General Science Week 2.docxxxxxxxxxxxxxxxxxx
- 1. DAILY LESSON LOG Department of Education Teacher Alyssa Mae M. Antonio Grade 11 School Lamao National High School Learning Area General Science Date/Week Week 2 /June 23-27, 2025 Quarter 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES A. Content Standards The learners demonstrate understanding of: physics principles apply to numerous aspects of everyday living. B. Performance Standards The learners should be able to: identify general physics principles and their applications in daily life. They use scientific principles to solve problems, make informed decisions, and illustrate the applications of physics for self, society, and the environment. They design simple and compound machines and hydraulic systems to demonstrate applications of force, torque, center of mass, and hydraulic-related principles. They evaluate energy-efficient practices in electricity supply and consumption at home, in local businesses and in exploring advantages and drawbacks of light and sound in medical imaging, security, communication and entertainment. C. Learning Competencies/CODE The learners identify various ways physics enhances our quality of life across different areas, including household activities, health and safety, work productivity, and leisure. D. Objectives Describe how basic physics principles are applied in common household tasks and appliances. Explain how physics concepts contribute to safety and injury prevention in everyday situations Identify how physics enhances efficiency in tools and machines at work and increases the functionality and quality of leisure activities. Explain the significance of physics as a foundational branch of science. a. Assess students’ performance. b. Display honesty in taking the test/quiz. c. Perform the assessment in an organized manner. II. CONTENT Physics on your daily life III. LEARNING RESOURCES A. References 1. Teacher's guide pages General Science TG General Science TG General Science TG General Science TG 2. Learner's materials pages 3. Additional Materials from learning resource (LR portal) Other learning resources Google/Internet Google/Internet Google/Internet Google/Internet IV. PROCEDURES
- 2. A. Reviewing previous lesson and presenting the new lesson Activating Prior Knowledge Conduct a simple review to gauge students' existing understanding of how physics applies to daily life. This review may be done through any of the following activities below: Procedure: ● Think: Ask students to reflect silently for 1–2 minutes on the question: “Where do you see physics in your daily life?” Encourage them to think of situations at home, in school, in transport, in entertainment and others. ● Pair: Learners will pair up with a seatmate and share their thoughts for 2–3 minutes. ● Share: Selected pairs will share their answers with the class. The teacher writes key ideas on the board (e.g., motion, electricity, heat, sound). Physics Charades In this version of charades, students act out physics concepts (e.g., gravity, force, friction, energy transformation, etc.) without using words while the rest of the class guesses. Make a list of physics concepts for students to act out. Photo Analysis by completing the table below: Example photos: ● Riding a bike or skateboard (motion, friction, inertia) ● Cooking or grilling (heat transfer) ● Using gadgets or plugging in devices (electricity) ● Playing sports (momentum, force, energy) ● Wearing a seatbelt or helmet (impulse, safety) The teacher will ask few questions; ● “What comes to your mind when you hear the word physics?” ● “Why do you think it’s often called the ‘foundation’ of other sciences?” 5 minutes 5 minutes 5 minutes 5 minutes
- 3. B. Establishing a purpose for the lesson (MOTIVATION) Now that we’ve explored how physics appears in our daily routines— such as in the appliances we use, the way we move, or how we stay safe—let’s take a moment to reflect by asking the following questions: ● Why is it important to understand these everyday experiences through physics? ● Why should we care about the physics behind the things we see and use every day? Physics Pictionary Students draw a physics concept on the board without using words while their group members guess what it is. The teacher will let the students think critically by providing questions; ● Why don’t we float off the ground (gravity) ● How lights turn on (electricity) ● Why cooking works (heat transfer) The learners will be instructed on the type of assessment. 5 minutes 5 minutes 5 minutes 5 minutes C. Presenting examples/ or instances of new lesson (PRESENTATION OF THE LESSON) The teacher will provide relevant, everyday examples and real-life scenarios that illustrate how physics concepts operate in familiar settings, helping students make meaningful connections between theory and practice. The teacher will provide a context-rich introduction and real- life examples (like helmets and airbags) to help students connect physics concepts such as force, impact, and safety design to everyday experiences and practical applications. The teacher will provide a reflective transition statement to deepen student understanding of the real-world relevance of physics. This helps students connect experimental observations (like the egg drop activity) to broader applications in daily life, safety innovations, and technology—encouraging critical thinking and cross-domain connections. The teacher will provide a transition statement that helps students connect physics concepts to other scientific fields and real-world phenomena, reinforcing the idea that physics is foundational to understanding innovations and natural processes across disciplines. Assessment Proper D. Discussing new concepts and practicing new skills #1 “In today’s lesson, we will explore how Perform a simple experiment to observe Perform the Concept Mapping by group. Checking and Evaluating Scores
