liquids, gases. offering exercise. attempting given exercise. ticket, Q & A

References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Student's evaluation: Learners were able to explain the concept of matter.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. assist them in extra/remedial time.

Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 047

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to justify the Following up on how to justify On board

Competence: Student should have ability to use scientific skills to

knowledg
the particulate nature of matter. presentation,

20 mins
particulate nature of matter.

New
Demonstration,
identify nature and properties of matter.

e
Discussion

Main topic: STRUCTURE AND PROPERTIES OF MATTER Leading learners to justify the In groups to justify the Small group / pair

Reinforce
share discussion,

20 mins
particulate nature of matter by particulate nature of matter by

ment
Subtopic: STRUCTURE OF MATTER applying Brownian motion in applying Brownian motion in Clarification,
Elaboration,
liquids and in gases.. liquids and in gases..

General Objectives: By the end of this topic, students should be able to Guiding learners to perform Practically/By presentation to Problem solving,
recognize behaviour and properties of matter.

Reflection
experiment to justify the perform experiment to justify Discussion,

20 mins
particulate nature of matter by the particulate nature of matter Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be applying Brownian motion in by applying Brownian motion
Elaboration
liquids and in gases.. in liquids and in gases..
able to justify the particulate nature of matter.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit
Teaching and Learning materials/aids: Water, Coloured substances eg

ation
offering exercise. attempting given exercise. ticket, Q & A
KMnO4, Microscope, Pollen gains, Marbles, Beaker.

References: Student's evaluation: Learners were able to justify the particulate nature of
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es matter.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. assist them in extra/remedial time.

Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 048

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to use scientific skills to

knowledg
presentation,

20 mins
the kinetic theory of matter. the kinetic theory of matter.

New
Demonstration,
identify nature and properties of matter.

e
Discussion

Main topic: STRUCTURE AND PROPERTIES OF MATTER Leading learners to brainstorm In groups to brainstorm the Small group / pair

Reinforce
share discussion,

20 mins
the kinetic theory of matter.. kinetic theory of matter..

ment
Subtopic: STRUCTURE OF MATTER Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to demonstrate Practically/By presentation to Problem solving,
recognize behaviour and properties of matter.

Reflection
the movement of particles in demonstrate the movement of Discussion,

20 mins
smoke and coloured substances particles in smoke and coloured Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be using a microscope and a torch. substances using a microscope
Elaboration
and a torch.
able to explain the kinetic theory of matter.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit
Teaching and Learning materials/aids: Smoke-cell, Light source

ation
offering exercise. attempting given exercise. ticket, Q & A
(torch), Magnifying lens, Smoke.

References: Student's evaluation: Learners were able to explain the kinetic theory of
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es matter.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. assist them in extra/remedial time.

Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 049

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to classify Following up on how to On board

Competence: Student should have ability to use scientific skills to

knowledg
presentation,

20 mins
three states of matter. classify three states of matter.

New
Demonstration,
identify nature and properties of matter.

e
Discussion

Main topic: STRUCTURE AND PROPERTIES OF MATTER Leading learners to classify the In groups to classify the three Small group / pair

Reinforce
share discussion,

20 mins
three states of matter.. states of matter..

ment
Subtopic: STRUCTURE OF MATTER Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to categorize Practically/By presentation to Problem solving,
recognize behaviour and properties of matter.

Reflection
Discussion,

20 mins
the three states of matter.. categorize the three states of
matter.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to classify three states of matter.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Solid: Stone, wood, Liquid: offering exercise. attempting given exercise. ticket, Q & A
Water, milk, Gas: Oxygen gas, hydrogen gas.

References: Student's evaluation: Learners were able to classify three states of matter.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 050

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to use scientific skills to

knowledg
presentation,

20 mins
the concept of elasticity. the concept of elasticity.

New
Demonstration,
identify nature and properties of matter.

e
Discussion

Main topic: STRUCTURE AND PROPERTIES OF MATTER Leading learners to demonstrate In groups to demonstrate the Small group / pair

Reinforce
share discussion,

20 mins
the concept of elasticity.. concept of elasticity..

ment
Subtopic: ELASTICITY Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to explain the Practically/By presentation to Problem solving,
recognize behaviour and properties of matter.

Reflection
Discussion,

20 mins
concept of elasticity.. explain the concept of
elasticity.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to explain the concept of elasticity.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Rubber, Spiral spring, Slotted offering exercise. attempting given exercise. ticket, Q & A
weights, Rule, Retort stand, Mass hanger, Pointer.

References: Student's evaluation: Learners were able to explain the concept of elasticity.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 051

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to justify the Following up on how to justify On board

Competence: Student should have ability to use scientific skills to

knowledge
relationship between tension and the relationship between presentation,

20 mins
Demonstration,

New
identify nature and properties of matter. extension of a loaded elastic tension and extension of a
Discussion
material. loaded elastic material.

Main topic: STRUCTURE AND PROPERTIES OF MATTER

Leading learners to demonstrate In groups to demonstrate the Small group / pair

Reinforce
share discussion,

20 mins
the relationship of tension and relationship of tension and
Subtopic: ELASTICITY

ment
extension of loaded elastic extension of loaded elastic Clarification,
Elaboration,
material.. material..
General Objectives: By the end of this topic, students should be able to
Guiding learners to justify the Practically/By presentation to Problem solving,
recognize behaviour and properties of matter.

Reflection
Discussion,

20 mins
relationship between tension and justify the relationship between
extension of loaded material.. tension and extension of loaded Chalkboard task,
Specific Objectives: At the end of 80 minutes, each student should be material..
Debriefing,
Elaboration
able to justify the relationship between tension and extension of a
loaded elastic material. Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Spring balance, Rule, Slotted
weights, Retort stand, Mass hanger, Pointer, Rubber band.

Student's evaluation: Learners were able to justify the relationship between

References: tension and extension of a loaded elastic material.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 052

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to identify Following up on how to On board

Competence: Student should have ability to use scientific skills to

knowledg
presentation,

20 mins
the applications of elasticity in identify the applications of

New
Demonstration,
identify nature and properties of matter. real life. elasticity in real life.

e
Discussion

Main topic: STRUCTURE AND PROPERTIES OF MATTER Leading learners to brainstorm In groups to brainstorm the Small group / pair

Reinforce
applications of elasticity in real share discussion,

20 mins
the applications of elasticity in

ment
Subtopic: ELASTICITY real life.. life.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to identify the Practically/By presentation to Problem solving,
recognize behaviour and properties of matter.

Reflection
Discussion,

20 mins
applications of elasticity in real identify the applications of
life.. elasticity in real life.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to identify the applications of elasticity in real life.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Iron rods, Catapult, Bow and offering exercise. attempting given exercise. ticket, Q & A
arrow.

