Republic of the Philippines

Department of Education
Region VIII
Samar Schools Division Office
Anibongon Integrated School
Sta. Rita Samar

Lesson Plan in Science 9 (Localization &Contextualization)

School : ANIBONGON INTEGRATED SCHOOL
Teacher : ERIC D. MABESA SST-III
Learning Area : SCIENCE 9
Grade & Section : 9-ARTIMES/ 9- POSIEDON
Teaching Dates & time : March 05, 2019 (7:45-8:45)
Room : Science room
Quarter : 4th quarter

I. OBJECTIVES
A. Content Standard
The learners demonstrate an understanding of impulse and
momentum.
B. Performance Standards
The learners shall be able to suggest/ propose ways to lessen the
impact and injuries when met a vehicular accident.
C. Learning Competencies
 Define what is momentum
 Relate momentum to collision of objects (e.g. vehicular collision incidents in
Samar Island or Sta. Rita Samar)
 solve the momentum of the given objects mostly seen at home or in the
community
 Examine effects and predict causes of collision-related damages/ injuries.
 Suggest some ways to lessen the damages or injuries in case of collision- related
accidents &
 Appreciate the importance of momentum and impulse concept in everyday
living.
II. CONTENT

A. Topic/ subject Matter

 Investigating Momentum
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
Pages : 239-242
B. Learner’s materials pages
Pages :2-56-264
C. Text books
D. Additional materials from learning resource
 Projector -Board or plank (at least 10 m long)
 Books, block of wood, masking tape
 Pictures of Local vehicular collisions – protractor/ ruler/ meter stick
 Teacher-made Worksheets
 Toy cars
 Small/ large plastic bottles
 Visual Aids
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IV. PROCEDURES
A. Review
Activity 1: Crash On Me!
(Think-pair-share)
1. Show to the class a simple demonstration on the second law of motion to recall what
causes motion.
2. The teacher will ask two students to assist a simple demonstration related to the 2nd
law of motion.
Set Up A.

A toy car hitting the smaller plastic bottles...

Set Up B.

A toy car hitting the bigger water container...

3. The students will observe what will happen to the bottles. The teacher will ask the
students what have you observed on the two set-ups? Students possible answers are the
comparisons between the two set-ups.

IMPORTANT POINT TO RECALL:

 Unbalance forces causes stationary objects to move.
 The greater the force applied, the larger the acceleration of an object.
 With the same force, heavier objects have smaller acceleration, thus, Net force = mass
times acceleration or Fnet = ma.

B. Motivation:
(Activity 2) Watch Out! What happened?
1. Show to the class a picture of two vehicles moving at the same velocity but having
different masses.
2. Students will be asked to give some words related to the picture based on they have
learned in grade 8 about Newton’s three laws of motion. Each of the given words are noted
by the teacher, the words that are possibly answered includes: Velocity, time, acceleration,
speed, and mass, etc.

Picture

3. after the simple demonstration, the teacher will ask the following:
 What affects motion?
 If the two vehicles suddenly lose their breaks and crash against the brick wall, which
do you think would be more damaging?
 On what factor would the impact of collision depend if their velocities are the same?
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C. Presenting the lesson:
(Lecture/ discussion)

1. The teacher will say: your goal in this lesson is to investigate and identify the factors that
affect momentum and you will be able to solve for momentum of the common object seen
in the community using the formula p=mv.
2. Examine what affects momentum?
 Which of the two toy cars was more difficult to stop- the lighter one or the heavier
one?
 For objects moving at the same velocity, a more massive object has a greater inertia
in motion therefore a greater momentum.
 Momentum depends on two factors-mass and velocity.
 Two cars of the same mass but different in velocities will also have different
momenta.

D. Discussing New Concepts and Practicing New Skills #1:

Activity 3: Investigating Momentum

(Group dynamics)
1. In this activity, you will identify the factors that affect momentum, the class is divided into
three groups. Each group will be performing the activity by using local materials such as board or
plank (at least 1.0 m long), Books, Block of wood masking tape protractor/ ruler/ or meter stick Toys
Cars (one at least twice as heavy as the other)
2. The students will follow the procedure:
A. Place several books on top of the table and position the plane board at an angle of
about 150 from the horizontal.
B. Using masking tape and marker, label distances of every 20 cm starting from the
lower portion of the inclined plane up to the other edge of the inclined plane.
C. Place the block of wood about 10 cm from the foot of the inclined plane. Label this
as the block’s initial position.
D. Measure how far the block moved. Record this as the stopping distance.
E. Repeat steps C & D While varying only the initial position/ distance for 40 cm, 60
cm, and 80 cm.
F. Do steps C to E, this time using the heavy toy car. Record your data in the table on
work sheet number 1.

Work sheet number 1. Stopping Distance of the toy Cars

Initial Distance Stopping Distance Stopping Distance of

(cm) of LIGHT Toy car HEAVY Toy car
(cm) (cm)
20
40
60
80

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 Toy Car

BLOCK OF WOOD

BOOK B
BOOK O 10 cm
O
BOOK KBOOK
BOO BOOK 15 0

Analysis:
1. How will you compare their stopping distances?
2. did the two toy cars immediately stop as they hit the block of wood?
3. Describe the stopping distances of the two toy cars as their point of release
increases.
4. what do you think happens to the velocity of the two toy cars as the point of
release increases?
5. if momentum is a measure of how difficult it is to stop a moving object, which
of the two cars had a greater momentum for the same point of release?
6. how will it be possible for the two bodies of different masses to have equal
momentum?

E. Discussing New Concepts and Practicing New Skills #2:

( Board work)
1. discuss and give examples on how to solve for the momentum.
2. Let the students perform the activity by answering work sheet no. 2.

Activity No. 4 What affects momentum?

1. Consider the two identical School bus of LGU Sta. Rita Samar with the same mass.

3000 KG

School BUS A Bus A. is traveling at 80 km/h.

Bus B. is traveling at 30 km/h.

 Which of the two Buses would be more difficult to stop?

 Which of the Two Buses has more momentum?
 On what two factors does momentum depend on?
(mass & velocity)

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  Operationally, momentum is defined as the product of mass and the velocity of an
object. In equation, p=mv.
Where: p- is the momentum
m- is the mass
v- is the velocity.

Remember this:
Equation to use If you are looking for If you know..
P=mv Momentum Mass and speed
m=p/v Mass Momentum and velocity
v=p/m velocity Momentum and mass

Try it on the board.

Directions: by using the equations learned solve the momentum of the two buses.
A. Teacher’s Activity

Solving for the momentum of School Bus A.

Given: mass (m) = 3000 kg.

Velocity (v) = 80 km/h
Momentum (p) = ?
Formula: p=mv

Solution: p = (3000 kg)(80 km/h)

p = 240,000 kg-km/h

Solving for the momentum of School Bus B.

Given: mass (m) = 3000 kg.

Velocity (v) = 30 km/h
Momentum (p) = ?
Formula: p=mv

Solution: p = (3000 kg)(30 km/h)

p = 90,000 kg-km/h

B. Student’s Activity
Try this on the board:
1. During earthquake a 53 kg rescuer from Sta. Rita MDDRM run with the speed
of 30 km/h just to save the people inside the school campus. What is the
momentum of the rescuer?
2. Sta. Rita fire truck is running with the velocity of 90 km/h with a
momentum of 10.2 kg-km/h. What is the mass of the fire truck?
3. Mr. Delacruz head of rescue operation during flood from Brgy. Anibongon
throws a 0.57 kg rope and has a momentum of 10 kg- m/s. What is its
velocity?

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C. Given the following data, solve for the momentum of the following objects that is seen in our
community by completing the work sheet No. 2

Object Mass (kg) Velocity (km/h) Momentum (kg-km/h)

STA LGU FIRE TRUCK 5000 Kg. 70 km/h
STA. RITA AMBULANCE 3000 kg 100 km/h
STA. LGU SCHOOL BUS 4,900 kg 60 km/ h
STA. RITA POLICE 3000 kg 45 Km/h
PATROL CAR
MOTOR CYCLE 120 kg 62 km/h
(habal-habal)

Analysis:
1. what are the factors that affects momentum?
2. what are the equations needed to solve for the factors that affects
momentum?

