Module 1 Forces and Motion

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
1 Science 9 4 60
Learning Competency/ies: Code:
Describe the horizontal and vertical motions of a projectile;
(Taken from the Curriculum Guide) S9FE-IVa-34
Key Concepts / Understandings

to be Developed Uniformly accelerated motion
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering Describe the uniformly accelerated motion quanlitatively and quantitatively
The fact or
condition of knowing
something with familiarity
gained through experience Understanding
or association
Applying
Skills Solve the acceleration of an object rolling down on the inclined plane
The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and
adaptively carryout complex Evaluating
activities or the ability, coming
from one's knowledge,
practice, aptitude, etc., to do
something
Creating
Attitude Valuing Demonstrate open-mindedness in receiving deas from the group members
Values Valuing Show kindess to group members while doing the activity
2. Content Uniformly Accelerated Motion
3. Learning Resources Science Learner's Module 1 pp.223-238, Teacher Guide p 2-5
4. Procedures
4.1 Introductory Activity
A. Preliminaries.
B. Review of previous topic.
C. Show to the students a ball being rolled on the ground. Ask the following question:
5 minutes
1. What do you wll happen to the ball? 2. Will it stop on its
own?
4.2 Activity
Do activity no. 1- Roll, Roll, and Away! Instruct the students to carefully measure the base and the height of
10 minutes the inclination so do with holding the timing device and accurately starts and stops the timing device
4.3 Analysis 1. What do feel about the activity?

2. What have you noticed with the change of the velovity of the can?
10 minutes 3. Describe the motion of the can.
4.4 Abstraction Discuss the Uniformly Accelerated Motion. Further discuss that objects in uniformly accelerated motion
5 minutes undergoes a uniform acceleration per unit time during the travel. See LM p. 238 for more discussion.
4.5 Application
Plot the distance vs. time of the can rolled in an inclined plane using a graphing paper. See learners
15 minutes material pp. 236-237. Share ideas with the group member.
4.6 Assessment
Ask one representative per group to discuss the output found on the
Tests
5 minutes graphing paper.
4.7 Assignment List some examples of objects that undergo uniformly accelerated motion
Preparing for the new lesson
5 minutes seen at home on a piece of paper.
4.8 Concluding Activity
Accustom yourself continually to make many acts of love, for they enkindle and melt the soul like how
object undergo uniform acceleration they continuously move with constant acceleration. By Saint Teresa of
Avila
Accustom yourself continually to make many acts of love, for they enkindle and melt the soul like how
object undergo uniform acceleration they continuously move with constant acceleration. By Saint Teresa of
5 minutes Avila
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have
evaluation. caught up with the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require remediation.
for remediation.
E. Which of my learning 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?
Prepared by:
Name: School:
MARSAN B. BINOYA Cabalawan National high School
Position/
Designatio Division:
n: TEACHER III Cebu
Contact Email address:
Number: 9054758978
Date:
Code:
S9FE-IVa-34
S:
ely and quantitatively
inclined plane
m the group members
ity
de p 2-5
ground. Ask the following question:

l happen to the ball? 2. Will it stop on its
efully measure the base and the height of

starts and stops the timing device
the can?
3. Describe the motion of the can.
bjects in uniformly accelerated motion

See LM p. 238 for more discussion.
ng a graphing paper. See learners
o discuss the output found on the
undergo uniformly accelerated motion
enkindle and melt the soul like how

