School SURIGAO CITY NATIONAL HIGH Grade Level 9

SCHOOL
Teacher KATHELYN M. RUIZ Learning Area SCIENCE
Teaching Quarter FOURTH
Dates 9:40-10:40- KRYPTON
and time

I. OBJECTIVES TUESDAY
Jan 22-23 ,2019
The Learners demonstrate an understanding of:
A. Content projectile motion, impulse and momentum, and conservation of
Standard linear momentum
The Learners shall be able to propose ways to enhance sports
A. Performance related to projectile motion
Standard

The Learners should be able to describe the horizontal and vertical

B. Learning motions of a projectile; S9FE-IVa-34
Competencies/ 1. Describe the Uniformly Accelerated Motion (UAM)
Objectives qualitatively and quantitatively
Write the LC
code for each
II. CONTENT Forces and Motion
Uniformly Accelerated Motion
III. LEARNING
RESOURCES
C. References
1. Tachers Guide Pp. 168-169
pages/ curriculum Pp 56/66
guide
1. Learner’s Material Pp.230-241
pages
2. Textbook pages
2. Additional Material
from Learning
Resources
(LR) Portal
D. Other learning
Resources
IV. PROCEDURE
S
1. Review of the Review The three Laws of Motion
previous Lesson or
presenting a new
lesson
2. Establishing a Picture Tell
purpose for the 1. Show the students a picture of
lesson 1. Moving car
ENGAGE 2. Riding abicycle
3. A plane preparing to take off
Ask the students their observation on each pictures and ask the
students what is common about these pictures.
3. Presenting The teacher will explain Uniformly accelerated Motion: Horizontal
examples instances Dimension
of the new lesson Present equations on velocity, average velocity,acceleration and
sitance
4. Discussing new EXPLORE The students will perform Activity 1
concepts and Roll, roll and Away
 practicing new
skills #1
5. Discussing new
concepts and
practicing new
skills #2
6. Developing Mastery Group work
EXPLAIN The students will present data from the activity and answer the
guide questions

7. Applications of ELABORATE The students will solve problems on Uniform Accelerated motion:
concepts and skills Horizontal Dimensions
in daily living
8. Making
generalizations and
abstractions about
the lesson
9. Evaluating Learning Solve the ff.
1.A bike accelerates uniformly from rers to a speed of 7.10m/s over
a distance of 35.4 m. Determine the acceleration of the bike
2. A race car accelerates uniformly from 18.5m/s to 46.1m/s in 2.47
second. Determine the acceleration of the car and the distance
travelled

10. Additional
Activities for
application or
remediation
V. Remarks
VI. Reflections
1. No. of learners
who earned
80% on the
formative
assessment
2. No. of learners
who require
additional
activities for
remediation.
3. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
4. No. of learners
who continue to
require
remediation
5. Which of my
teaching
strategies
worked well?
Why did these
work?
6. What difficulties
did I encounter
which my
principal or
 supervisor can
help me solve?
7. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by: Checked by

KATHELYN M. RUIZ TEOFREDO U. DELGADO

Science Teacher Assistant Principal
 School SURIGAO CITY NATIONAL HIGH Grade Level 9
SCHOOL
Teacher KATHELYN M. RUIZ Learning Area SCIENCE
Teaching 7:20-8:20 - NITROGEN Quarter FOURTH
Dates 9:40-10:40- KRYPTON
and time

VII. OBJECTIVES MONDAY

Feb 3, 2019
The Learners demonstrate an understanding of:
E. Content projectile motion, impulse and momentum, and conservation of
Standard linear momentum
The Learners shall be able to propose ways to enhance sports
B. Performance related to projectile motion
Standard

investigate the relationship between the angle of release and the

F. Learning height and range of the projectile;
Competencies/ S9FE-IVa-35
Objectives
Write the LC
code for each
VIII. CONTENT Forces and Motion
Projectile Motion
IX. LEARNING
RESOURCES
G. References
3. Tachers Guide Pp.
pages/ curriculum Pp 56/66
guide
3. Learner’s Material Pp.300-302
pages
4. Textbook pages
4. Additional Material
from Learning
Resources
(LR) Portal
H. Other learning
Resources
X. PROCEDURE
S
11. Review of the Review Uniform Accelerated Motion
previous Lesson or
presenting a new
lesson
12. Establishing a Introduce The definition of a projectile motion
purpose for the
lesson
13. Presenting ENGAGE Introduce the equation for for projectile motion
examples instances
of the new lesson

