School
DAILY LESSON LOG
Department of Education
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
1. Reviewing previous lesson or
presenting the new lesson
Grade Level 11
Teacher Learning Area General Physics 1
Teaching Dates and Time WEEK 2 Quarter 1st/3rd
Session 1: Session 2: Session 3: Session 4:
The learner demonstrates understanding of …
1. The effect of instruments on measurements
2. Uncertainties and deviations in measurement
3. Sources and types of error
4. Vectors and vector addition
The learner should be able to…
Solve, using experimental and theoretical approaches, multiconcept, rich-content problems involving measurement, vectors, motion in 1D and
2D, Newton’s Laws, Work, Energy, Center of Mass, momentum, impulse and collisions
a. Convert a verbal description of a physical situation involving uniform acceleration in one dimension into a mathematical description
(STEM_GP12Kin-Ib12).
b. Interpret displacement and velocity, respectively, as areas under velocity vs. time and acceleration vs. time curves (STEM_GP12KINIb-14).
c. Interpret velocity and acceleration, respectively, as slopes of position vs. time and velocity vs. time curves (STEM_GP12KINIb-15).
d. Construct velocity vs. time and acceleration vs. time graphs, respectively, corresponding to a given position vs. time-graph and velocity
vs. time graph and vice versa (STEM_GP12KINIb-16).
e. Solve for unknown quantities in equations involving one-dimensional uniformly accelerated motion, including free fall motion
(STEM_GP12KINIb-17).
f. Solve problems involving one-dimensional motion with constant acceleration in contexts such as, but not limited to, the “tail-gating
phenomenon”, pursuit, rocket launch, and free- fall problems (STEM_GP12KINIb-19).
KINEMATICS IN ONE DIMENSION
- Ask students to recall the Ask students to recall the last - Ask students to recall the Ask students to recall the last
previous lesson that tackles physics lesson they had and what previous lesson that tackles physics lesson they had and what
motion and ask them to share the topics they covered. Introduce motion and ask them to share the topics they covered. Introduce

2. Establishing the purpose of
the lesson
3. Presenting
examples/instances of the
new lesson
4. Discussing new concepts
and practicing new skills #1
5. Discussing new concepts
and practicing new skills #2
concepts they remember.
- Introduce the new lesson by
telling them that they will be
exploring the kinematic variables
in particle motion.
- Tell students that the main
objective of this lesson is to identify
the kinematic variables in a given
set of conditions of a particle in
motion.
- Use the whiteboard and markers
to present an example of particle
motion.
- Ask students to identify the
kinematic variables present in the
example.
- Repeat the process with different
examples.
- Define the kinematic variables:
distance, time, velocity, and
acceleration.
- Introduce the equations used to
compute for these variables.
- Distribute the worksheet and let
students practice solving problems
involving kinematic variables.
- Divide the students into pairs.
- Ask them to solve the problems in
the new lesson by asking them if
they know how to plot graphs for
distance, time, velocity, and
acceleration.
Explain to the class that the
purpose of the lesson is to teach
them how to construct graphs for
distance, time, velocity, and
acceleration and how to interpret
the graphs.
Show the class a graph with
distance on the y-axis and time on
the x-axis. Explain that the slope of
the graph represents the velocity
of the object. Show another
graph with velocity on the y-axis
and time on the x-axis. Explain
that the slope of this graph
represents the acceleration of the
object.
Present a set of values for
distance and time and ask the
students to plot a graph of the
distance vs time. Afterward, ask
them to calculate the velocity of
the object and plot a graph of
velocity vs time.
Present a set of values for velocity
and time and ask the students to
plot a graph of velocity vs time.
concepts they remember.
- Introduce the new lesson by
telling them that they will be
solving problems involving uniform
and uniformly accelerated
motion.
- Tell students that the main
objective of this lesson is to solve
simple problems involving uniform
motion and uniformly accelerated
motion.
- Use the whiteboard and markers
to present an example of uniform
and uniformly accelerated
motion.
- Ask students to identify the
variables present in the example.
- Repeat the process with different
examples.
- Define uniform motion and
uniformly accelerated motion.
- Introduce the equations used to
compute for the position, velocity,
time, and acceleration of an
object undergoing uniform and
uniformly accelerated motion.
- Distribute the worksheet and let
students practice solving
problems involving uniform and
uniformly accelerated motion.
- Divide the students into pairs.
- Ask them to solve the problems
in the worksheet using real-life
the new lesson by asking them if
they know how to read and
interpret graphs in physics.
Explain to the class that the
purpose of the lesson is to teach
them how to value the
importance of graphs by
understanding the pattern it
conveys, especially in telling
patterns and relationships.
Show the class several graphs of
motion, such as distance vs time,
velocity vs time, and acceleration
vs time, and ask them to describe
the patterns and relationships that
they see in the graphs.
Explain to the class how to read
and interpret graphs in physics,
including the axes, the units, and
the slope. Provide a set of values
for distance and time and ask the
students to plot a graph of the
distance vs time. Afterward, ask
them to identify the pattern and
relationship in the graph.
Provide a set of values for velocity
and time and ask the students to
plot a graph of velocity vs time.
 the worksheet using real-life
scenarios (such as a car moving
scenarios (such as a ball thrown
along a road or a person walking
Afterward, ask them to calculate upward or a car starting from
in a park). Afterward, ask them to identify
the acceleration of the object rest).
the pattern and relationship in the
and plot a graph of acceleration - Encourage them to discuss their
- Encourage them to discuss their graph.
vs time. answers and share their thought
answers and share their thought processes.
processes.