constant acceleration. By Saint Teresa of
ational high School

Learning Area:
2 Science 9 4 60
Describe the horizontal and vertical motions of a projectile
to be Developed Quantitative description of (UAM)
OBJECTIVES:
Knowledge Remembering
The fact or
gained through experience Understanding Discuss what is undergone by objects in uniform acceleration
or association
Applying Demonstrate through applying the derived formula of the Uniform Accelerated Motion by
Skills calculating the height of the building.
The
ability and capacity acquired
through deliberate, Analyzing
adaptively carryout complex
activities or the ability, coming Evaluating
something
Creating
Attitude Internalizing values Perform cheerfulness in performing the activity
Values Valuing Display oneness in doing the activity
4. Procedures
4.1 Introductory Activity A. Preliminaries.
5 minutes C. Group the students using "the boat is sinking game". Until the desired
group size is achieved start the activity.
4.2 Activity
1.Match the prepared stripes of the terms of velocity, average velocity, and acceleration with thier
equation on the board by group.
10 minutes 2. Derived equation of displacement, and final
velocity.
4.3 Analysis
1. What is the equation for displacement? final velocity?
2. Did you understand how we derive them?
10 minutes 3. In this situation where objects undergo UAM, what is the
only force that acts on it?
4.4 Abstraction
Only the gravitational force acts on the objects that are thrown and released from a height thus when
they travel they are only constanly accelerated with due to gravity. This acceleration due to the
5 minutes gravity is equal to 9.8 per meter squared. The object gains speed as it increases distance. See
discussion on pp. 237-238.
4.5 Application
Solve problems on acceleration of objects in an inclined plane.
10 minutes
4.6 Assessment
Solve proble found in pp.237 about the train accceleration. Discuss
Anlysis of Learners' Products
10 minutes the motion of the object that undergo a uniform acceleration.
4.7 Assignment
Enhancing / improving the Ask some drivers whether they can atain a uniform acceleration during
5 minutes day’s lesson the travel from home to school.
What is a soul? It's like electricity - we don't really know what it is, but it's a force that can light a room
5 minutes like acceleration, we don’t see it yet we are trying to quantify it.Ray Charles
5. Remarks
6. Reflections
for remediation.
Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n: TEACHER III Cebu Province
Number: 9054758978
Date:
Code:
S9FE-IVa-34
leration
the Uniform Accelerated Motion by
de p 5-6
t is sinking game". Until the desired
ocity, and acceleration with thier
on of displacement, and final
derive them?
ects undergo UAM, what is the
d released from a height thus when

. This acceleration due to the
as it increases distance. See
the train accceleration. Discuss

go a uniform acceleration.
n atain a uniform acceleration during

but it's a force that can light a room
y Charles
ational high School
e

Learning Area:
3 Science 9 4 60
Learning Competency/ies: Describe the horizontal and vertical motions of a projectile Code:
to be Developed Freely falling body
OBJECTIVES:
The fact or
gained through experience Understanding Interpret the motion undergone by an object released from a certain height.
or association
Applying Solve the time for the ball to reached the ground and the height of the building were the
Skills ball is thrown.
The
Evaluating
something
Creating
Attitude Internalizing values Influence others with good attitudes
Values Valuing Practice concern for other's safety
4. Procedures
A. Preliminaries.
C. Show the students a ball thrown above your head. Ask the questions:
5 minutes 1. What will happen to the velocity of
this ball before it hits the ground? 2.
Would you be able to solve the height were I released this ball?
4.2 Activity
1. Do activity. 2."Drop Me". Remind the students to be careful in releasing the ball from the building
not to hit the group member on the ground.
10 minutes
2. Ask the students to record the time it takes the ball to reached the ground.
4.3 Analysis
1. What do you feel about the ativity?
2. What have you learned from the activity.
10 minutes 3. Does the time vary with each trial you make?
4. Calculate the height covered by the ball using the time you recorded.
4.4 Abstraction
On the board show the formula in solving for height (h= 1/2 agt2). Discuss that a freely falling body or
5 minutes a body released has zero initial velocity. See discussion in page 240-241.
4.5 Application
Solve for the time and the height of objects to reach the ground. Complete table with the needed
10 minutes data. See learners material pp. 238.
4.6 Assessment
Anlysis of Learners' Products Ask one representative to discuss the answer on the board.
10 minutes
4.7 Assignment
Enhancing / improving the
On a piece of paper, answer guide questions on pages 239 of the LM.
day’s lesson
On a piece of paper, answer guide questions on pages 239 of the LM.
5 minutes day’s lesson

The most important thing is to enjoy your life - to be happy -it's all that matters. In doing the activity,
learning comes with fun while exercising safety. Audrey Hepburn
5 minutes
5. Remarks
6. Reflections
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
Number: 9054758978
Date:
Code:
S9FE-IVa-34
from a certain height.
he height of the building were the
de p 6-7
bove your head. Ask the questions:

What will happen to the velocity of
2.
eleasing the ball from the building
o reached the ground.
sing the time you recorded.
Discuss that a freely falling body or

40-241.
Complete table with the needed
he answer on the board.
questions on pages 239 of the LM.

questions on pages 239 of the LM.
that matters. In doing the activity,

ational high School
e

Learning Area:
4 Science 9 4 60
Describe the horizontal and vertical motions of a projectile