- 4. physics is not just a subject—it’s something that explains and improves everything around us. From your mobile phones to how you walk, or how your fan cools the room, physics is everywhere. By the end of the lesson, you’ll understand how basic physics principles help us in our homes, workplaces, and even in how we have fun.” how materials experience forces. Procedure: 1. Drop an egg or a ball from the same height onto different materials (towel, foam, cardboard). 2. Observe which protects it best. Relate to concepts of impulse, cushioning, and time of impact. Ask: “Have you ever wondered why helmets are required on motorcycles or how airbags protect people in car accidents?” Show short video clips of car crash simulations and motor accidents showing how airbags inflate, or helmets protect the head upon impact. Link: https://www.youtube. com/watch? v=WtMrbxBH_JY and https:// www.youtube.com/ watch? v=SmwxFD4vK_k Explain using the concepts of impulse, Students will form groups of 5 and collaboratively create a concept map that connects physics principles to their applications in various domains of daily life. Domains to Map: ● Group 1: Household – e.g., cooking (conduction), ironing (heat transfer), electric fans (electricity) ● Group 2: Health and Safety – e.g., helmets (force absorption), thermometers (thermal expansion) ● Group 3: Work Productivity – e.g., machines (levers, pulleys), automation (circuits and sensors) ● Group 4: Leisure/Entertainment – e.g., speakers (sound waves), televisions (optics, electricity), roller coasters (kinetic & potential energy) ● Group 5: Sports – (You may want to add examples like ball motion, friction in running shoes, or force
- 5. momentum, and force absorption how safety tools like helmets and airbags help minimize injury during collisions or accidents. In the explanation, reflect on the following questions: ● Which material protected the egg or ball the best? Why do you think it was more effective? ● What did you observe when the object hit a harder surface compared to a softer one? ● How does increasing the time of impact help in reducing the force felt by the object? ● In what ways do helmets and airbags use this same principle to protect people from serious injury? ● Why is it important to understand how force and impact work in real-life situations? absorption in sports gear) Each group will present their concept map to the class, explaining the connections between the physics concepts and their real-life applications. 10 minutes 10 minutes 10 minutes 10 minutes F. Developing mastery/ Finding practical applications Physics Around Us – Why It Matters Create a Real-Life Scenario – Role-Play Digital Concept Mapping Use tools like Ask: “Can you name any object you used Recording of Scores
- 6. of concepts and skills in daily living / Making generalizations and abstractions about the lesson Procedure: ● Visual Prompt: “If Physics Disappeared” ● Show a simple slide or picture of a house, a school, or a city. Ask: “What would happen if physics suddenly stopped working?” ● Allow 1 minute of silent thinking, then gather quick responses. Possible answers include: ⮚ “Lights wouldn’t turn on” ⮚ “Cars wouldn’t move” ⮚ “We couldn’t cook food” ● Pose the question: “Why do we study physics?” ● Connect students’ answers to practical reasons for understanding physics. ● Emphasize how physics helps in: ⮚ Making daily life safer and more efficient ⮚ Creating modern technologies and innovations ⮚ Understanding In your group, perform a short role- play based on a real- life situation where a safety device prevents injury or reduces damage during an accident or high- impact event. Your scene should show how the safety device works and explains the physics behind its protective function. Assigned Scenarios: Group 1: A biker loses control and falls off the bike but is wearing a helmet. Group 2: A person slips on a wet floor but avoids injury due to wearing elbow/knee pads. Group 3: A car crashes into a wall, but airbags deploy and protect the driver. Group 4: A gymnast falls during practice, but lands on a cushioned mat. Group 5: A child jumps off a trampoline and hits the safety net MindMeister, Lucidchart, or Canva to create digital maps. today that involves a physics concept?” Explain how physics supports other sciences ● Chemistry: Physics explains atomic structure and bonding (quantum physics) ● Biology: Blood pressure, muscle movement, vision, and hearing involve physics ● Earth Science: Tectonic motion, weather, waves, and heat transfer ● Astronomy: Planetary motion, light years, black holes—all based on physics
- 7. natural phenomena instead of falling to the ground. 15 minutes 15 minutes 15 minutes 15 minutes I. Evaluating learning Why We Study Physics Procedure: ● Give each student a small index card or slip of paper. ● Ask them to complete this sentence in 1–2 lines: “I think learning physics is important because __________.” ● Let them post their cards on a bulletin board or wall titled: “Why We Study Physics.” ● What safety device did your group present, and how did it work to prevent injury? ● How did your role- play show the increase in time of impact? ● What physics concept did you explain in your scene (e.g., impulse, momentum, force)? ● Why is it important to understand the science behind safety devices? ● What did you learn from watching other groups’ presentations? Physics Scavenger Hunt Each group is given a checklist of physics concepts from their domain. Around the school or home, they take photos or describe where they are observed. ● ”What would life be like without the principles of physics?” ●“How does understanding physics improve the efficiency, safety, and functionality of devices we use every day?” ● “Why is it important to continue learning and researching in the field of physics?” 5 minutes 5 minutes 5 minutes 5 minutes J. Additional activities for application V. REMARKS Prepared by: Checked by: Noted: Alyssa Mae M. Antonio Amelyn R. Zulueta John R. Quiroz SHS Teacher 1 OIC- School Assistant Principal School Principal II