Based on Annex 2B.6 to DepEd Order No. 42, s.

2016
DAILY Balanacan National High Grade Level Grade 11
School
LESSON School & Quarter Finals
PLAN Teacher MELODY M. MENDOZA SHS Track TechVoc
SENIOR HIGH Inclusive Learning
June 24, 2021 Science
SCHOOL Dates Area
Scheduled Subject Physical Science
Time Newton’s First Law of
Topic
Motion
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of Aristotelian vs. Galilean views of
motion
B. Performance Standards The learners should be able to
C. Learning Explain the subtle distinction between Newton’s 1st Law of Motion ( or Law of
Competencies / Objectives Inertia) and Galileo’s assertion that force is not necessary to sustain horizontal
(Write the LC Code) motion
D. Specific Objectives At the end of the lesson, the learners will be able to:
1. State Newton’s First Law of Motion;
2. Define what is inertia;
3. Recognize the relationship of mass and inertia;
4. Apply Newton’s First law to understand the effect of applying a force on an
object.
II. CONTENT Understanding Newton’s First Law of Motion
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners’ Materials Physical Science Module- CO, pp. 5-15
pages
3. Textbook pages You and the Natural World –Physics, Third edition by Bienvenido J. Valdes and
Delia Navaza pp. 97-98
Conceptual Physics for High School by Paul G. Hewitt pp. 25-34
K to 12 Basic Education Curriculum, SHS-Core Subject
4. Additional
Materials from Learning
Resources Portals
B. Other Learning
Resources
IV. PROCEDURES
A. Revising previous lesson Multiple Choice
or presenting the new Directions: Choose the letter of the correct answer.
lesson
1. A force is defined as
a. A push only
b. A pull only
c. A push or a pull
2. What unit do scientists use to measure force?
a. Newton
b. Grams
c. Meters
3. The amount of matter in an object is called its
a. Inertia
b. Mass
c. Force
4. A force that opposes motion between two surfaces that are in contact is called
a. Friction
b. Motion
c. Velocity
 5. Which of the following terms is most often used by a physicist when describing
the motion of an object that includes both its speed and direction?
a. Momentum
b. Distance
c. velocity
B. Establishing a purpose Ask:
for the lesson When do we say that an object is in motion? Explain.
C. Presenting examples/ Video Clip Presentation
instances of the new lesson
Do you still remember the famous story in which Newton began to wonder
why an apple falls from a tree to the ground?

D. Discussing new Predict-Observe-Explain

concepts and practicing
new skills #1 Activity 1: Tablecloth Trick (Demonstration)

Materials:
Table with table cloth, plates, cups, utensils, plastic dishes
Optional: food and liquid
Procedures:
1. Spread the table cloth on the table and smooth out any wrinkles. Keep a
length of it hanging over the edge to pull on during the trick.
2. Set the plates, cups, and utensils on the table. Tip: Weigh down the light
objects. Weigh down any light objects by filling them with food or liquid.
3. Grab on the length of the tablecloth hanging over the edge of the table.
4. Pull the cloth straight down, toward the ground.
5. Pull quickly and with confidence, so that the tablecloth slides out from
under the dishes and cups without causing them to fall. What happens? How does
it work?
Take it Further:
6. Instead of testing different plates, bowls, and glasses, test  different
masses on the plates.
7. Make a plate or bowl heavier by adding something with some weight.
How does adding weight (mass) change the way the tablecloth moves out from
under the dishes?
Observation and Explanation:
_______________________________________________________________________________________________
_______________________________________________________________________________________________

Optional:
Video Clip Presentation
https://www.youtube.com/watch?v=54qaxJBALpI

Question:
1. Is it magic?
2. How does it work?
E. Discussing concepts and Activity 2: Road Trip (Role Play)
practicing new skills #2  A passenger inside a vehicle moving at constant velocity.
 A passenger inside a moving vehicle when suddenly the driver applies the