to be Developed Ball thrown upward
OBJECTIVES:
Knowledge Remembering Identify the velocities of objects thrown upward.
The fact or
or association
Applying
Skills Solve the maximum height reached by the ball thrown vertically upward
The
something
Creating
Attitude Valuing Practice responsibility in accepting task inside or outside the school
4. Procedures
C. Ask two volunteers to go to the front. Ask one of the volunteer to
5 minutes throw the ball to the other volunteer. Let the other volunteer catch the ball. Why does the ball go
down as it reaches maximum height?
4.2 Activity
Do activity No. 3 "You Raise Me Up!" Instruct the students to get the time of release and upon
catching it. Take note that the total time will be divided into two to get the time of travel in going down
10 minutes
and in going up. Remind the students to stay in an open space for this activity.
4.3 Analysis
1. What do you learn from the activity?
2. What have you noticed with the time in going up and in going down?
10 minutes 3. What do you think happens the
speed of the ball as it reaches the highest point? before it hits the ground?
4.4 Abstraction
Discuss that as the object reaches the highest or maximum height its velocity is zero. Further explain
that the time in going up and in going down of an objects thrown upoward are the same. Initial
5 minutes
velocity is also equal to final velocity at same point. See discussion found on p 241.
4.5 Application
Solve problems related to the bodies thrown upward. See LM pp 240-241
10 minutes
4.6 Assessment
By peer, discuss the answers and give corresponding points for each
correct response.
By peer, discuss the answers and give corresponding points for each
10 minutes correct response.
4.7 Assignment Enhancing / improving the

Cut out pictures of sports that uses the idea of a body thrown upward.
Life is really simple, but we insist on making it complicated. Lik solving UAM, treat it simply and not
with difficulty. Confucius
5 minutes
5. Remarks
6. Reflections
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
Number: 9054758978
Date:
Code:
S9FE-IVa-34
vertically upward
de the school
ity
de p 6-7
ont. Ask one of the volunteer to

the ball. Why does the ball go
he time of release and upon

get the time of travel in going down
r this activity.
down?
What do you think happens the
ground?
t its velocity is zero. Further explain

upoward are the same. Initial
n found on p 241.
240-241
give corresponding points for each

the idea of a body thrown upward.
lving UAM, treat it simply and not

ational high School
e

Learning Area:
5 Science 9 4 60
Investigate the relationship between the angle of release and the
(Taken from the Curriculum Guide) height and range of the projectile; S9FE-IVa-35

to be Developed Projectile Motion
OBJECTIVES:
Knowledge Remembering Describe the trajectory of projectile motion on an
The fact or
condition of knowing inclined surface
gained through experience
or association Understanding
Applying
Skills
The
from one's knowledge, Evaluating Evaluate the relationship between the projection angle, the height, the range and the time
something of travel
Creating
Attitude Valuing Demonstrate coperation in every undertakings.
Values Valuing Demonstrate kindness upon doing the activity among members.
3. Learning Resources Science Learner's Module 1pp.242-248, Teacher Guide p 9
4. Procedures
A. Preliminaries.
C. Prepare a model were two coins are place beside a ruler. Flick the tip
5 minutes
of the ruler making the other coin at the other side of the ruler to fall in front of you. What have you
noticed with the motion of the two coins?
4.2 Activity
1. Do activity 4. - Curve Me on an Incline part I-III. Instruct the students to sketch and label the
velocity-time graph and the acceleration-time of the linear horizontal motion. Let the students
10 minutes
proceed to the activity proper of the two dimensional motion along an incline.
4.3 Analysis 1. Based on the graph, describe the trajectory for horizontally- fired projectile.
2. At which height of
fall is the average range the longest? Shortest?
10 minutes
3. Compare the distance reached and
the range of the retractable pen when they where released to the elevation.
4.4 Abstraction
Explain that range of the projectile varies with the height of reach when the projectile is released.See
5 minutes discussion in the Learner's material p 248
4.5 Application
List down the range of each of the projectile trajectories and discuss which among the trajectories
10 minutes which covered the greatest range.
4.6 Assessment Explain the relationship between the range of the projectile and the
10 minutes time of travel of a projectile.
4.7 Assignment
Cut-out pictures of sports were projectile motion can be observed.
4.8 Concluding Activity In the end, it's not the years in your life that count. It's the life in your years. The way you live life in
reaching your range of dreams matters. Abraham Lincoln
5 minutes
5. Remarks
6. Reflections
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
Number: 9054758978
Date:
Code:
S9FE-IVa-35
e, the height, the range and the time
members.
de p 9
are place beside a ruler. Flick the tip

all in front of you. What have you
dents to sketch and label the

ntal motion. Let the students
g an incline.
d projectile.
2. At which height of
ompare the distance reached and

elevation.
when the projectile is released.See
uss which among the trajectories
e range of the projectile and the

jectile motion can be observed.
our years. The way you live life in

ational high School
e

Learning Area:
6 Science 9 4 60

to be Developed Launch bottle cups horizontally
OBJECTIVES:
Knowledge Remembering Show a parabolic curve for the plastic bottle cap’s vertical
The fact or
condition of knowing displacement with respect to its time of fall
or association Understanding
Applying
Skills
The
from one's knowledge, Evaluating Measure the projectiles height from the spot were it was thrown up to the point of reach
something or the range
Creating
Attitude Valuing Initiate the attitude of hardwork in preparing materials for the activity
Values Valuing Demonstrate the value of helping in finishing the materials to be used in the activity
3. Learning Resources Science Learner's Module 1 pp246-248, Teacher Guide p 10
4. Procedures
5 minutes
4.2 Activity
Do activity 4- " Curve Me on an Incline part IV Launching Bottle Caps Horizontally. Remind the
10 minutes students accurately prepare the materials for good result.
4.3 Analysis
What is the shape of trajectory of the projectile?
10 minutes
4.4 Abstraction
Explain that the vertical motion of a projectile travels with a uniform acceleration, thus , increases
distance when time increases. But fall down and form a parabola trajectory since gravity acts on it as
5 minutes
it travels. See learners material p248 for more discussion.
4.5 Application
Expound that in during plying sport like basketball the idea of projectile motion is also applicable. The
10 minutes range of the ball thrown by the player depends upon the initial velocity of the ball.
4.6 Assessment Solve the time of fall of the ball given the horizontal distance. See
10 minutes page 247.
4.7 Assignment
Enhancing / improving the Ask some player in your neighborhood on how they manage to shoot
5 minutes day’s lesson the ball.

People have different reasons for the way they live their lives. You cannot put everyone's reasons in
the same box.
Kevin Spacey
People have different reasons for the way they live their lives. You cannot put everyone's reasons in
the same box.
Kevin Spacey
5 minutes
5. Remarks
6. Reflections
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
Number: 9054758978
Date:
Code:
S9FE-IVa-35
ical
as thrown up to the point of reach
for the activity
rials to be used in the activity
de p 10
aps Horizontally. Remind the
m acceleration, thus , increases

trajectory since gravity acts on it as
ectile motion is also applicable. The

ocity of the ball.
en the horizontal distance. See
ood on how they manage to shoot
u cannot put everyone's reasons in

ational high School
e

Learning Area:
7 Science 9 4 60

to be Developed Parabolic trajectory
OBJECTIVES:
The fact or
or association Understanding Infer the trajectory travelled by a projectile
Applying
Skills
The
something
Creating Draw the trajectory of an objects to pre-drawn parabolas,
showing that projectile motion characteristics can be matched or anticipated
4. Procedures
5 minutes
4.2 Activity
Do activity 5- " Curve a Like". Instruct the students to take note of the shape (trajectory) of the path
10 minutes travel by the object
4.3 Analysis
1. In what direction or orientation did you throw the ball?
10 minutes 2. How would you describe the ball's path and motion?
4.4 Abstraction
For a horizontally projected object, the displacement and velocity vector both have magnitude and
direction that can be separated into horizontal and vertical components. The force of gravity acted at
5 minutes
all times on a projectile.See page 251-252 for the discussion.
4.5 Application
Make a one-page card showing the curve path of a thrown object.
10 minutes
4.6 Assessment
Anlysis of Learners' Products Share the output to the group member.
10 minutes
4.7 Assignment
Enhancing / improving the Interview some basketball players on how the idea of parabolic pat is
5 minutes day’s lesson used in playing the game.

We all have two lives. The second one starts when we realize we only have one. In a projectile, it
end at a point of same velocity, life goes on to the end even without your knowing.Tom Hiddleston
5 minutes
5. Remarks
6. Reflections
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
Number: 9054758978
Date:
Code:
S9FE-IVa-35
as,
matched or anticipated
m the group members
ity
de p 15-16
the shape (trajectory) of the path
n?
vector both have magnitude and

nents. The force of gravity acted at
ber.
on how the idea of parabolic pat is
only have one. In a projectile, it

ut your knowing.Tom Hiddleston
ational high School
e

Learning Area:
8 Science 9 4 60
Learning Competency/ies: investigate the relationship between the angle of release and the Code:
to be Developed Launched at an Angle
OBJECTIVES:
The fact or
gained through experience Understanding Discuss quantitatively the two components of a velocity of a projectile launched at an angle
or association
Applying
Skills Solve problems related to projectile motion with an angle
The
ability and capacity acquired Analyzing
through deliberate,
adaptively carryout complex Evaluating
something
Creating
3. Learning Resources Science Learner's Module 1 pp.252-255, Teacher Guide p 18
4. Procedures
5 minutes
4.2 Activity
Solve problem found on pp 252-254 and show solution on the board. Remind the students to note on
10 minutes how to get the x and y components of the velocity.
4.3 Analysis 1. What do you feel about the activity?
2. What have you learned out from the activity?
5 minutes 3. Describe the x and y components of velocity
4.4 Abstraction
Discuss that if projectile is launched with an angle, the velocity has two components. The horizontal
velocity has an acceleration which is zero. The vertical component of the velocity has a parabolic
5 minutes
trajectory.
4.5 Application
Do performance task found in page 271 - Development and demonstration of a volleyball team drill.
15 minutes
4.6 Assessment Show the output of the students. Scoring shall use the rubrics for the
Observation
10 minutes performance task on page 271.
4.7 Assignment
Enhancing / improving the day’s
lesson
Cut out pictures related to the performance task you have shown.
5 minutes

