Acceleration DLP

San Jose Pili National High
School Grade Level 8

School
Teacher Mark Anthony A. Besinal Learning Area Science
Calla lily – 7:30 – 8:30

Time Quarter First
Daisy - 2:00 – 3:00
July 12 , 2019
Teaching Date FRIDAY
I. OBJECTIVES
The learner demonstrate an understanding of :

A. Content Standard
Newton’s three laws of motion and uniform circular motion
B. Performance The learner shall be able to;
Standard Develop a written plan and implement a “Newton’s Olympics”
At the end of the lesson the students should be able to:
Investigate the relationship between the amount of force applied and the mass of
C. Learning the object to the amount of change in the object’s motion (S8FE – Ia – 15).
Competencies/ 1. Explain how force affects acceleration when mass is constant.
Objectives 2. Explain how mass affect acceleration when force is constant.
Law of Acceleration
The acceleration of an object is directly proportional to the magnitude of the net force
acting on it and is inversely proportional to its mass. In symbols, this is
II. CONTENT
a ∞ Fnet
m
III. LEARNING RESOURCES
A. References
1.Teacher’ Guide
pages
pp. 11 – 16
2. Learner’s Materials
pages
pp. 12 – 17
>Physics – Science and Technology textbook for fourth year pp. 89 - 94
>Science & technology for lifelong learning. Mapa A. & Campos M. R. pp. 113 – 114
>Science and technology IV SEDP Series pp. 88 – 92
3. Textbook pages >Science & Technology 1 e – science the next generation Santos & Ocampo pp. 98 -
100
> Phoenix Exploring life through science series – the new grade 8. Pp.
293 – 305
Npmmscience. (n.d.). Npmmscience. Retrieved from
https://www.youtube.com/channel/UC9d_HNlR6LBubPUhTja VInQ
* Man Push clip art. (n.d.). Retrieved from http://www.clker.com/clipart-man-push.html
4. Additional Materials https://brainly.ph/question/625808
from Learning Resource
https://www.coursehero.com › Philippines Science High School
(LR) Portal
System › SCI › SCI 134
Teacher’s Activity
ELICIT
A. Reviewing previous lesson or presenting new lesson

Start the lesson by eliciting students’ prior knowledge of force and motion.
Ask: What makes objects move the way they do?
Recall acceleration When can you say that the object is accelerating?
ENGAGE
B. Establishing for a purpose for a lesson
Present a concept cartoon (see Attachment 3 – can be presented through PPT or Tarp - papel)
Ask the learners to whose statement they agree with and why?
Let the students write their responses on the board or in manila paper (since the lesson is good for 3 meetings). Tell the class
that they will go back to their answer after the activity.
C. Presenting example / instances in the new lessons
Present/post the focus questions.
Focus questions: 1.Is there any relationship between acceleration and any bunbalanced force that acts on the body?
How are they related?
2. Is mass related to acceleration? How?
EXPLORE
D. Discussing new concepts and practicing new skills #1.
To answer the concept cartoon and focus questions, let the class perform the activity.
Structured Inquiry on Effect of Force and Mass on Acceleration (Refer to Attachment 1). Students will investigate the effect of
force on the cart with constant mass and the effect of changing mass of the cart while pulling force is keep constant.
E. Discussing new concepts and practicing new skills #2
Students can perform activity 4. Force and acceleration in the LM pp. 12 – 15 (Tape Chart Analysis)
(Take note that the unit of mass in gram should be converted to kilogram
EXPLAIN
F. Developing mastery (Leads to formative Assessment 3)
>Presentation of activity output (by group)
>Processing and discussion of activity output
>Let the students generalize the concept. Show diagram to visually relate force, mass and acceleration
ELABORATE
G. Finding practical application of concept and skill in daily living.
(D1. At a given mass, to have a greater acceleration, you will need a greater amount of force. D2 At a given applied force, the
greater the mass, the lesser the acceleration or to have a lesser acceleration you have to have a greater mass.)
H. Making generalizations and abstractions about the lesson
>How will you translate this relationship into mathematical expression?
(D1. a α Fnet at a constant mass)
EVALUATE
I. Evaluate Learning
Teacher may refer to activity output and mathematical problems given in elaborate phase as formative
assessment OR
 Let the students answer the following:
1. Why do big metal balls roll slower than plastic toy ball of the same size?
2. A 3 – kg papaya is pushed with a force of 9 N across a table. What is the acceleration of the papaya?
EXTEND
J. Additional activities for application or remediation
Ask the students to cite situations which involve the law of acceleration and explain how the law of acceleration was applied.
Ex.
1.When designing a racing car
Marathon
IV. REMARKS Elaboration and Evaluation was not carried out and need to continue this morning.
V. REFLECTIONS
A. No. of learners earned 80% in
evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work?
No. Of learners who have caught up
with the lesson.
D. No. Learners who continue require
remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisors can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by: MARK ANTHONY A. BESINAL

Science Teacher
Checked by: ARMI F. BARACENA

Science Coordinator

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San Jose Pili National High

School Grade Level 8

Teacher Mark Anthony A. Besinal Learning Area Science

Calla lily – 7:30 – 8:30

The learner demonstrate an understanding of :

A. Reviewing previous lesson or presenting new lesson

Prepared by: MARK ANTHONY A. BESINAL

Checked by: ARMI F. BARACENA

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