- Assign a group activity where

6. Developing Mastery
7. Finding practical
applications of concepts
and skills in daily living
- Assign a group activity where
students will design an experiment
that involves measuring the
kinematic variables of a particle in
motion.
- Provide them with a set of
materials such as a toy car, ramp,
and a stopwatch.
- Allow them to construct and
carry out the experiment, record
their findings, and present their
results to the class.
- Lead a discussion on how the
concepts they learned can be
applied in their daily lives.
- Present examples such as
knowing how long it would take
them to walk from their house to
school or how velocity affects the
travel time of vehicles.
Divide the students into small
groups and give them a set of
values for distance, time, velocity,
and acceleration. Ask them to
plot all the graphs and interpret
the results. To make it more
engaging, turn it into
competition where the group that
finishes first and with the most
accurate graphs wins.
Ask the students to think of
situations where knowing how to
construct graphs for distance,
time, velocity, and acceleration is
important. Discuss as a class.
students will design a game that
involves the concepts of uniform
and uniformly accelerated
motion.
- Provide them with a set of
materials such as cardboard
boxes, marbles, and rulers.
- Allow them to construct and
play their game, and observe and
a
record the motions of the objects
in their game.
- They should then use the data
they have gathered to solve
sample problems involved in
uniform and uniformly
accelerated motion.
- Lead a discussion on how the
concepts they learned can be
applied in their daily lives.
- Present examples such as
predicting the time it would take
to travel a given distance at a
constant speed or calculating
how fast a falling object would hit
Divide the students into small
groups and give them a set of
values for distance, time, velocity,
and acceleration. Ask them to
plot all the graphs and identify
the pattern and relationship in
each graph. To make it more
engaging, turn it into a
competition where the group that
finishes first and with the most
accurate graphs wins.
Ask the students to think of
situations where understanding
the pattern and relationship in
graphs is important. Discuss as a
class.

- Summarize the key concepts
and skills learned during the
8. Generalizing and lesson.
abstractions about the - Ask the students to share what
lesson they think about the applicability
of the lesson in solving real-life
problems.
9. Evaluating Learning - Administer a formative
assessment to check if the
students have met the learning
objectives.
- Ask them to identify the
kinematic variables in a given set
of conditions of a particle in
motion.
the ground.
- Summarize the key concepts
and skills learned during the
Summarize the key concepts of lesson. Summarize the key concepts of
the lesson and ask the students to - Ask the students to share what the lesson and ask the students to
share what they have learned. they think about the applicability share what they have learned.
of the lesson in solving real-life
problems.
Ask the students to answer a few - Administer a formative Ask the students to answer a few
questions to assess their assessment to check if the questions to assess their
understanding of the lesson. students have met the learning understanding of the lesson.
a. What is the slope of a objectives. a. What are the important
distance vs time graph, - Ask them to solve sample elements of a graph in
and what does it problems involving uniform and physics, and how do you
represent? uniformly accelerated motion. interpret them?
b. How do you calculate b. How do you identify the
velocity from a pattern and relationship in
distance vs time a distance vs time graph?
graph? c. How do you identify the
c. What is the slope of a pattern and relationship in
velocity vs time graph, a velocity vs time graph?
and what does it d. Can you provide an
represent? example of a real-life
d. How do you calculate situation where
acceleration from a understanding the pattern
velocity vs time graph? and relationship in graphs
e. Can you provide an is important?
example of a real-life e. What are some common
situation where misconceptions about
knowing how to reading and interpreting
construct graphs for graphs in physics, and how
distance, time, can you avoid them?
velocity, and
acceleration is
important?
f. How would you plot a

10. Additional Activities for
Application or Remediation
graph for an object
that is moving at a
constant velocity?
- Provide additional resources
- Provide additional resources
such as online simulations or
such as online simulations or
videos that the students can use
videos that the students can use
Assign homework or provide extra to reinforce their learning. Assign homework or provide extra
to reinforce their learning.
practice problems for students - Suggest additional exercises or practice problems for students
- Suggest additional exercises or
who need more practice. homework for the students to who need more practice.
homework for the students to
practice solving problems
practice identifying the kinematic
involving uniform and uniformly
variables in different scenarios.
accelerated motion.