DAILY LESSON PLAN

Class
Date
Time
Venue
Attendance

Theme/Learning area: Heat

Learning Objectives: Understanding thermal equilibrium

Learning Outcomes: At the end of the class, the students will be able to:
 Explain thermal equilibrium.
 Explain how a liquid-in-glass thermometer works.

Prerequisite: Relevant Prior Knowledge and Prior Skills:

 Heat energy.
 Mercury thermometer.
 Temperature.

Learning Activities:
Techniques, Tools
Core content Teacher’s activities Student’s activities Note
& Resources
Introduction ENGAGEMENT Students do the activity. Tap in the
1. Teacher asks one student to come in front laboratory.
and hold the tap for a moment.
2. Teacher ask the student what he/she feels.
Q : Describe what do you feel on your hand
while you holding the tap?
A : feeling cold.
 3. After the student give answer, teacher ask
the student to hold the tap again for 1
minute. Then teacher ask again.
Q: Do you feel the different?
A: Yes. My hand does not feel cold anymore.

Lesson EXPLORATION 1. Students discuss the Eggs, ice cubes,

development 1. Teacher ask student to form four groups. question with their water, kettle,
Understanding 2. Two groups will do experiment A: mix hot partner. thermometer,
heat water with ice cubes and record initial 2. Students read the Bunsen burner,
temperature and again, record final answer to the class. beaker.
temperature after 5 minutes.
3. The other groups will do experiment B: Hot
boil eggs mix with tap water. Record initial
temperature and again, record final
temperature after 5 minutes.
4. Teacher ask student questions involving the
experiment :
Q : What is the heat resource in this
experiment?
A: A Bunsen burner.
Q : What can heat do in this experiment?
A : Boil the water
Q : If the heat is able to do a work, what can
we say about heat?
A : Heat is a form of energy.
Q : What other things that heat can do in this
experiment ?
A : It makes the object becomes hot and it can
also transfer from one object to another.

Understanding EXPLAINATION Clinical

thermal 1. Teacher ask student about their 1. Students discuss and thermometer,
equilibrium. observations. explain the result. beaker, water,
2. Teacher ask student : cotton wool (as
Q : What happen to the ice cubes ? insulator), stirrer
A : It melts.
Q : What is the reading of the melted ice cubes
(final reading)?
A : (student’s answers)
Q : Explain why.
A : (student’s answer)

* Teacher ask student Socratic questioning

based on the student’s answer.

3. Teacher explains about thermal equilibrium.

4. Ask the students to do activity A and B in

groups. 2. Students listen to the
teacher’s explanation.
Activity A:
(i) Measure the temperature of two beakers 3. Students carry out
(labeled A and B) which have different activity A and B.
temperature of water.
(ii) Pour the water from the two beakers into
another water covered with insulator. Stir
for a few seconds and measure the
temperature.
5. Students explain the result. After that each
group will explain the results to the other
group, based on the concept they had
learnt.

Activity B:
(i) Put a clinical thermometer on the student’s
palm and grip the thermometer for a few
minutes.
(ii) Take the reading.

6. Students explain the result.

Principle of a ELABORATION 1. Students answer the
thermometer 1. Show a thermometer to the students. questions.
Q: Have you seen this before?
A: Yes.
Q: What is it use for?
A: To measure the temperature of an object.
Q: What is it made of?
A: A glass rod and a mercury.
Q: How does the mercury work?
A: The mercury expands when heated and vice
versa.
Q : Why do we choose mercury rather than
other liquid?
A : Because it won’t get stick to the glass rod
and it has an equal expansion.

Define a 1. Teacher asks how to define temperature 1. Students discuss the

temperature scale scale using liquid-in-glass thermometer. answer.
using liquid-in-
glass thermometer. 2. Students are form into a group of four. Each
group will be given a task to be discuss. 2. Students do the task
in group.

EVALUATION

1. Give a diagram of a blank thermometer 1. Students label the

scale to each students and ask to label structure of
every part. thermometer.

Conclusion
1. Students state new
words and things that
they have learnt
today.
Language Focus/Vocabulary:

Heat – the quality of being hot.

Thermal –Relating to or caused by heat.
Equilibrium- A situation in which there is a balance between different forces or aspects.
Absorption – the process by which something take in a substance.
Dissipation – the process by which a substance gradually disappears by becoming less strong.
Calibration – to ascertain the caliber of (as a thermometer tube)
Ice point – the freezing point of water.
Steam point-the temperature at which a liquid boils.

Teaching and learning strategies: Cooperative-learning, thinking skill, inquiry-discovery

Teaching and learning Methods: Experiment, discussion

Scientific Skills: Observing, hypothesizing, experimenting, predicting.

Thinking skills:

Critical : Analyzing, making conclusions, evaluating.

Creative : Making inferences, making hypotheses

Scientific Altitudes and Noble Values: Being objective and systematic, thinking rationally, having critical and analytical thinking.

Reflection:

Remarks: