A Semi Detailed Lesson Plan in Physical Science

Instructor: Yves John Mark D. Manaban

Lesson dates: November 8-11, 2018
Classes:
Monday: GAS 171A, GAS 171B
Tuesday: COMPROG 171A, ABM 171A

I. OBJECTIVE
At the end of the 1.5 hours lesson, the students are expected:
A. Name fundamental quantities and their corresponding units
B. Explain the rationale of measurement and metrication
C. Use measuring devices as standards
II. SUBJECT MATTER
A. Topic: Standard measurements
B. References:
1. College Physics 1 by Lozano
C. Material: Board notes and Power Point presentation
III. PREPARATION
A. Prayer- Song Devotion entitled Through it all by Hillsong Worship
B. Attendance checking- Group seating (Each group is assigned with a checker where
he or she will only inform the teacher who is absent, late or excused)
C. Review of the previous lesson- Mathematical concepts in Physical Science
1. Ask a student from Group 3 to define Exponents
2. Ask a student from Group 5 to provide the steps in Formula Transformation
3. Ask a student from Group 2 to briefly explain the rules in Scientific Notation
D. Motivation (The Longest Line)
Mechanics
1. Each group should choose 5 things that they could bring out from their bags.
2. If they already have decided, they will stand at the end point of the hallway.
3. They will have to align all the things they have in the way that they could have
a longest line.
Rules
1. Noise of any kind is not allowed while playing since it is a Nonverbal activity
2. Groups are only given 3 minutes to create their longest line.
3. Once the time is up, all members should stop what they’re doing and should
raise their hands.
4. The instructor will have to measure their lines using a tape measure while they
observe.
5. The longest line measured shall be declared winner.
IV. PRESENTATION
A. Integration of the activity
1. What have you observed while forming the longest line? What were
your aims?
2. How did we determine the longest line?
B. Remembering
3. Measurement is the assignment of number to a characteristic of an
object, event which can be compared with other application.
Measurement is standard and universal which makes it acceptable to
anyone. Example: 15 as the quantity and inches is the characteristic.
4. The most common measuring tool is the ruler. It represents either in
centimeters or in inches. (Possible question: What’s the difference of
cm and inches? Answer: meters, cm, km are standard systems used
 through points which means it was created through dots; inches and feet
are standard equivalent measurements by the Great Britain.)
5. Picture of a Ruler

C. Understanding
a. What are other devices used in measurements aside from the ruler?
(Possible answers: Weighing scales, protractor, measuring cups etc.)
D. Applying
a. The instructor gets his ruler and let each representative measure the height
of their notebooks.
b. What is the quantity or number? What standard did you use? (Possible
answer: 14 and inches)
E. Analyzing
HOTS question: In cooking, we use standard measurements like cups, teaspoons,
kilograms etc. Why do you think the cooking instructions need to mention these?
(Each group are given 2 minutes to construct their answers)
F. Evaluating
a. The instructor gets 10 random objects in the classroom and asks each
student in batches to measure the chosen objects. (The instructor observes
each one to determine whether the student understood the concept of
measurements)
G. Creating
a. For the next meeting, each student should cut out the following shapes:
rectangle with a width of 13 cm and length of 14 cm.
b. Inside the constructed shape, they should draw a circle with a diameter of 5
cm.

Prepared by: Yves John Mark D. Manaban

Instructor

Evaluated by: Mrs. Josephine O. Acojedo, LLB

School Principal
 A Semi Detailed Lesson Plan in Physical Science

Instructor: Yves John Mark D. Manaban

Lesson dates:
Classes:
Monday: GAS 171A, GAS 171B
Tuesday: COMPROG 171A, ABM 171A
Prepared by: Yves John Mark D. Manaban
Instructor

Evaluated by: Mrs. Josephine O. Acojedo, LLB

School Principal