References: Student's evaluation: Learners were able to identify the applications of

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es elasticity in real life.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 053

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to use scientific skills to

knowledg
presentation,

20 mins
the concept of adhesion and the concept of adhesion and

New
Demonstration,
identify nature and properties of matter. cohesion. cohesion.

e
Discussion

Main topic: STRUCTURE AND PROPERTIES OF MATTER Leading learners to attempt In groups to attempt questions Small group / pair

Reinforce
share discussion,

20 mins
questions related to adhesion and related to adhesion and

ment
Subtopic: ADHESION AND COHESION cohesion.. cohesion.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to explain the Practically/By presentation to Problem solving,
recognize behaviour and properties of matter.

Reflection
explain the concept of adhesion Discussion,

20 mins
concept of adhesion and
cohesion.. and cohesion.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to explain the concept of adhesion and cohesion.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Test tube, Sheet of glass, offering exercise. attempting given exercise. ticket, Q & A
Water, Measuring cylinder, Mercury.

References: Student's evaluation: Learners were able to explain the concept of adhesion
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es and cohesion.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 054

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to apply Following up on how to apply On board

Competence: Student should have ability to use scientific skills to

knowledg
presentation,

20 mins
adhesion and cohesion in daily adhesion and cohesion in daily

New
Demonstration,
identify nature and properties of matter. life. life.

e
Discussion

Main topic: STRUCTURE AND PROPERTIES OF MATTER Leading learners to discuss the In groups to discuss the Small group / pair

Reinforce
share discussion,

20 mins
applications of adhesion and applications of adhesion and

ment
Subtopic: ADHESION AND COHESION cohesion in daily life. cohesion in daily life. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to describe the Practically/By presentation to Problem solving,
recognize behaviour and properties of matter.

Reflection
Discussion,

20 mins
applications of adhesion and describe the applications of
cohesion in daily life.. adhesion and cohesion in daily Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be life..
Elaboration
able to apply adhesion and cohesion in daily life.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Tape, Glue, Water, Needle, Ink, offering exercise. attempting given exercise. ticket, Q & A
Paper.

References: Student's evaluation: Learners were able to apply adhesion and cohesion in
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es daily life.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 055

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to use scientific skills to

knowledg
the concept of surface tension. presentation,

20 mins
the concept of surface tension.

New
Demonstration,
identify nature and properties of matter.

e
Discussion

Main topic: STRUCTURE AND PROPERTIES OF MATTER Leading learners to demonstrate In groups to demonstrate the Small group / pair

Reinforce
share discussion,

20 mins
the concept of surface tension. concept of surface tension.

ment
Subtopic: SURFACE TENSION Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to carry out an Practically/By presentation to Problem solving,
recognize behaviour and properties of matter.

Reflection
Discussion,

20 mins
experiment to verify the concept carry out an experiment to
of surface tension.. verify the concept of surface Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be tension..
Elaboration
able to explain the concept of surface tension.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Mosquito larva, Soap, Needle, offering exercise. attempting given exercise. ticket, Q & A
Water, Beaker/trough, Thread, Pond skaters.

References: Student's evaluation: Learners were able to explain the concept of surface
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es tension.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 056

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to identify Following up on how to On board

Competence: Student should have ability to use scientific skills to

knowledg
presentation,

20 mins
the applications of surface identify the applications of

New
Demonstration,
identify nature and properties of matter. tension in daily life. surface tension in daily life.

e
Discussion

Main topic: STRUCTURE AND PROPERTIES OF MATTER Leading learners to identify the In groups to identify the Small group / pair

Reinforce
applications of surface tension.. share discussion,

20 mins
applications of surface tension..

ment
Subtopic: SURFACE TENSION Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to explain the Practically/By presentation to Problem solving,
recognize behaviour and properties of matter.

Reflection
Discussion,

20 mins
applications of surface tension.. explain the applications of
surface tension.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to identify the applications of surface tension in daily life.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Mosquito larva, Soap, Needle, offering exercise. attempting given exercise. ticket, Q & A
Water, Beaker/trough, Thread, Pond skater.

References: Student's evaluation: Learners were able to identify the applications of surface
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es tension in daily life.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 057

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to use scientific skills to

knowledg
presentation,

20 mins
the concept of capillarity. the concept of capillarity.

New
Demonstration,
identify nature and properties of matter.

e
Discussion

Main topic: STRUCTURE AND PROPERTIES OF MATTER Leading learners to demonstrate In groups to demonstrate the Small group / pair

Reinforce
share discussion,

20 mins
the concept of capillarity.. concept of capillarity..

ment
Subtopic: CAPILLARITY Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to carry out an Practically/By presentation to Problem solving,
recognize behaviour and properties of matter. experiment to show capillarity carry out an experiment to Discussion,

Reflection

20 mins
by rise of water in glass tubes show capillarity by rise of Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be with narrow bores of different water in glass tubes with
Elaboration
diameters.. narrow bores of different
able to explain the concept of capillarity.
diameters..
Summarizing the key concepts Responding to answer orally / Assignment, Minute
Teaching and Learning materials/aids: Glass tubes with narrow bores

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
of different diameter, Kerosene lamp with wick, Blotting paper, Towel offering exercise. attempting given exercise. ticket, Q & A
Kerosene lamp with wick.

References: Student's evaluation: Learners were able to explain the concept of capillarity.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 058

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to identify Following up on how to On board

Competence: Student should have ability to use scientific skills to

knowledg
presentation,

20 mins
the applications of capillarity in identify the applications of

New
Demonstration,
identify nature and properties of matter. daily life. capillarity in daily life.

e
Discussion

Main topic: STRUCTURE AND PROPERTIES OF MATTER Leading learners to brainstorm In groups to brainstorm the Small group / pair

Reinforce
share discussion,

20 mins
the applications of capillarity in applications of capillarity in

ment
Subtopic: CAPILLARITY daily life.. daily life.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to discuss the Practically/By presentation to Problem solving,
recognize behaviour and properties of matter.

Reflection
Discussion,

20 mins
applications of capillarity in discuss the applications of
daily life. capillarity in daily life. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to identify the applications of capillarity in daily life.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Glass tubes with narrow bores offering exercise. attempting given exercise. ticket, Q & A
of different diameter, Kerosene lamp with wick, Blotting paper, Towel
Kerosene lamp with wick.
Student's evaluation: Learners were able to identify the applications of
References: capillarity in daily life.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools;
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 059

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to use scientific skills to

knowledg
presentation,

20 mins
the concept of osmosis. the concept of osmosis.

New
Demonstration,
identify nature and properties of matter.

e
Discussion

Main topic: STRUCTURE AND PROPERTIES OF MATTER Leading learners to carry out an In groups to carry out an Small group / pair

Reinforce
share discussion,

20 mins
experiment for verifying the experiment for verifying the

ment
Subtopic: OSMOSIS concept of osmosis.. concept of osmosis.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to explain the Practically/By presentation to Problem solving,
recognize behaviour and properties of matter.

Reflection
explain the concept of osmosis. Discussion,

20 mins
concept of osmosis.
Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to explain the concept of osmosis.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Irish potato with a scoop, offering exercise. attempting given exercise. ticket, Q & A
Beaker with water, Sugar, Table salt.

