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 paper? The rock!

Obviously, right? Yes, Sir!

What do you think will happen if we raised both the (students comments in the comment
paper and the rock at the same height and dropped section)
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. (student’s This time, both the rock and the paper
name), you are raising your hand. You may reach the ground at the same time.
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.

I will now create your breakout rooms. You have 3 None, Sir.
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 class)
(teacher corrected some misconceptions, clarified
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.
(students listen attentively)
Galileo concluded that light and heavy objects
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.
We lessened the surface area of the
Hence, as when we crumpled the paper. What paper and therefore lessened the air
happened? 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/s2.

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 (students solves problem)
hits the ground 5 seconds later. How tall is the
building?

Any volunteers to solve the problem? Please raise (students volunteered and solved the
your hand. You can share your screen and solve it problem)
via AWWAPP Whiteboard.

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, Yes, Sir!
a one whole sheet of yellow paper, a meter stick,
and a stopwatch (from their phones). Do you have
it in you?

Good. I want you to perform the activity we did Yes, Sir!

earlier (The Rock Paper) but instead of a rock, 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 (students have varying answer)
get?

Why do you think you have varying answers? (students answered)

Did you use the correct formula? Are your Yes, Sir.
measurements correct? Please double check.

With all said and done, what do you think are the (students said some possible answers)
different applications of free fall in our daily lives?

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
Organization 1pt
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