LESSON PLAN IN SCIENCE 9

TIME ALLOTMENT: 1 HR. (10:30- 11:30)

November 15, 2018

CONTENT STANDARD
The learners demonstrate understanding of the factors that affect climate, the effects of changing
climate and how to adapt to climate change.

PERFORMANCE STANDARD
The learners should be able to participate in activities that reduce risks and lessen the harmful
effects of climate change.

LEARNING COMPETENCY
: Identify the factors that affect climate, S9ES-IIIe30

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. Identify the factor that affects climate.
2. Explain how latitude affects climate.
3. Give the relationship of climate and latitude.

II. SUBJECT MATTER/ CONTENT

TOPIC: Climate
SUB- TOPIC: Factors that affect climate

A. LEARNING RESOURCES
1. Materials
Globe/Map, activity paper, visual aids
2. References
Teacher’s Guide- page 144-146
Learner’s Module- page 185
3. Subject Integration
AP : Identify latitude and longitude using a globe or map.
Locate the Tropical Region, Temperate Region, and Polar Region
4. Teaching Strategies
Flexible Grouping, Jigsaw
5. Time
1 hour

III. PROCEDURE

A. Routinary Activities
1. Prayer
2. Checking of Attendance
3. Checking of Assignments
4. Review
B. Lesson Proper
1. ELICIT
 Unlocking of Difficulties in a form of Game. (Jigsaw)
Let the students group into three according to their interest. Let them arrange the jumbled
letters to form a word. Post the word on the board corresponds to its meaning. The one who
get first the correct answer will declare the winner.

Climate - is the general pattern of weather in a certain area a long period of time.
Weather -is the condition of the atmosphere at a specific place and time.
Latitude -is the angular distance east or west on the earth’s surface.
 Longitude -is the angular distance of place north or south of the earth’s surface.
Tropical Region -are the region of the earth near the equator.
Temperate Region -means moderate. Temperatures can change greatly between summer and
and winter.
Polar Region -are characterized by a lack of warm summer.

 Motivation
Did you experienced to go on a picnic? What are the things you usually consider whenever you
plan to have a picnic?
What is the weather today here in Sta. Cruz? (LOCALIZATION)
Is the location of a certain place affect climate?

2. ENGAGE
(Subject integration in AP)
Group the students according to their interest. (Tiered Activity )
Group 1 Given a plane map, they will draw a line to identify latitude and longitude.
They will also locate the Tropical Region, Temperate region, and Polar Region.
Group 2 will give examples of places that are found in Tropical Regions, Temperate region,
and Polar Region.
Group 3 will describe the climate that found in Tropical Regions, Temperate region, and
Polar Region.

3. EXPLORE
Let the students do Activity 1 “When the Sun’s Rays Strike” as a paper-and-pen activity
using the diagram (see Figure 1 of the LM).

4. EXPLAIN
Video Presentation (3mins)
Discuss with the class about the video and their answers in the activity.

5. ELABORATE
Let the students explain the relationship of climate and latitude.
They should explain that when an area is farther from the equator, the air temperature is
lower resulting in a cold climate. When the place is closer to the equator, the air
temperature is higher which results in a warm climate. As the latitude increases, the greater
the angle the sun’s rays strike.

6. EVALUATE
Get ½ piece of paper.
1. Explain what is the factor that affect climate?
2. How is latitude affect climate?
3. What is the relationship of climate and latitude?

7. EXTEND
1. Give another factor that affects climate.
2. What is the relationship between altitude and climate?

IV. REMARKS

No. of learners who have caught up the lesson: ____95% of students_____

No. of learners require remediation. ___5% of students_____
 LESSON PLAN IN SCIENCE 9
TIME ALLOTMENT: 1 HR. (10:30- 11:30)
November 21, 2018

CONTENT STANDARD
The learners demonstrate understanding of the relationship between the visible constellations in
the sky and earth’s position along its orbit.

PERFORMANCE STANDARD
The learners should be able to discuss whether or not popular beliefs and practices with regard to
constellations and astrology have scientific basis.

LEARNING COMPETENCY
: Infer that the arrangement of stars in a group (constellations) does not change. S9ES-IIIh-33

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. Group stars together in a recognizable pattern.

II. SUBJECT MATTER/ CONTENT

TOPIC: Constellation
SUB- TOPIC: Patterns in the Sky

LEARNING RESOURCES

1. Materials
Marker, activity paper,manila paper, chalk, TV
2. References
Teacher’s Guide- page 159-162
Learner’s Module- page 217
3. Subject Integration
MATH : Identify the geographical locations of the stars.
Identify the pattern of the stars.
FILIPINO & ENGLISH : Tell a story about the figures of star.
4. Teaching Strategies
Content based learning, Group Activity, Video Presentation
5. Time
1 hour

III. PROCEDURE

A. Routinary Activities

1. Prayer
2. Checking of Attendance
3. Checking of Assignments
4. Review
B. Lesson Proper
1. ELICIT
 Unlocking of Difficulties
Constellation - the imaginary groups of stars.
Orion - the large constellations
Tres Marias - the Orion’s belt
 Motivation
Video Presentation (3mins.)
Let the students view different constellations (patterns) in the sky.
What patterns are formed?
 2. ENGAGE
(Subject Integration in Math)
Given a plain map of stars, draw any pattern, and name it.

3. EXPLORE
Based from the activity earlier, tell a story about your figure. Write your bases for coming up
with your figure.

4. EXPLAIN (Subject Integration in English and Filipino)

(small group activity)
Group the students in to three. Let them present their outputs (A Story about the figure).
Group 1 will present the history of the figure.
Group 2 will present the formation of the figure.
Group 3 will give the name of different figures form.

Rubrics for Performance Activity:

Content 40%
Presentation 30%
Team Work 30%
100%

5. ELABORATE
Reinforces the idea that the apparent movement of constellations is cause of the Earth’s
Rotation on its axis, that different constellations become visible during year because the Earth
revolves around the sun.

6. EVALUATE
Make a generalized assessment how the students understood what have been discussed.

7. EXTEND
Tell at least one myth associated with each constellation from different culture.

IV. REMARKS

No. of learners who have caught up the lesson: ____98% of students_____

No. of learners require remediation. ___2% of students_____
 LESSON PLAN IN SCIENCE 9
TIME ALLOTMENT: 1 HR. (10:30- 11:30)
January 18, 2019

CONTENT: motion in two dimensions

CONTENT STANDARD
Demonstrates understanding of projectile motion, impulse and momentum, and conservation of linear
Momentum.

PERFORMANCE STANDARD
Propose ways to enhance sports related to projectile motion.

LEARNING COMPETENCY
Describe the horizontal and vertical motions of a projectile. S9FE-Iva -34

I. OBJECTIVE
1. Record the time for the tin can to travel a given distance;
2. Calculate the acceleration of the can rolling down an inclined plane, given a distance vs. time and
distance vs. time2 graph of its motion; and
3. Describe the motion of an object given a distance vs. time or a distance vs. time2 graph.

II. SUBJECT MATTER:

Topic: Motion in two dimensions
Sub- Topic: Uniformly accelerated motion.

A. LEARNING RESOURCES

1. Resource materials:
Board/plank (at least 200 cm long)
Timing device (stopwatch)
Tin can
Stack of books
Protractor
2. Reference:
Science 9 LM pp. 283-287
Science 9 TG p 217-219
3. Subject Integration
MATH :
4. Teaching Strategies
Discussion, Group Activity
5. Time
1 hour

III. PROCEDURE
A. Routinary Activities
1. Prayer
2. Checking of Attendance
3. Checking of Assignments
4. Review

B. Lesson Proper
1. ELICIT:
☼ Unlocking of Difficulties
Motion - change in position or direction
UAM - Uniformly Accelerated Motion
UAM in HORIZONTAL DIMENSION - If a body maintains a constant change in its velocity in a
given time interval along a straight line, then the body is said to have a uniform acceleration.
 Velocity - vector quantity

Distance - distance (speed) travelled over a given time.

2. ENGAGE
Did you experienced to ride in an airplane? Or do you see an airplane on a runway preparing for
take-off? What happens in an airplane’s position?

Demonstrate acceleration using a can rolling in an inclined?

How can you say that a moving can is accelerating?

3. EXPLORE
(Group Activity)
Group them into three. Let them perform the activity.
Pre labaratory: Giving instructions
Distribution of activity sheets: Activity 1: Roll, Roll and Away.
Laboratory proper:
Students will perform the activity 1
Gather/record observation
Answer guide questions

4. EXPLAIN
Group Presentation of outputs
Discussion:

SUBJECT INTEGRATION IN MATHEMATICS

In making a graph, Locate the X and Y variable on a graph.
Solve the angle of inclination based on the data.

Table 1: data on the motion in a rolling Tin Can

Distance Time (t) s Time
(d) cm Trial 1 Trial 2 Trial 3 average squared
(t2) s2
Angle of inclination: _______ 40
80
120
160
200

Answer the following Questions based from the activity performed:

Q1. How will you describe the graphs of:

a. distance vs. time?
b. distance vs. time2?
Q2. What is the relationship between distance and time of travel of the rolling can?
Q3. What is the slope of d – t2 graph? What quantity does the slope of d – t2 graph represent?
(Refer to the unit of the slope)
Q4. What do the graphs of distance vs. time and distance vs. time2 suggest?

5. ELABORATE
The students will explain if the object is accelerating and will give examples
They will describe acceleration mathematically using the formula of acceleration.
They will solve problems involving uniformly accelerated motion.

6. EVALUATION
Solve the following problems:
 1. A train accelerates to a speed of 20 m/s over a distance of 150 m. Determine the acceleration
(assume uniform) of the train.
2. A car increases its speed from 20km/hr to 60km/hr in 30minutes. What is the acceleration of
the car?
3. The LRT decreases its speed from 40km/hr until it stop in a distance of 500m. what is the
acceleration of the LRT?

7. EXTEND
Research different ways on how objects accelerate.

IV. REMARKS
No. of learners who have caught up the lesson: ____90% of students_____
No. of learners require remediation. ___10% of students_____
 LESSON PLAN IN SCIENCE 9
TIME ALLOTMENT: 1 HR. (7:30- 8:30)
March 8, 2019
CONTENT: Motion in 2 Dimension

1.2 Impulse, Momentum, Impulse

1.3 Conservation of Linear Momentum

CONTENT STANDARDS: The learners demonstrate on understanding of projectile motion, impulse and
Momentum, and conservation of momentum.

PERFORMANCE STANDARDS: The learners shall be able to; propose ways to enhance sports related to
projectile motion.

LEARNING COMPETENCY: Infer that total momentum before and after collision is equal. (S9FE-IVb-37)

I. OBJECTIVES:
1. Differentiate elastic and inelastic collision.
2. Describe how momentum is transferred.
3. Explain how total momentum before and after collision remains equal.
4. Solve some problems related to conservation of momentum before and after collision.

II. SUBJECT MATTER:

A. TOPIC: Conservation of Momentum
SUB-TOPIC: Elastic and Inelastic Collision
B. REFERENCE: Science 9 LM pp. 268 – 270
Science 9 TG pp. 186 – 187
C. RESOURCE MATERIALS:
5 Balls; Billiards; pendulum ;
Illustration of some situation showing collision
D. SUBJECT INTEGRATION:

PHYSICAL EDUCATION:
What are some games that is similar the concept of follow-through as an important
strategy to obtain a greater momentum?

HEALTH:
One of the major cause of death is accident due to collision of vehicles. What are
the precautionary measures you can give to prevent accident?
E. TEACHING STRATEGIES
Discussion, Group Activity
F. TIME
1 hour

III. PROCEDURE:
A. Routinary Activities
1. Prayer
2. Checking of Attendance
3. Checking of Assignments
4. Review

B. Lesson Proper
1. ELICIT: (Subject Integration in P.E.)
 Are you familiar with “Tumbang Preso”? That is one of the Native Filipino Games
which is being played at the field.
 Let them to play “Tumbang Preso” in 3 minutes.

2. ENGAGE:
 Do you know how to play billiards? Who among you join the Billiard Competition in your
place?
 How do you play billiards? Let them to show it.
 3. EXPLORE:
(Group Activity v m)
 Pre-Lab :
Discuss the objectives, procedures, and materials to be used in activity.
 Laboratory Proper:
Students will perform the activity by group – Activity 9 : Collision

4. EXPLAIN
Answer the guide questions;
1. What is collision?
2. What happens when 1 ball is made to collide with other 4 balls?
3. How about 2 balls?
4. Is the momentum of the first ball is transferred to last ball? How is momentum transferred?
5. What happens to total momentum of the balls before and after collision?

5. ELABORATE
Subject Integration in P.E.
What are some games that is similar the concept of follow-through as an important
strategy to obtain a greater momentum?

Using the pendulum and toys cars, demonstrate and explain the elastic and inelastic collision.

Discussion:
1. How does elastic collision differ from inelastic collision?
2. Explain briefly how total momentum before and after collision is equal.
3. Solve the problem below;
A 0.30 g cart moves on air track at 1.2 m/s. it collides with and sticks to another cart of
mass 0.50g, which was stationary before collision. What is the velocity of the combined cart
after collision?
VALUING:
Subject Integration in Health
One of the major cause of death is accident due to collision of vehicles. What are the
precautionary measures you can give to prevent accident?

6. EVALUATION:
Summative Assessment: 5points each. Write the Given, Required, and Solutions of the
problem
1. Which of the following statement differentiate elastic and inelastic collision?
a. Total kinetic energy of the system in elastic and inelastic collision does not change.
b. Total kinetic energy of the system in elastic and inelastic collision does change.
c. Total kinetic energy of the system in elastic collision does not change while in inelastic
collision does change.
d. Total kinetic energy of the system in elastic collision does change while in inelastic
collision does not change.
2. Which is a necessary condition for the total momentum of a system to be conserved?
a. Kinetic energy must not change.
b. No external force is present.
c. An object must be at rest.
d. Only the force of gravity acts on the system

For numbers 3 and 4; Two 0.5 kg balls approach each other with the same speed of 1.0 m/s?

3. What is the total momentum of the system before collision?

a. 0 b. 0.50 kg m/s c. 1.0 kg m/s d. -1.0 kg m/s
4. If there is no external force acting on the system, what is the total momentum of the system
after collision?
a. 0 b. 0.50 kg m/s c. 1.0 kg m/s d. -1.0 kg m/s
5. In your own words, briefly explain how the total momentum before and after collision remains
equal.

7. EXTEND:
1. Observe your community. Cite some examples of elastic collision and inelastic collision you
encountered in your daily life.
2. Solve the following problem;
 a. A 2.5 kg grocery cart moves at 1.5 m/s. It collides with and sticks to another grocery
cart with a mass of 4 kg, which was stationary before collision. What is the velocity of
the combined grocery cart after collision?

8. REMARKS
No. of learners who have caught up the lesson: ____90% of students_____
No. of learners require remediation. ___10% of students_____

Preparedby:

SYLVIA C. ENONG, T1

Observed by:

RENATO A. CANLAS
Principal 1