References: Student's evaluation: Learners were able to explain the concept of osmosis.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 060

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to identify Following up on how to On board

Competence: Student should have ability to use scientific skills to

knowledg
presentation,

20 mins
the applications of osmosis in identify the applications of

New
Demonstration,
identify nature and properties of matter. daily life. osmosis in daily life.

e
Discussion

Main topic: STRUCTURE AND PROPERTIES OF MATTER Leading learners to brainstorm In groups to brainstorm the Small group / pair

Reinforce
share discussion,

20 mins
the applications of osmosis.. applications of osmosis..

ment
Subtopic: OSMOSIS Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to identify the Practically/By presentation to Problem solving,
recognize behaviour and properties of matter.

Reflection
Discussion,

20 mins
applications of osmosis in identify the applications of
everyday life.. osmosis in everyday life.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to identify the applications of osmosis in daily life.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Irish potato with a scoop, offering exercise. attempting given exercise. ticket, Q & A
Sugar, Table salt.

References: Student's evaluation: Learners were able to identify the applications of osmosis
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es in daily life.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 061

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the concept of pressure. the concept of pressure.

New
Demonstration,
measurements of physical quantities on pressure.

e
Discussion

Main topic: PRESSURE Leading learners to explain the In groups to explain the concept Small group / pair

Reinforce
share discussion,

20 mins
concept of pressure.. of pressure..

ment
Subtopic: CONCEPT OF PRESSURE Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to explain the Practically/By presentation to Problem solving,
develop skills for making physical measurements on pressure.

Reflection
concept of pressure; and lifting a explain the concept of pressure; Discussion,

20 mins
bucket with thin handle and thick and lifting a bucket with thin Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be handle and explain observation. handle and thick handle and
Elaboration
explain observation.
able to explain the concept of pressure.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit
Teaching and Learning materials/aids: Water, Buckets with thin and

ation
offering exercise. attempting given exercise. ticket, Q & A
thick handles, Piece of wood, Blunt and sharp, knives, Flip chart and
marker pen.

Student's evaluation: Learners were able to explain the concept of pressure.

References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Teacher's evaluation: ____ learners understood the lesson / concepts, through the
Salaam, Tanzania Institute of Education, Tanzania. given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools;
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 062

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to state SI Following up on how to state SI On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
unit of pressure. unit of pressure.

New
Demonstration,
measurements of physical quantities on pressure.

e
Discussion

Main topic: PRESSURE Leading learners to derive the S.I In groups to derive the S.I unit Small group / pair

Reinforce
share discussion,

20 mins
unit of pressure.. of pressure..

ment
Subtopic: CONCEPT OF PRESSURE Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to discuss the Practically/By presentation to Problem solving,
develop skills for making physical measurements on pressure.

Reflection
Discussion,

20 mins
term pressure and state its S.I discuss the term pressure and
unit.. state its S.I unit.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to state SI unit of pressure.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Water, Buckets with thin and offering exercise. attempting given exercise. ticket, Q & A
thick handles, Piece of wood, Blunt and sharp, knives, Flip chart and
marker pen.
Student's evaluation: Learners were able to state SI unit of pressure.
References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Teacher's evaluation: ____ learners understood the lesson / concepts, through the
Salaam, Tanzania Institute of Education, Tanzania. given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools;
Remarks: I will proceed with the next subtopic in the next period.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 063

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
dependence of pressure on dependence of pressure on

New
Demonstration,
measurements of physical quantities on pressure. surface of contact. surface of contact.

e
Discussion

Main topic: PRESSURE Leading learners to explain In groups to explain Small group / pair

Reinforce
share discussion,

20 mins
dependence of pressure on dependence of pressure on

ment
Subtopic: PRESSURE DUE TO SOLIDS surface of contact.. surface of contact.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to cut bars of Practically/By presentation to Problem solving,
develop skills for making physical measurements on pressure.

Reflection
soap into pieces by using a thin cut bars of soap into pieces by Discussion,

20 mins
and a thick wire loop and state using a thin and a thick wire Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be what they experienced.. loop and state what they
Elaboration
experienced..
able to explain dependence of pressure on surface of contact.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit
Teaching and Learning materials/aids: Bars of soap, Thin and thick

ation
offering exercise. attempting given exercise. ticket, Q & A
wire loops.

References: Student's evaluation: Learners were able to explain dependence of pressure on

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es surface of contact.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. assist them in extra/remedial time.

Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 064

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to identify Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the applications of pressure due identify the applications of

New
Demonstration,
measurements of physical quantities on pressure. to solids. pressure due to solids.

e
Discussion

Main topic: PRESSURE Leading learners to brainstorm In groups to brainstorm the Small group / pair

Reinforce
share discussion,

20 mins
the applications of pressure due applications of pressure due to

ment
Subtopic: PRESSURE DUE TO SOLIDS to solids.. solids.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to discuss by Practically/By presentation to Problem solving,
develop skills for making physical measurements on pressure.

Reflection
Discussion,

20 mins
identifying the applications of discuss by identifying the
pressure due to solids.. applications of pressure due to Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be solids..
Elaboration
able to identify the applications of pressure due to solids.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Bars of soap, Thin and thick offering exercise. attempting given exercise. ticket, Q & A
wire loops.

References: Student's evaluation: Learners were able to identify the applications of

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es pressure due to solids.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 065

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to describe Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the characteristics of pressure in describe the characteristics of

New
Demonstration,
measurements of physical quantities on pressure. liquids. pressure in liquids.

e
Discussion

Main topic: PRESSURE Leading learners to brainstorm In groups to brainstorm the Small group / pair

Reinforce
share discussion,

20 mins
the characteristics of pressure in characteristics of pressure in

ment
Subtopic: PRESSURE IN LIQUIDS liquids.. liquids.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to describe the Practically/By presentation to Problem solving,
develop skills for making physical measurements on pressure.

Reflection
Discussion,

20 mins
characteristics of pressure in describe the characteristics of
liquids.. pressure in liquids.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to describe the characteristics of pressure in liquids.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Cans with hole punches at offering exercise. attempting given exercise. ticket, Q & A
different depths, Cans with holes punched at the same depth, Glass
vessel with tubes of different diameters, Water..
Student's evaluation: Learners were able to describe the characteristics of
References: pressure in liquids.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools;
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 066

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to examine Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the variation of pressure with examine the variation of

New
Demonstration,
measurements of physical quantities on pressure. depth in liquids. pressure with depth in liquids.

e
Discussion

Main topic: PRESSURE Leading learners to perform In groups to perform activities Small group / pair

Reinforce
share discussion,

20 mins
activities on the spurting out of on the spurting out of water

ment
Subtopic: PRESSURE IN LIQUIDS water from the holes of a can from the holes of a can which Clarification,
Elaboration,
which are at different depths.. are at different depths..

General Objectives: By the end of this topic, students should be able to Guiding learners to examine the Practically/By presentation to Problem solving,
develop skills for making physical measurements on pressure.

