A Detailed Lesson Plan in General Physics I Time Frame: 60 Minutes

A Detailed Lesson Plan in General Physics I
Time Frame: 60 minutes
I. Objectives
A. Content Standards
- The learners demonstrate an understanding of free-fall motion.
B. Learning Competencies
Given several exercises, the Grade 12 students are expected to do the following
with 85% proficiency:
a.) explain the concept of acceleration due to gravity.
b.) distinguish that the acceleration of gravity is independent of the mass of
the free-falling object.
c.) solve problems involving one dimensional motion with constant
acceleration in context of free-fall problems. (STEM_G12KIN-Ib-19)
d.) recognize the different applications of free-fall motion in our daily lives.
II. Content and Materials
A. Topic: Motion in one Dimension

Subtopic: Free-fall motion
B. References:
1.) Shipman, J., Wilson, J. D., Higgins, C. A., & Lou, B. (2020). An
introduction to physical science. Cengage Learning.
2.) Tillery, B. W. (2002). Physical science. McGraw-Hill.
3.) DepEd K-12 Curriculum Guide (STEM)
C. Instructional Materials:
 Laptop, PowerPoint Presentation, headphones, ZOOM, paper,
rock, four 10-peso coins, stopwatch and a meter stick,
III. Preparatory Activities
Teacher’s Activity Student’s Activity

A. Greetings
Good morning, Class! Good morning, Sir!
Before we proceed to our online class for (student leads the prayer)
today, let us first have a prayer.
B. Attendance
Please say present when your name is (students says present)

called.
C. Motivation
To exercise your minds, I have here a 5-item (students answers the brain teaser)
brain teaser to spice up your day.
You may unmute and answer in chorus.
IV. Procedure
Teacher’s Activity Student’s Activity
A. Activity
In today’s activity, you will perform an activity Yes, Sir!

entitled, “Rock or Paper”. You will only need two
things. A rock and a paper. I’ll give you 1 minute
to get a paper and a rock (or anything that
resembles a rock). Got it?
Good. Now which is heavier, the rock or the The rock!

paper?
Yes, Sir!
Obviously, right?
(students comments in the comment
What do you think will happen if we raised both section)
the paper and the rock at the same height and
dropped them at the same time? Please type in
the comment section, which do you think will
reach the ground first? The rock or the paper?
Later, I want you to stand up. Pick up the rock

with your one hand and the paper with the other.
Then raise it at the same height (shoulder’s
height) then drop it at the same time. Just like
what you are seeing in the picture.
Are the instructions clear? Yes, Sir!
We’re all set then. You have 1 minute to perform (students performs the activity)
the activity. You may start.
What have you observed? Are your predictions, Yes, Sir. The rock reaches the ground
right? Ms. (student’s name), you commented that first.
the rock will fall first. Are you correct?
Why do you think so? Because the rock was heavier. Hence,
it reaches the ground faster than the
paper.
Okay. Class, I want you to do it all over again. But Yes, Sir!
this time, crumple the paper and observe what (students performs the activity)
happens next. Are we good?
This time, what have you observed? Mr. This time, both the rock and the paper
(student’s name), you are raising your hand. You reach the ground at the same time.
may unmute and share your thoughts.
What do you think caused the sudden change?
B. Analysis
To answer that query, you will have an activity

called “Think-Pair-Share” online edition. I will be
giving you 2 mins. to think by yourselves. After
that, I will create breakout rooms here in zoom in
which pairs will be given 3 mins. to brainstorm
their ideas. Finally, after all the brainstorming at
least 3 pairs will be called to share their thoughts
to the class.
Are there any questions?
Your timer starts now.

None, Sir.
I will now create your breakout rooms. You have 3
minutes to brainstorm your ideas with your pair. (students brainstorms for 1 minute)
Are there any volunteers? Seeing none. Hence, I (students brainstorms for 1 minute)
will use my fishbowl technique. (Teacher calls
three pairs randomly)
Thanks for those ideas. (pair shared their thoughts to the

(teacher corrected some misconceptions, clarified class)
scientific ideas)
C. Abstraction
Aristotle reportedly thought that a rock falls at a

uniform speed proportional to its weight.
However, my late-late grandfather Galileo Galilei
discredited Aristotle’s conclusion. He performed
the famous Leaning Pisa experiment. By dropping
a solid iron ball and a solid wooden ball
simultaneously from the top of the Leaning Tower
of Pisa.
Galileo concluded that light and heavy objects (students listen attentively)
FALL together when dropped at a certain height
at the same time.
Going back earlier to the activity, what caused the

sudden change?
When something falls, air resistance acts in the

opposite direction as the force of gravity.
The larger the surface area, the greater the air

resistance.
Hence, as when we crumpled the paper. What We lessened the surface area of the
happened? paper and therefore lessened the air
resistance.
Free fall is when objects fall toward Earth without

air resistance being considered. Free fall
considers only gravity and neglects air resistance.
The acceleration due to gravity is -9.8 m/s 2.