14. Discussing new EXPLORE The students will perform Activity 5 Curve a like
concepts and
practicing new
skills #1
15. Discussing new
concepts and
 practicing new
skills #2
16. Developing Mastery Group work
EXPLAIN The students will present the answer to the guide questions

17. Applications of ELABORATE Discuss to students the application of projectile to sports.

concepts and skills
in daily living
18. Making
generalizations and
abstractions about
the lesson
19. Evaluating Learning Have the students identify if the following activities applies to
projectile
1. Playing basketball
2. Riding a bicycle
3. Ball thrown upward and hits the ground

20. Additional
Activities for
application or
remediation
XI. Remarks
XII. Reflections
8. No. of learners
who earned
80% on the
formative
assessment
9. No. of learners
who require
additional
activities for
remediation.
10. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
11. No. of learners
who continue to
require
remediation
12. Which of my
teaching
strategies
worked well?
Why did these
work?
13. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
14. What
innovation or
localized
 materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by: Checked by

KATHELYN M. RUIZ TEOFREDO U. DELGADO

Science Teacher Assistant Principal
 School SURIGAO CITY NATIONAL HIGH Grade Level 9
SCHOOL
Teacher KATHELYN M. RUIZ Learning Area SCIENCE
Teaching 7:20-8:20 NITROGEN Quarter FOURTH
Dates 9:40-10:40- KRYPTON
and time

XIII. OBJECTIVES WEDNESDAY

Jan 22-23 ,2019
The Learners demonstrate an understanding of:
I. Content projectile motion, impulse and momentum, and conservation of
Standard linear momentum
The Learners shall be able to propose ways to enhance sports
C. Performance related to projectile motion
Standard

Relate impulse and momentum to collision of objects (e.g.,

J. Learning vehicular collision); S9FE-IVb-36
Competencies/
Objectives
Write the LC
code for each
XIV. CONTENT Forces and Motion
IMPULSE AND MOMENTUM
XV. LEARNING
RESOURCES
K. References
5. Tachers Guide Pp. 168-169
pages/ curriculum Pp 56/66
guide
5. Learner’s Material Pp.230-241
pages
6. Textbook pages
6. Additional Material
from Learning
Resources
(LR) Portal
L. Other learning
Resources
XVI. PROCEDURE
S
21. Review of the Review Newton First Law of Motion
previous Lesson or
presenting a new
lesson
22. Establishing a Show video of two vehicles moving at the same velocity but having
purpose for the different masses.
lesson Ask the class which toy car is more difficult to stop. Ask them to
ENGAGE explain their answers
23. Presenting Tell students that in physics, there is a quantity (a vector quantity)
examples instances that describes the tendency of a moving object to keep moving. It is
of the new lesson also described as a measure of how hard to stop an object.
Ask them what makes an object hard to stop and it is for them to
find out in the following activity.
24. Discussing new EXPLORE The students will perform Activity 6: “Investigating Momentum” and
concepts and answer the guide questions
practicing new
skills #1
25. Discussing new
concepts and
practicing new
skills #2
26. Developing Mastery Group Work
EXPLAIN The students will answer the following guide question
Q1. How will you compare their stopping distances?
Q2. Did the two toy vehicles immediately stop as they hit the block
of wood? Describe the stopping distances of the two toy cars.
Q3. Which has a greater stopping distance, the small toy car or the
big toy truck? How do the stopping distances of each one change
according to the point of release?
Q4. If momentum is a measure of how difficult it is to stop a
moving object, which of the two vehicles had a greater momentum?

27. Applications of ELABORATE Cite how knowledge of momentum can be applied while driving a
concepts and skills car.
in daily living
28. Making Ask the following to the studnets?
generalizations and 1. What is Momentum?
abstractions about 2. What are the factors that affect momentum.
the lesson
29. Evaluating Learning Have the student answer following questions.
1.Which has more momentum, a huge truck that is not moving or a
small toy cart that is moving?
2. A moving car has momentum. If it moves twice as fast, its
momentum would be __________ as much.
3. Two cars, one twice as heavy as the other, moves down a hill at
the same time. The heavier car would have a _________
momentum.
30. Additional
Activities for
application or
remediation
XVII. Remarks
XVIII. Reflections
15. No. of learners
who earned
80% on the
formative
assessment
16. No. of learners
who require
additional
activities for
remediation.
17. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
18. No. of learners
who continue to
require
remediation
19. Which of my
teaching
strategies
worked well?
 Why did these
work?
20. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
21. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by: Checked by

KATHELYN M. RUIZ TEOFREDO U. DELGADO

Science Teacher Assistant Principal