Reflection
variation of pressure with depth examine the variation of Discussion,

20 mins
in liquids and derive the pressure with depth in liquids Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be formular p = hρg.. and derive the formular p =
Elaboration
hρg..
able to examine the variation of pressure with depth in liquids.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit
Teaching and Learning materials/aids: Cans with hole punches at

ation
offering exercise. attempting given exercise. ticket, Q & A
different depths, Water, Bucket.

References: Student's evaluation: Learners were able to examine the variation of pressure
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es with depth in liquids.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. assist them in extra/remedial time.

Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 067

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to solve Following up on how to solve On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
problems involving pressure in problems involving pressure in

New
Demonstration,
measurements of physical quantities on pressure. liquids. liquids.

e
Discussion

Main topic: PRESSURE Leading learners to solve In groups to solve problems Small group / pair

Reinforce
share discussion,

20 mins
problems involving pressure in involving pressure in liquids..

ment
Subtopic: PRESSURE IN LIQUIDS liquids.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to solve Practically/By presentation to Problem solving,
develop skills for making physical measurements on pressure.

Reflection
Discussion,

20 mins
problems involving pressure in solve problems involving
liquids.. pressure in liquids.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to solve problems involving pressure in liquids.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Cans with hole punches at offering exercise. attempting given exercise. ticket, Q & A
different depths, Water, Bucket.

References: Student's evaluation: Learners were able to solve problems involving pressure
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es in liquids.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 068

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the principle of a hydraulic press. the principle of a hydraulic

New
Demonstration,
measurements of physical quantities on pressure. press.

e
Discussion

Main topic: PRESSURE Leading learners to investigate In groups to investigate the Small group / pair

Reinforce
share discussion,

20 mins
the actions of an applied force to actions of an applied force to a

ment
Subtopic: PRESSURE IN LIQUIDS a load by using a model of load by using a model of Clarification,
Elaboration,
hydraulic press.. hydraulic press..

General Objectives: By the end of this topic, students should be able to Guiding learners to derive the Practically/By presentation to Problem solving,
develop skills for making physical measurements on pressure. equation f/a = F/A For pressure derive the equation f/a = F/A Discussion,
on the small and large pistons of For pressure on the small and Chalkboard task,
Debriefing,

Reflection
Specific Objectives: At the end of 80 minutes, each student should be hydraulic pressure (where f and large pistons of hydraulic

20 mins
Elaboration
F are forces at small and large pressure (where f and F are
able to explain the principle of a hydraulic press.
pistons of areas “a” and “A” forces at small and large pistons
respectively); and explain the of areas “a” and “A”
Teaching and Learning materials/aids: Models of hydraulic press, principle of a hydraulic press.. respectively); and explain the
Hydraulic jack, Manometer. principle of a hydraulic press..

Consolid Summarizing the key concepts Responding to answer orally / Assignment, Minute

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit
References: ation
offering exercise. attempting given exercise. ticket, Q & A
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania.
Student's evaluation: Learners were able to explain the principle of a hydraulic
press.
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools;
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 069

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to measure Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
pressure of a liquid. measure pressure of a liquid.

New
Demonstration,
measurements of physical quantities on pressure.

e
Discussion

Main topic: PRESSURE Leading learners to demonstrate In groups to demonstrate the Small group / pair

Reinforce
share discussion,

20 mins
the measurement of pressure of a measurement of pressure of a

ment
Subtopic: PRESSURE IN LIQUIDS liquid.. liquid.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to demonstrate Practically/By presentation to Problem solving,
develop skills for making physical measurements on pressure.

Reflection
Discussion,

20 mins
how to measure pressure of a demonstrate how to measure
liquid.. pressure of a liquid.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to measure pressure of a liquid.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Models of hydraulic press, offering exercise. attempting given exercise. ticket, Q & A
Hydraulic jack, Manometer.

References: Student's evaluation: Learners were able to measure pressure of a liquid.

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 070

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to describe Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the existence of atmospheric describe the existence of

New
Demonstration,
measurements of physical quantities on pressure. pressure. atmospheric pressure.

e
Discussion

Main topic: PRESSURE Leading learners to demonstrate In groups to demonstrate the Small group / pair

Reinforce
share discussion,

20 mins
the existence of atmospheric existence of atmospheric

ment
Subtopic: ATMOSPHERIC PRESSURE pressure.. pressure.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to demonstrate Practically/By presentation to Problem solving,
develop skills for making physical measurements on pressure.

Reflection
Discussion,

20 mins
and describe the existence of demonstrate and describe the
atmospheric pressure.. existence of atmospheric Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be pressure..
Elaboration
able to describe the existence of atmospheric pressure.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Tumbler with lid, empty can, offering exercise. attempting given exercise. ticket, Q & A
cold water, source of heat.

References: Student's evaluation: Learners were able to describe the existence of

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es atmospheric pressure.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 071

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to identify Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the applications of atmospheric identify the applications of

New
Demonstration,
measurements of physical quantities on pressure. pressure. atmospheric pressure.

e
Discussion

Main topic: PRESSURE Leading learners to identify the In groups to identify the Small group / pair

Reinforce
share discussion,

20 mins
applications of atmospheric applications of atmospheric

ment
Subtopic: ATMOSPHERIC PRESSURE pressure.. pressure.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to identify the Practically/By presentation to Problem solving,
develop skills for making physical measurements on pressure.

Reflection
Discussion,

20 mins
applications of atmospheric identify the applications of
pressure.. atmospheric pressure.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to identify the applications of atmospheric pressure.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Bicycle pump, Siphon, offering exercise. attempting given exercise. ticket, Q & A
Syringes, Water, Flushing tanks.

References: Student's evaluation: Learners were able to identify the applications of

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es atmospheric pressure.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 072

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to measure Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
atmospheric pressure. measure atmospheric pressure.

New
Demonstration,
measurements of physical quantities on pressure.

e
Discussion

Main topic: PRESSURE Leading learners to measure the In groups to measure the Small group / pair

Reinforce
share discussion,

20 mins
atmospheric pressure.. atmospheric pressure..

ment
Subtopic: ATMOSPHERIC PRESSURE Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to measure Practically/By presentation to Problem solving,
develop skills for making physical measurements on pressure.

Reflection
Discussion,

20 mins
atmospheric pressure by using a measure atmospheric pressure
barometer.. by using a barometer.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to measure atmospheric pressure.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Fortin barometer, Aneroid offering exercise. attempting given exercise. ticket, Q & A
barometer.

References: Student's evaluation: Learners were able to measure atmospheric pressure.

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 073

 LUSHOTO SECONDARY SCHOOL
LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
NUMBER OF STUDENTS
DATE CLASS PERIOD TIME Ask questions to learners on the Responding to give the correct Brainstorming, Q &
REGISTERED PRESENT ABSENTEES previous concepts / lesson by answers about the previous A, Cold calling, Ball

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
I M F T M F T M F T
task
correction on previous asked questions and/or taking
assignment note on correction done

Competence: Student should have ability to make appropriate Guiding learners on/to explain Following up on how to explain On board
measurements of physical quantities about work,energy and power.

knowledg
presentation,

20 mins
the concept of work. the concept of work.