F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
brakes.
 A passenger on the rightmost window seat of an automobile when
suddenly the vehicle makes a sharp turn to the left
Guide Questions:
1. What keeps an object at rest and what keeps it moving?
2. What cause the object change in motion?
Exploring Inertia
1. Galileo and Inertia
Video clip presentation: https://www.youtube.com/watch?v=vzYhw7mWQJ8
2. Isaac Newton and his First Law of Motion
Guide Questions:
1. What keeps an object at rest and what keeps it moving?
2. How does an object’s mass affects its inertia?
3. What makes object initially at rest move and what makes moving objects stop?
4. What is a net force?
5. What is an unbalanced force?
1. What would have happened if the vehicle were an open type and you were not
fastened to a seat belt?
2. What is the essence of the seatbelt law? Explain why the seatbelt and the
headrests are important safety devices in a car.
Concept Map
Each group will make a concept map/graphic organizer to sum up the lesson.
Paper and pen
Modified True or False. Read each statement carefully. Write True if the
statement is correct and Write the correct term if the statement is incorrect. Write
your answer on a separate sheet of paper.
____________ 1. Inertia is the tendency of an object to resist motion.
____________ 2. Newton’s first law of motion is also called the law of acceleration.
____________ 3. If an object is at rest, inertia will keep it at rest.
____________ 4.The inertia of an object is determined by its speed.
____________ 5. The speed of an object changes only when it is acted on by an
unbalanced force.
____________ 6. A stationary object resists movement only because of gravity.
____________ 7. A balanced force is a force in which the net force is greater to zero.
____________ 8. Isaac Newton was the first one who developed the idea of inertia.
____________ 9. Smooth surfaces has greater friction than rough surfaces.
____________ 10. Newton’s first law of motion applies to objects that are already
moving and at rest.
Activity 3: Acrostic Poem
Create an acrostic poem using the word INERTIA. In creating your poem, you may
share what you have learned or experienced facing the COVID-19pandemic.
I
N
E
R
T
I
A
Rubric for Acrostic Poem
4 3 2 1
Poetic The acrostic Most of the lines of Some of the lines The acrostic does
Form follows poetic the acrostic poem of the acrostic not follow poetic
form follow poetic form follows poetic form

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
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 it work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other learners?
Prepared by:
MELODY M. MENDOZA
Subject Teacher
form
Focus The acrostic is The acrostic relates The acrostic does
very well to the topic The acrostic not relate to the
developed and somewhat relates topic
relates to the to the topic
topic
Spelling No spelling errors 1 to 2 spelling errors 3 to 4 spelling 5 or more spelling
errors errors
______of Learners who earned 80% above (Pearl)
_____of learners who require additional activities for remediation (Pearl)
Pearl
____ yes _____no
_____of learners who caught up the lesson
______of learners who continue to require remediation (Pearl)
Strategies used worked well:
__________ Metacognitive Development: Examples: Self-assessments, note taking and
studying techniques, and vocabulary assignments.
__________ Bridging: Examples: Think-Pair-share, quick-writes, and anticipatory charts.
__________ Schema-building: Examples: Compare and Contrast, jigsaw learning, peer
teaching, and projects
__________ Contextualization: Examples: Demonstration, media, manipulatives, repetition,
and local opportunities
__________ Text Representation: Examples: Student created drawing, videos and games
__________ Modelling: Examples: Speaking slowly and clearly, modelling the language you
want students use, and providing samples of student work.
Other Techniques and Strategies
____Explicit teaching ____Rereading of Paragraphs/Poems/Stories
____Group Collaboration ____Differentiated Instruction
____Gamification/Learning through play ____Role Playing/Drama
____Answering preliminary activities/exercises ____Discovery method
____Carousel ____Lecture method
____Diads
Why?
___Complete IM’s
___Availability of Materials
___Student’s eagerness to learn
___Group member’s collaboration/cooperation in doing their tasks
___Audio Visual Presentation of the lesson
___Bullying among students ___Unavailable Technology Equipment (AVR/LCD)
___Student’s behaviour/attitude ___Science/Computer/Internet Lab
___Colorful Ims ___Additional Clerical works
Planned Innovations
___Contextualized/Localized and Indigenized IM’
___Localized Videos
___Making big books from views of the locality
___Recycling of plastics to be used as Instructional Materials
___Local poetical composition
Approved:
ELIZABETH R. PARALEJAS
Head Teacher