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Accelerated Motion

The document outlines a lesson plan for teaching concepts of motion in a physical science class. It includes objectives, content, learning resources, procedures, and a reflection section. The procedures describe eliciting prior knowledge from students, engaging them through predictions, having them explore definitions and compare concepts, and applying the concepts through graphing and analyzing sample motion data.

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cheryl tayas
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10 views4 pages

Accelerated Motion

The document outlines a lesson plan for teaching concepts of motion in a physical science class. It includes objectives, content, learning resources, procedures, and a reflection section. The procedures describe eliciting prior knowledge from students, engaging them through predictions, having them explore definitions and compare concepts, and applying the concepts through graphing and analyzing sample motion data.

Uploaded by

cheryl tayas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Daily Lesson Log CATANDUANES NATIONAL HIGH

School Grade Level 11/12


(Science) SCHOOL
PHYSICAL
Teacher JORGE VICTOR M. SALES Learning Area
SCIENCE
Teaching Date Quarter

Lesson Plan No. _____


Objectives must be met and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to
find significance and joy in learning the lessons. Daily objectives shall be derived from
the curriculum guides.
A. Content Standard Aristotelian vs. Galilean Views of Motion
B. Performance Standard
C. Learning
Competencies/
Objectives S11/12PS-IVc-48
(Write the LC code for
each.)
Content is what the lesson is all about. It pertains to the subject matter that the
II. CONTENT
teacher aims to teach. In the CG, the content can be tackled in a week or two.
1. Explain how the position vs. time, and velocity vs. time graphs of constant
velocity motion are different from those of constant acceleration motion.
2. recognize that the everyday usage and the physics usage of the term
“acceleration” differ in physics an object that is slowing down, speeding up, or
changing direction is said to be accelerating.

List the materials to be used in different days. Varied sources of materials sustain
children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
III. LEARNING RESOURCES
and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Material
from Learning
Resource (LRDMS)
Portal
B. Other Learning
Young and Freedman University Physics 13th Edition
Resources
These steps should be done across the period indicated. Spread out the activities
appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities.
IV. PROCEDURES Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Elicit Start by asking students on how do they describe motion. Use KWL tool in gathering
What do they already answers and post it. Accept even misconceptions of students in order to help them
know? correct their misunderstanding later in the lesson.
Show a chart of speeds of land animals and have students compare it with human
beings. Let them describe how does speed help them have the idea on how fast are
land animals are in par to human capability.

B. Engage
Why is this lesson
interesting?

Let students predict what could happen if a motorcycle and a car does a short distance
race which will come first at the finish line. Note their answers especially if they
mention words Speed, Fast, Quick, Acceleration, Mass and let them define these
words. Ask factors to be considered why the motorcycle would win a short distance
race.

C. Explore
What can they find out?

Define operationally speed, velocity and acceleration. Using a Venn diagram or chart,
D. Explain compare what they are similarities and differences and have students trace their
Why? (Teacher’s input to misconceptions on the three terms. Relate how acceleration directly affects velocity
formalize concept) and speed. Introduce the involvement of force (as manifested by acceleration) in the
motion of a body.
E. Elaborate Showing theoretical data on the motion of the Car and Motorcycle in a table, plot the
How can they apply this? motion of the two vehicles in a graph d vs t, V vs t and a vs t. Have students analyze
(Demonstrate learning.) and describe the graphs using the data.
F. Extend
Using another theoretical data on motion that shows uniform accelerated motion and
Expand / Follow-up
uniform velocity. Have students plot and describe the graph formed from the data.
question.
G. Evaluate
How much progress have
they made?

Using this time lapse graph, have students describe its motion from points A to E

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress this week. What works? What else needs to be done to help the students
VI. REFLECTION
learn? Identify what help your instructional supervisors can provide for you so when
you meet them, you can ask them relevant questions.
A. No. of learners who
learned 80% on the
formative assessment.
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up
with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Checked by:
JEZRAHEL T. OMADTO
EPS I - Science

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