F. Developing Mastery:

Activity No. 5
Direction: This activity is only good for 5 minutes the teacher will ask a questions
regarding with the topic discussed and in a count of three, the students will raise their
right hand and the first to raise his/ her hand will be the one to answer the questions and
he/ she will be given points for the correct answer.

Question no.
1. How will you define momentum?
2. what are the factors that affects momentum?
3. give some reasons why there’s a casualties during vehicular collision accidents.
4. give some ways to lessen the effect or damage in case of vehicular collision.

G. Practical Applications of Concepts and Skills:

Ask the students: Do you think the study of Momentum has relevance to our daily
life? How?
Emphasize: the study of momentum is very important part of life because most of our daily
activities involves momentum, when we’re going to school or to our respective works, we’re
riding fast moving vehicles and some of drivers are reckless only one mistake of their actions
can cause injuries or even death. Even when we’re at home still we need to be careful to
avoid injuries.

H. Generalization:

Make emphasis on the following by asking a questions to the students.

1. momentum is defined as the product of mass and velocity.
2. momentum is affected by the two factors the mass and velocity.
3. The higher the mass and velocity, the higher the momentum.
4. to ensure safety and less damaging/injuries in vehicular accident you need to: reduce
your speed while driving specially with those huge vehicles, follow traffic warning and
signals. Wear protective gears while driving.

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 I. Evaluation:
(Individual Activity)

Direction: From the concept that you have learned, complete the following check up
questions:

1. Which has more momentum, a huge fire track that is not moving or a small toy cart that is
moving? Answer: _______________________.
2. A moving rescue boat has momentum. If it moves twice as fast, its momentum would be
__________ as much.
3. The two New School Buses of Sta. Rita LGU, One is twice as heavy as the other, moves
down a hill near in Brgy. Canunay at the same time. The heavier bus would have a
______momentum.

4. A habal-habal rider travels at the speed of 97km/h in a sharp curve road and its total mass while
moving is 135 kg. what is the total momentum of the habal-habal driver? What do you think will
happen to the rider when he encounters an accident?

J. Enrichment / Remediation:

Activity 6: “What am I doing”?

(Individual Work )
Description: This activity will enable you to apply your knowledge in investigating momentum

Materials: paper, pencil and ball pen.

Directions: Work on this activity individually. Think of your activities at home or activities of
any person in the community which is very observable that could possibly result injuries
when you are not careful of doing such thing. List down all of those and give your
suggestions to reduce the injuries or damage.

Activities Ways to reduce/ minimized injuries or

damage
1.
2
3.
4
5.

V. REMARKS
______________________________________________________________________
______________________________________________________________________

VI. REFLECTION

A. Number of Learners who earned 80% in the evaluation: ___________________

B. Number of Learners who require additional activities for remediation: ________
C. Did the remedial work? Number of learners who have caught up with the lesson:
________________________________________________________________
D. Number of learners who continue to require remediation: _________________
E. Which of my teaching strategies worked well? Why did these work?
_______________________________________________________________
F. What difficulties did I encounter which my principal or supervisor can help me solve?
________________________________________________________
G. What innovation or localized materials did I use / discover which I wish to share with other
teachers?

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 CONTEXTUALIZATION / LOCALIZATION
 Localized materials used  Uses LGU Facilities (School
found in the community Bus, fire truck, police mobile,
 Examples are based on Sta. rescue vehicles etc.)
Rita Samar
 Places in Sta. Rita

INTEGRATION
 Math 7 - algebra (Topic: substitution and simplifying equations)
 SDRRM (Highly suggested by D.O)
 Values Integration (self-awareness)

STRATEGIES
 Picture Analysis
 Think-Pair-Share
 Group Dynamics
 Lecture-Discussion
 Individual Work
 Board work

DIIFERENTIATED INSTRUCTION
 Process Differentiation (Employed various strategies catering the multiple
intelligences and learning styles of students)

NO. OF STUDENTS PRESENT: ___________ PROFECIENCY LEVEL: __________

Prepared by:

Eric D. Mabesa
Teacher III

Checked and Observed by:

VIOLETA D. MANABAT
Principal

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