Lesson Plan

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Lesson Plan
Grade: Date: 17/01/2026
Subject: Physics
Lesson Topic: make reasonable estimates of physical quantities included within the syllabus
Learning Objective/s:
  • Describe the seven SI base quantities and how derived quantities are formed.
  • Apply SI prefixes, significant figures and uncertainty rules to express measured values.
  • Use Fermi reasoning, dimensional analysis and order‑of‑magnitude comparison to produce reasonable estimates of common physics quantities.
  • Evaluate the plausibility of an estimate by checking against known reference values.
Materials Needed:
  • Projector or interactive whiteboard
  • Slide deck with tables of base quantities, SI prefixes and typical values
  • Worksheet containing estimation practice problems
  • Calculator (optional) and rulers for quick calculations
  • Sticky notes or index cards for exit tickets
 Introduction:

Begin with a quick Fermi‑style question (“How many piano tuners are in our city?”) to spark curiosity. Review students’ prior knowledge of SI units and significant figures, then state that today they will learn systematic ways to make rapid, reliable estimates for exam problems.
Lesson Structure:
  1. Do‑now (5 '): Students write down the seven base quantities and one derived example.
  2. Mini‑lecture (10 '): Overview of SI prefixes, significant figures and uncertainty rules with short examples.
  3. Interactive demonstration (10 '): Show the “cheat‑sheet” of typical physical quantities; discuss estimation tips.
  4. Guided practice (15 '): Work through the copper‑wire energy estimate as a class, highlighting each reasoning step.
  5. Collaborative activity (15 '): In pairs, students solve three practice estimation problems from the worksheet, using Fermi reasoning or dimensional analysis.
  6. Check for understanding (5 '): Quick polling or whiteboard responses to verify correct order‑of‑magnitude answers.
  7. Reflection (5 '): Students note one strategy they found most useful on a sticky note for the exit ticket.
Conclusion:

Summarise the key estimation strategies and remind learners to keep a personal “quick‑values” sheet for future exams. Collect exit tickets asking students to state one estimate they could now perform faster. Assign homework: complete two additional Fermi‑type problems from the textbook.