Last meeting, we talked about the Kinematic
Equations to solve horizontal motion problems.
Today, we are going to use the same set of
equations but we are going to solve vertical
motion problems.
(students listen attentively)
Here is a sample problem:
1. A ball is dropped from rest on a cliff. (a) What is

the speed of the ball 5 seconds later? (b) What is
the velocity of the ball this time? (c) How far does
it travel during this time?
The first step to solve a problem is to create a

mental picture of the problem. Second, look for
the givens and the missing variables. Third, look
for the appropriate equation to be used. Lastly,
double check if your answer make sense.
Try to solve this sample problem number two on

your own.
A stone is dropped from the top of a building and

hits the ground 5 seconds later. How tall is the (students solves problem)
building?
Any volunteers to solve the problem? Please

raise your hand. You can share your screen and (students volunteered and solved the
solve it via AWWAPP Whiteboard. problem)
D. Application
You will now perform an experiment entitled,

“Finding the Value of G”.
Last meeting, I told you to secure a 10-peso coin,
a one whole sheet of yellow paper, a meter stick, Yes, Sir!
and a stopwatch (from their phones). Do you have
it in you?
Good. I want you to perform the activity we did

earlier (The Rock Paper) but instead of a rock, Yes, Sir!
you will only drop a 10-peso coin. Before you
perform the experiment, I want you to measure
the height of your shoulder with reference on the
ground. Then drop the coin at the same height as
your shoulder (don’t forget to simultaneously click
the stopwatch when you drop the coin) and as
soon as you see the coin hit the ground, stop the
time. Write all the variables and solve for the
acceleration due to gravity.
Are the instructions clear?

Yes, Sir!
You may now perform the experiment.
(students performs the experiment)
What value of acceleration due to gravity did you
get? (students have varying answer)
Why do you think you have varying answers?

(students answered)
Did you use the correct formula? Are your
measurements correct? Please double check. Yes, Sir.
With all said and done, what do you think are the
different applications of free fall in our daily lives? (students said some possible
answers)
Right, free fall can be found everywhere. A bird
shot down from sky is in free fall, skydiving,
bungee jumping, a coin drop in a well. Fruit falling
from the tree. And many more.
V. Evaluation
In their quiz notebook, the students will answer the following questions:
Test I. Essay. Give what is asked in 2-3 sentences. (5 points each)
1. Explain why all objects, regardless of mass, reach the ground exactly the
same time when dropped at a certain height.
2. How does the concept of free-fall motion relate to our lives?
Rubric for Essay

Content 3pts
Organizatio 1pt
n
Grammar 1pt
Total 5pts
Test II. Problem Solving (5 points each)
1. A ball is thrown straight up into air at 49 m/s. (a) How high does it go? (b) How
long is in the air?
2. A rock is released from rest on a 700m building. (a) How long does is take to
hit the ground? (b) What is the speed and velocity of the ball just before it hits the
ground?
VI. Agreement
Read and research about Relative Motion.
WAYNE DAVID C. PADULLON

Teacher

A Detailed Lesson Plan in General Physics I Time Frame: 60 Minutes

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A Detailed Lesson Plan in General Physics I

Time Frame: 60 minutes

- The learners demonstrate an understanding of free-fall motion.

II. Content and Materials

A. Topic: Motion in one Dimension

III. Preparatory Activities

Teacher’s Activity Student’s Activity

Please say present when your name is (students says present)

You may unmute and answer in chorus.

In today’s activity, you will perform an activity Yes, Sir!

Good. Now which is heavier, the rock or the The rock!

Later, I want you to stand up. Pick up the rock

Are the instructions clear? Yes, Sir!

What do you think caused the sudden change?

To answer that query, you will have an activity

Are there any questions?

Your timer starts now.

Thanks for those ideas. (pair shared their thoughts to the

Aristotle reportedly thought that a rock falls at a

Going back earlier to the activity, what caused the

When something falls, air resistance acts in the

The larger the surface area, the greater the air

Free fall is when objects fall toward Earth without

The acceleration due to gravity is -9.8 m/s 2.

(students listen attentively)

Here is a sample problem:

1. A ball is dropped from rest on a cliff. (a) What is

The first step to solve a problem is to create a

Try to solve this sample problem number two on

A stone is dropped from the top of a building and

Any volunteers to solve the problem? Please

You will now perform an experiment entitled,

Good. I want you to perform the activity we did

Are the instructions clear?

Why do you think you have varying answers?

Rubric for Essay

Test II. Problem Solving (5 points each)

Read and research about Relative Motion.

WAYNE DAVID C. PADULLON

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