New
Demonstration,

e
Discussion
Main topic: WORK, ENERGY AND POWER
Leading learners to brainstorm In groups to brainstorm the Small group / pair
Subtopic: WORK

Reinforce
share discussion,

20 mins
the concept of work as applied to concept of work as applied to

ment
Physics.. Physics.. Clarification,
Elaboration,
General Objectives: By the end of this topic, students should be able to
develop skills for making physical measurements about work,energy
Guiding learners to explain the Practically/By presentation to Problem solving,
and power.

Reflection
Discussion,

20 mins
concept of work as applied to explain the concept of work as
Physics.. applied to Physics.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to explain the concept of work.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Block of wood, Thread, Pulley, offering exercise. attempting given exercise. ticket, Q & A
Bench, Spring balance, Metre rule, Stop watch/clock.

References: Student's evaluation: Learners were able to explain the concept of work.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 074

 LUSHOTO SECONDARY SCHOOL
LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
NUMBER OF STUDENTS
DATE CLASS PERIOD TIME Ask questions to learners on the Responding to give the correct Brainstorming, Q &
REGISTERED PRESENT ABSENTEES previous concepts / lesson by answers about the previous A, Cold calling, Ball

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
I M F T M F T M F T
task
correction on previous asked questions and/or taking
assignment note on correction done

Competence: Student should have ability to make appropriate Guiding learners on/to state SI Following up on how to state SI On board
measurements of physical quantities about work,energy and power.

knowledg
presentation,

20 mins
unit of work. unit of work.

New
Demonstration,

e
Discussion
Main topic: WORK, ENERGY AND POWER
Leading learners to derive the S.I In groups to derive the S.I unit Small group / pair
Subtopic: WORK

Reinforce
share discussion,

20 mins
unit of work. of work.

ment
Clarification,
Elaboration,
General Objectives: By the end of this topic, students should be able to
develop skills for making physical measurements about work,energy
Guiding learners to state the S.I Practically/By presentation to Problem solving,
and power.

Reflection
Discussion,

20 mins
units of force.. state the S.I units of force..
Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to state SI unit of work.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Metre rule, Beam balance, offering exercise. attempting given exercise. ticket, Q & A
Spring balance, Tape measure.

References: Student's evaluation: Learners were able to state SI unit of work.

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 075

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to determine Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the work done by an applied determine the work done by an

New
Demonstration,
measurements of physical quantities about work,energy and power. force. applied force.

e
Discussion

Main topic: WORK, ENERGY AND POWER Leading learners to discuss how In groups to discuss how to Small group / pair

Reinforce
share discussion,

20 mins
to determine the work done by determine the work done by an

ment
Subtopic: WORK an applied force. applied force. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to perform an Practically/By presentation to Problem solving,
develop skills for making physical measurements about work,energy

Reflection
Discussion,

20 mins
experiment to determine the perform an experiment to
and power. work done.. determine the work done.. Chalkboard task,
Debriefing,
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
Summarizing the key concepts Responding to answer orally / Assignment, Minute
able to determine the work done by an applied force.

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Heavy body, Tape measure,
Long metre Ruler.
Student's evaluation: Learners were able to determine the work done by an
References: applied force.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools;
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 076

 LUSHOTO SECONDARY SCHOOL
LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
NUMBER OF STUDENTS
DATE CLASS PERIOD TIME Ask questions to learners on the Responding to give the correct Brainstorming, Q &
REGISTERED PRESENT ABSENTEES previous concepts / lesson by answers about the previous A, Cold calling, Ball

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
I M F T M F T M F T
task
correction on previous asked questions and/or taking
assignment note on correction done

Competence: Student should have ability to make appropriate Guiding learners on/to explain Following up on how to explain On board
measurements of physical quantities about work,energy and power.

knowledg
presentation,

20 mins
the concept of energy. the concept of energy.

New
Demonstration,

e
Discussion
Main topic: WORK, ENERGY AND POWER
Leading learners to discuss how In groups to discuss how to Small group / pair
Subtopic: ENERGY

Reinforce
share discussion,

20 mins
to determine the work done by determine the work done by an

ment
an applied force.. applied force.. Clarification,
Elaboration,
General Objectives: By the end of this topic, students should be able to
develop skills for making physical measurements about work,energy
Guiding learners to explain the Practically/By presentation to Problem solving,
and power.

Reflection
Discussion,

20 mins
concept of energy.. explain the concept of energy..
Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to explain the concept of energy.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Heavy body, Tape measure, offering exercise. attempting given exercise. ticket, Q & A
Long metre Ruler.

References: Student's evaluation: Learners were able to explain the concept of energy.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 077

 LUSHOTO SECONDARY SCHOOL
LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
NUMBER OF STUDENTS
DATE CLASS PERIOD TIME Ask questions to learners on the Responding to give the correct Brainstorming, Q &
REGISTERED PRESENT ABSENTEES previous concepts / lesson by answers about the previous A, Cold calling, Ball

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
I M F T M F T M F T
task
correction on previous asked questions and/or taking
assignment note on correction done

Competence: Student should have ability to make appropriate Guiding learners on/to state SI Following up on how to state SI On board
measurements of physical quantities about work,energy and power.

knowledg
presentation,

20 mins
unit of energy. unit of energy.

New
Demonstration,

e
Discussion
Main topic: WORK, ENERGY AND POWER
Leading learners to derive the In groups to derive the S.I. unit Small group / pair
Subtopic: ENERGY

Reinforce
share discussion,

20 mins
S.I. unit of energy. of energy.

ment
Clarification,
Elaboration,
General Objectives: By the end of this topic, students should be able to
develop skills for making physical measurements about work,energy
Guiding learners to state the S.I Practically/By presentation to Problem solving,
and power.

Reflection
Discussion,

20 mins
unit of energy.. state the S.I unit of energy..
Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to state SI unit of energy.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Heavy body, Tape measure, offering exercise. attempting given exercise. ticket, Q & A
Long metre Ruler.

References: Student's evaluation: Learners were able to state SI unit of energy.

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 078

 LUSHOTO SECONDARY SCHOOL
LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
NUMBER OF STUDENTS
DATE CLASS PERIOD TIME Ask questions to learners on the Responding to give the correct Brainstorming, Q &
REGISTERED PRESENT ABSENTEES previous concepts / lesson by answers about the previous A, Cold calling, Ball

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
I M F T M F T M F T
task
correction on previous asked questions and/or taking
assignment note on correction done

Competence: Student should have ability to make appropriate Guiding learners on/to identify Following up on how to On board
measurements of physical quantities about work,energy and power.

knowledg
presentation,

20 mins
different forms of energy. identify different forms of

New
energy. Demonstration,

e
Discussion
Main topic: WORK, ENERGY AND POWER
Leading learners to brainstorm In groups to brainstorm Small group / pair
Subtopic: ENERGY

Reinforce
share discussion,

20 mins
different forms of energy. different forms of energy.

ment
Clarification,
Elaboration,
General Objectives: By the end of this topic, students should be able to
develop skills for making physical measurements about work,energy
Guiding learners to identify Practically/By presentation to Problem solving,
and power.

