Lesson Plan

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Lesson Plan
Grade: Date: 17/01/2026
Subject: Physics
Lesson Topic: use graphical methods to represent distance, displacement, speed, velocity and acceleration
Learning Objective/s:
  • Describe the physical meaning of distance, displacement, speed, velocity and acceleration on their respective graphs.
  • Explain how slope and area of distance‑time, displacement‑time, velocity‑time and acceleration‑time graphs relate to kinematic quantities.
  • Apply graphical methods to determine speed, acceleration and displacement from given graphs.
  • Solve constant‑acceleration problems by interpreting v‑t and s‑t graphs.
  • Evaluate worked examples and practice questions using graph analysis.
Materials Needed:
  • Projector or interactive whiteboard
  • Graph paper and rulers
  • Calculator or graphing app
  • Worksheet with sample s‑t, v‑t, a‑t graphs
  • Printed/digital set of motion graphs
  • Markers and sticky notes for annotations
 Introduction:
Begin with a brief demonstration of a car accelerating, asking students what they notice about its motion. Recall previous work on kinematic equations and the definitions of distance, speed and acceleration. Explain that today they will learn to read and construct graphs to extract these quantities, and success will be measured by correctly interpreting slopes and areas.
Lesson Structure:
  1. Do‑now (5') – Students sketch a distance‑time graph for a short description and identify periods of constant speed versus acceleration.
  2. Mini‑lecture (10') – Review key definitions and demonstrate how slope and area on each graph correspond to kinematic quantities using the projector.
  3. Guided practice (15') – Work through the car example (v‑t graph) together, calculating acceleration from the slope and displacement from the triangular and rectangular areas.
  4. Collaborative activity (15') – In pairs, analyse a set of provided s‑t and v‑t graphs, complete a worksheet identifying slopes, areas and the numerical values they represent.
  5. Formative check (5') – Quick exit‑ticket quiz with three short graph‑interpretation questions.
  6. Summary & homework briefing (5') – Recap main ideas and assign practice questions from the textbook, including drawing a v‑t graph for a motion observed at home.
Conclusion:
Recap that slopes give rates of change while areas give accumulated change, reinforcing the link between algebraic equations and their graphical representations. Students complete an exit‑ticket answering one graph‑interpretation question. For homework they will finish the practice set and produce a hand‑drawn v‑t graph of a real‑world motion.