Reflection
Discussion,

20 mins
different forms of energy.. identify different forms of
energy.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to identify different forms of energy.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Helical spring, Object, Stone, offering exercise. attempting given exercise. ticket, Q & A
Thread, Bob.

References: Student's evaluation: Learners were able to identify different forms of energy.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 079

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
distinguish between potential distinguish between potential

New
Demonstration,
measurements of physical quantities about work,energy and power. energy and kinetic energy. energy and kinetic energy.

e
Discussion

Main topic: WORK, ENERGY AND POWER Leading learners to demonstrate In groups to demonstrate and Small group / pair

Reinforce
share discussion,

20 mins
and explain the pushing effect of explain the pushing effect of a

ment
Subtopic: ENERGY a compressed spiral spring when compressed spiral spring when Clarification,
Elaboration,
released. released.

General Objectives: By the end of this topic, students should be able to Guiding learners to demonstrate Practically/By presentation to Problem solving,
develop skills for making physical measurements about work,energy

Reflection
the existence of P.E and K.E demonstrate the existence of Discussion,

20 mins
and power. using a spiral spring and P.E and K.E using a spiral Chalkboard task,
Debriefing,
compute P.E and K.E for a spring and compute P.E and
Elaboration
moving body.. K.E for a moving body..
Specific Objectives: At the end of 80 minutes, each student should be
able to distinguish between potential energy and kinetic energy. Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Helical spring, Object, Stone,
Thread, Bob.
Student's evaluation: Learners were able to distinguish between potential
References: energy and kinetic energy.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 080

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to describe Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the transformation of energy. describe the transformation of

New
Demonstration,
measurements of physical quantities about work,energy and power. energy.

e
Discussion

Main topic: WORK, ENERGY AND POWER Leading learners to discuss the In groups to discuss the Small group / pair

Reinforce
share discussion,

20 mins
transformation of energy.. transformation of energy..

ment
Subtopic: ENERGY Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to describe the Practically/By presentation to Problem solving,
develop skills for making physical measurements about work,energy

Reflection
Discussion,

20 mins
transformation of energy.. describe the transformation of
and power. energy.. Chalkboard task,
Debriefing,
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
Summarizing the key concepts Responding to answer orally / Assignment, Minute
able to describe the transformation of energy.

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Tube light/ fluorescent tube,
Motor, Telephone, Candle, Electric fan.
Student's evaluation: Learners were able to describe the transformation of
References: energy.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools;
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 081

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to state the Following up on how to state On board

Competence: Student should have ability to make appropriate

knowledg
the principle of conservation of presentation,

20 mins
principle of conservation of

New
Demonstration,
measurements of physical quantities about work,energy and power. energy. energy.

e
Discussion

Main topic: WORK, ENERGY AND POWER Leading learners to brainstorm In groups to brainstorm the Small group / pair

Reinforce
share discussion,

20 mins
the principle of conservation of principle of conservation of

ment
Subtopic: ENERGY energy.. energy.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to state the Practically/By presentation to Problem solving,
develop skills for making physical measurements about work,energy

Reflection
Discussion,

20 mins
principle of conservation of state the principle of
and power. energy.. conservation of energy.. Chalkboard task,
Debriefing,
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
Summarizing the key concepts Responding to answer orally / Assignment, Minute
able to state the principle of conservation of energy.

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Trolley, Objects.

References: Student's evaluation: Learners were able to state the principle of conservation
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es of energy.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 082

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to make appropriate

knowledg
the uses of mechanical energy. presentation,

20 mins
the uses of mechanical energy.

New
Demonstration,
measurements of physical quantities about work,energy and power.

e
Discussion

Main topic: WORK, ENERGY AND POWER Leading learners to discuss the In groups to discuss the uses of Small group / pair

Reinforce
share discussion,

20 mins
uses of mechanical energy.. mechanical energy..

ment
Subtopic: ENERGY Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to explain the Practically/By presentation to Problem solving,
develop skills for making physical measurements about work,energy

Reflection
Discussion,

20 mins
uses of mechanical energy.. explain the uses of mechanical
and power. energy.. Chalkboard task,
Debriefing,
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
Summarizing the key concepts Responding to answer orally / Assignment, Minute
able to explain the uses of mechanical energy.

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Trolley, Objects.

References: Student's evaluation: Learners were able to explain the uses of mechanical
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es energy.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 083

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the concept of power. the concept of power.

New
Demonstration,
measurements of physical quantities about work,energy and power.

e
Discussion

Main topic: WORK, ENERGY AND POWER Leading learners to attempt In groups to attempt questions Small group / pair

Reinforce
related to the concept of power. share discussion,

20 mins
questions related to the concept

ment
Subtopic: POWER of power. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to explain Practically/By presentation to Problem solving,
develop skills for making physical measurements about work,energy

Reflection
Discussion,

20 mins
concept of power.. explain concept of power..
and power. Chalkboard task,
Debriefing,
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
Summarizing the key concepts Responding to answer orally / Assignment, Minute
able to explain the concept of power.

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Heavy body, Stop watch/clock,
Metre rule.
Student's evaluation: Learners were able to explain the concept of power.
References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Teacher's evaluation: ____ learners understood the lesson / concepts, through the
Salaam, Tanzania Institute of Education, Tanzania. given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools;
Remarks: I will proceed with the next subtopic in the next period.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 084

 LUSHOTO SECONDARY SCHOOL
LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
NUMBER OF STUDENTS
DATE CLASS PERIOD TIME Ask questions to learners on the Responding to give the correct Brainstorming, Q &
REGISTERED PRESENT ABSENTEES previous concepts / lesson by answers about the previous A, Cold calling, Ball

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
I M F T M F T M F T
task
correction on previous asked questions and/or taking
assignment note on correction done

Competence: Student should have ability to make appropriate Guiding learners on/to state the Following up on how to state On board
measurements of physical quantities about work,energy and power.

knowledg
presentation,

20 mins
SI unit of power. the SI unit of power.

New
Demonstration,

e
Discussion
Main topic: WORK, ENERGY AND POWER
Leading learners to derive the S.I In groups to derive the S.I unit Small group / pair
Subtopic: POWER

Reinforce
share discussion,

20 mins
unit of power.. of power..

ment
Clarification,
Elaboration,
General Objectives: By the end of this topic, students should be able to
develop skills for making physical measurements about work,energy
Guiding learners to state the S.I. Practically/By presentation to Problem solving,
and power.

Reflection
Discussion,

20 mins
unit of power by relating work state the S.I. unit of power by
done and time.. relating work done and time.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to state the SI unit of power.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Heavy body, Stop watch/clock, offering exercise. attempting given exercise. ticket, Q & A
Metre rule.

References: Student's evaluation: Learners were able to state the SI unit of power.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 085

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to determine Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the rate of doing work. determine the rate of doing

New
Demonstration,
measurements of physical quantities about work,energy and power. work.

e
Discussion

Main topic: WORK, ENERGY AND POWER Leading learners to demonstrate In groups to demonstrate how Small group / pair

Reinforce
share discussion,

20 mins
how to determine the rate of to determine the rate of doing

ment
Subtopic: POWER doing work.. work.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to determine Practically/By presentation to Problem solving,
develop skills for making physical measurements about work,energy

Reflection
Discussion,

20 mins
the rate of raising a heavy body determine the rate of raising a
and power. through a given vertical distance. heavy body through a given Chalkboard task,
Debriefing,
vertical distance.
Elaboration
Specific Objectives: At the end of 80 minutes, each student should be
Summarizing the key concepts Responding to answer orally / Assignment, Minute
able to determine the rate of doing work.

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
offering exercise. attempting given exercise. ticket, Q & A
Teaching and Learning materials/aids: Heavy body, Metre rule.

References: Student's evaluation: Learners were able to determine the rate of doing work.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 086

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the concept of light. the concept of light.

New
Demonstration,
measurements of physical quantities about light.

e
Discussion

Main topic: LIGHT Leading learners to discuss the In groups to discuss the concept Small group / pair

Reinforce
share discussion,

20 mins
concept of light.. of light..

ment
Subtopic: SOURCES OF LIGHT Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to explain the Practically/By presentation to Problem solving,
develop skills for making physical measurements about light.

Reflection
Discussion,

20 mins
concept of light.. explain the concept of light..
Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to explain the concept of light.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: String, Card board, Torch, Box offering exercise. attempting given exercise. ticket, Q & A
with a hole.

References: Student's evaluation: Learners were able to explain the concept of light.
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 087

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to identify Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
sources of light. identify sources of light.

New
Demonstration,
measurements of physical quantities about light.

e
Discussion

Main topic: LIGHT Leading learners to brainstorm In groups to brainstorm the Small group / pair

Reinforce
share discussion,

20 mins
the sources of light.. sources of light..

ment
Subtopic: SOURCES OF LIGHT Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to identify Practically/By presentation to Problem solving,
develop skills for making physical measurements about light.

Reflection
Discussion,

20 mins
sources of light.. identify sources of light..
Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to identify sources of light.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Candle, Kerosene lamp, Sun, offering exercise. attempting given exercise. ticket, Q & A
flame.

References: Student's evaluation: Learners were able to identify sources of light.

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es
Salaam, Tanzania Institute of Education, Tanzania. Teacher's evaluation: ____ learners understood the lesson / concepts, through the
given assignment / exercise; but ____ learners had less response / conception; So I will
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 088

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
distinguish luminous from non- presentation,

20 mins
distinguish luminous from non-

New
Demonstration,
measurements of physical quantities about light. luminous bodies. luminous bodies.

e
Discussion

Main topic: LIGHT Leading learners to distinguish In groups to distinguish Small group / pair

Reinforce
share discussion,

20 mins
between luminous and non- between luminous and non-

ment
Subtopic: SOURCES OF LIGHT luminous bodies.. luminous bodies.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to distinguish Practically/By presentation to Problem solving,
develop skills for making physical measurements about light.

Reflection
distinguish luminous from non- Discussion,

20 mins
luminous from non-luminous
bodies.. luminous bodies.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to distinguish luminous from non-luminous bodies.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Luminous objects, Candle, offering exercise. attempting given exercise. ticket, Q & A
Electric lamp, Non-luminous, objects.

References: Student's evaluation: Learners were able to distinguish luminous from non-
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es luminous bodies.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 089

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to make appropriate

knowledg
the concept of rays and beam of presentation,

20 mins
the concept of rays and beam of

New
Demonstration,
measurements of physical quantities about light. light. light.

e
Discussion

Main topic: LIGHT Leading learners to perform In groups to perform Small group / pair

Reinforce
experiment about light rays and share discussion,

20 mins
experiment about light rays and

ment
Subtopic: PROPAGATION AND TRANSMISSION OF LIGHT beam of light.. beam of light.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to perform Practically/By presentation to Problem solving,
develop skills for making physical measurements about light.

Reflection
Discussion,

20 mins
experiment and explain the perform experiment and explain
concept of rays and beam of the concept of rays and beam of Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be light.. light..
Elaboration
able to explain the concept of rays and beam of light.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Rays box, Candle. offering exercise. attempting given exercise. ticket, Q & A

References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Student's evaluation: Learners were able to explain the concept of rays and
Salaam, Tanzania Institute of Education, Tanzania. beam of light.

2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; Teacher's evaluation: ____ learners understood the lesson / concepts, through the
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.

Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 090

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to verify that Following up on how to verify On board

Competence: Student should have ability to make appropriate

knowledg
light rays travels in straight line. that light rays travels in straight presentation,

20 mins
New
Demonstration,
measurements of physical quantities about light. line.

e
Discussion

Main topic: LIGHT Leading learners to discuss how In groups to discuss how to Small group / pair

Reinforce
share discussion,

20 mins
to verify that light travels in a verify that light travels in a

ment
Subtopic: PROPAGATION AND TRANSMISSION OF LIGHT straight line. straight line. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to perform Practically/By presentation to Problem solving,
develop skills for making physical measurements about light.

Reflection
Discussion,

20 mins
demonstration to verify that light perform demonstration to verify
travels in a straight line.. that light travels in a straight Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be line..
Elaboration
able to verify that light rays travels in straight line.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: String, Card board, Source of offering exercise. attempting given exercise. ticket, Q & A
light.

References: Student's evaluation: Learners were able to verify that light rays travels in
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es straight line.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 091

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to identify Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
identify transparent, translucent presentation,

20 mins
transparent, translucent and

New
Demonstration,
measurements of physical quantities about light. opaque materials. and opaque materials.

e
Discussion

Main topic: LIGHT Leading learners to brainstorm In groups to brainstorm about Small group / pair

Reinforce
share discussion,

20 mins
about transparent, translucent transparent, translucent and

ment
Subtopic: PROPAGATION AND TRANSMISSION OF LIGHT and opaque materials.. opaque materials.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to identify Practically/By presentation to Problem solving,
develop skills for making physical measurements about light.

Reflection
identify transparent, translucent Discussion,

20 mins
transparent, translucent and
opaque materials.. and opaque materials.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to identify transparent, translucent and opaque materials.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Oiled paper, Iron sheet, Glass, offering exercise. attempting given exercise. ticket, Q & A
Paper stained glass, Walls.

References: Student's evaluation: Learners were able to identify transparent, translucent

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es and opaque materials.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 092

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to identify Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
identify transparent, translucent presentation,

20 mins
transparent, translucent and

New
Demonstration,
measurements of physical quantities about light. opaque materials. and opaque materials.

e
Discussion

Main topic: LIGHT Leading learners to brainstorm In groups to brainstorm about Small group / pair

Reinforce
share discussion,

20 mins
about transparent, translucent transparent, translucent and

ment
Subtopic: PROPAGATION AND TRANSMISSION OF LIGHT and opaque materials.. opaque materials.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to identify Practically/By presentation to Problem solving,
develop skills for making physical measurements about light.

Reflection
identify transparent, translucent Discussion,

20 mins
transparent, translucent and
opaque materials.. and opaque materials.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to identify transparent, translucent and opaque materials.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Oiled paper, Iron sheet, Glass, offering exercise. attempting given exercise. ticket, Q & A
Paper stained glass, Walls.

References: Student's evaluation: Learners were able to identify transparent, translucent

1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es and opaque materials.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 093

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to explain Following up on how to explain On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
the concept of reflection of light. the concept of reflection of

New
Demonstration,
measurements of physical quantities about light. light.

e
Discussion

Main topic: LIGHT Leading learners to demonstrate In groups to demonstrate the Small group / pair

Reinforce
share discussion,

20 mins
the concept of reflection of concept of reflection of light..

ment
Subtopic: REFLECTION OF LIGHT light.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to explain the Practically/By presentation to Problem solving,
develop skills for making physical measurements about light.

Reflection
Discussion,

20 mins
concept of reflection of light.. explain the concept of
reflection of light.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to explain the concept of reflection of light.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Rays box, Plane mirror, offering exercise. attempting given exercise. ticket, Q & A
Protractor, Ruler, Soft board, Optical pins, Source of light, Plane paper.

References: Student's evaluation: Learners were able to explain the concept of reflection of
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es light.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 094

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
distinguish regular from irregular distinguish regular from

New
Demonstration,
measurements of physical quantities about light. reflection of light. irregular reflection of light.

e
Discussion

Main topic: LIGHT Leading learners to distinguish In groups to distinguish regular Small group / pair

Reinforce
regular and irregular reflection of and irregular reflection of light.. share discussion,

20 mins
ment
Subtopic: REFLECTION OF LIGHT light.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to distinguish Practically/By presentation to Problem solving,
develop skills for making physical measurements about light.

Reflection
distinguish between regular and Discussion,

20 mins
between regular and irregular
reflection of light.. irregular reflection of light.. Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be Elaboration
able to distinguish regular from irregular reflection of light.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Rays box, Plane mirror, offering exercise. attempting given exercise. ticket, Q & A
Protractor, Ruler, Soft board, Optical pins, Source of light, Plane paper.

References: Student's evaluation: Learners were able to distinguish regular from irregular
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es reflection of light.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 095

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to apply the Following up on how to apply On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
laws of reflection of light. the laws of reflection of light.

New
Demonstration,
measurements of physical quantities about light.

e
Discussion

Main topic: LIGHT Leading learners to carry out an In groups to carry out an Small group / pair

Reinforce
share discussion,

20 mins
experiment to investigate the experiment to investigate the

ment
Subtopic: REFLECTION OF LIGHT laws of reflection of light.. laws of reflection of light.. Clarification,
Elaboration,

General Objectives: By the end of this topic, students should be able to Guiding learners to state the laws Practically/By presentation to Problem solving,
develop skills for making physical measurements about light. of reflection of light; and to state the laws of reflection of Discussion,

Reflection

20 mins
apply the laws of reflection of light; and to apply the laws of Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be light to observe the position of reflection of light to observe the
Elaboration
the incident ray, the reflected ray position of the incident ray, the
able to apply the laws of reflection of light.
and the normal.. reflected ray and the normal..
Summarizing the key concepts Responding to answer orally / Assignment, Minute
Teaching and Learning materials/aids: Rays box, Plane mirror,

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Protractor, Ruler, Soft board, Optical pins, Source of light, Plane paper. offering exercise. attempting given exercise. ticket, Q & A

References:
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es Student's evaluation: Learners were able to apply the laws of reflection of light.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania. assist them in extra/remedial time.

Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 096

 LUSHOTO SECONDARY SCHOOL LESSON DEVELOPMENT
LESSON PLAN

STAGES

TIME
TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT
TEACHER'S NAME: WILSON C. GUNDA SUBJECT: Physics
Ask questions to learners on the Responding to give the correct Brainstorming, Q &
NUMBER OF STUDENTS previous concepts / lesson by answers about the previous A, Cold calling, Ball
DATE CLASS PERIOD TIME

Introduction

10 mins
orally questions or making some concepts / lesson; on the orally tossing, Head start
REGISTERED PRESENT ABSENTEES
task
correction on previous asked questions and/or taking
I M F T M F T M F T
assignment note on correction done

Guiding learners on/to describe Following up on how to On board

Competence: Student should have ability to make appropriate

knowledg
presentation,

20 mins
image formed by a plane mirror. describe image formed by a

New
Demonstration,
measurements of physical quantities about light. plane mirror.

e
Discussion

Main topic: LIGHT Leading learners to perform an In groups to perform an Small group / pair

Reinforce
share discussion,

20 mins
experiment to investigate the experiment to investigate the

ment
Subtopic: REFLECTION OF LIGHT image formed by a plane mirror.. image formed by a plane Clarification,
Elaboration,
mirror..

General Objectives: By the end of this topic, students should be able to Guiding learners to describe the Practically/By presentation to Problem solving,
develop skills for making physical measurements about light.

Reflection
Discussion,

20 mins
position and size and nature of describe the position and size
an image formed by a plane and nature of an image formed Chalkboard task,
Debriefing,
Specific Objectives: At the end of 80 minutes, each student should be mirror.. by a plane mirror..
Elaboration
able to describe image formed by a plane mirror.
Summarizing the key concepts Responding to answer orally / Assignment, Minute

Consolid

10 mins
by asking orally questions and practically (by doing) and paper, Hot seat, Exit

ation
Teaching and Learning materials/aids: Rays box, Plane mirror, offering exercise. attempting given exercise. ticket, Q & A
Protractor, Ruler, Soft board, Optical pins, Source of light, Plane paper.

References: Student's evaluation: Learners were able to describe image formed by a plane
1. T.I.E, (2021) Physics for Secondary Schools; Book One: Dar es mirror.
Salaam, Tanzania Institute of Education, Tanzania.
Teacher's evaluation: ____ learners understood the lesson / concepts, through the
2. Oxford University Press (T) Ltd, (2010) Physics for Secondary Schools; given assignment / exercise; but ____ learners had less response / conception; So I will
assist them in extra/remedial time.
Form 1&2: Dar es Salaam, SCSU & MOEVT -Zanzibar, Tanzania.
Remarks: I will proceed with the next subtopic in the next period.

______________ _________________
SUBJECT TEACHER ACADEMIC / HEAD OF SCHOOL

© Copyright to WILSON C. GUNDA | 01