The dissolution of the nation destroys the national religion, and dethrones the national deity. William
5 minutes Robertson Smith
5. Remarks
6. Reflections
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
Number: 9054758978
Date:
Code:
S9FE-IVa-35
y of a projectile launched at an angle
le
the group members
ty
e p 18
rd. Remind the students to note on
m the activity?
omponents of velocity
s two components. The horizontal

of the velocity has a parabolic
nstration of a volleyball team drill.
oring shall use the rubrics for the
rmance task you have shown.
hrones the national deity. William

ational high School
e

Learning Area:
9 Science 9 4 60
Learning Competency/ies: relate impulse and momentum to collision of objects (e.g., vehicular Code:
(Taken from the Curriculum Guide) collision); S9FE-IVb-36
to be Developed Momentum
OBJECTIVES:
The fact or Identify the factors that affect momentum
or association
Applying
Skills Interpret that factors like mass and velocity affect of a momentum of object
The
something
Creating
Attitude Valuing Perform cheerfulness in performing the activity
Values Valuing Demonstrate the value of helping in finishing the materials to be used in the activity.
2. Content Momentum
4. Procedures
A. Preliminaries.
5 minutes C. Show pictures of a motorcycle and a truck. Which among the two has
greater momentum supposing at same speed?
4.2 Activity 1. Do activity no. 6- Investigating Momentum. Instruct the students to carefully measure the angle of
15 minutes the inclination of the plane were the toy car will be released.
4.3 Analysis
1. What do you feel about the activity? 2.
How will you compare the stopping distances of the objects?
3. If momentum is a measure of how difficult it is to stop a moving object, which of the two
5 minutes cars had a greater momentum for the same point of release?
4. How will it be possible for the two bodies of different masses to have equal momentum?
5. Describe momentum in your own words.
4.4 Abstraction
Momentum possess by an object depends on an object mass and velocity. See profound discussion
5 minutes on p 256
4.5 Application
On the board show the equation of momentum and the factors afffecting it.
10 minutes
4.6 Assessment Explain the two factors like mass and velocity and how it affect the
10 minutes momentum of objects
4.7 Assignment
Answer the following:
1. Which has more momentum, a huge trucck that is not
moving or a small toy cart that is moving?
Enhancing / improving the day’s 2. A moving car has momentum. If it moves twice as
lesson 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.
Answer the following:
1. Which has more momentum, a huge trucck that is not
moving or a small toy cart that is moving?
Enhancing / improving the day’s 2. A moving car has momentum. If it moves twice as
5 minutes lesson 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.
4.8 Concluding Activity You get in life what you have the courage to ask for.Oprah Winfrey
5 minutes
5. Remarks
6. Reflections
B. No. of learners who require additional activities

for remediation. D. No. of learners who continue to require remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n: TEACHER III Cebu
Contact
Number: Email address:
9054758978
Date:
Code:
S9FE-IVb-36
momentum of object
ials to be used in the activity.
e p 23
uck. Which among the two has
to carefully measure the angle of
2.
moving object, which of the two
asses to have equal momentum?

um in your own words.
velocity. See profound discussion
ecting it.
d velocity and how it affect the
ntum, a huge trucck that is not

oving?
has momentum. If it moves twice as
_____ as much.
wice as heavy as the other, moves
eavier car would have a __________
ational high School

Learning Area:
10 Science 9 4 60
Learning Competency/ies: relate impulse and momentum to collision of objects (e.g., vehicular Code:
(Taken from the Curriculum Guide) collision); S9FE-IVb-36
to be Developed Factors affecting impulse
OBJECTIVES:
The fact or Identify the factors that affect the force of impact on moving objects
or association
Applying Illustrate that impulse is equal to the product of the force applied and the time interval
Skills during which it acts.
The
through deliberate,
Analyzing
something
Creating
Attitude Valuing Influence others with the good attitudes especially in driving
Values Valuing Display respect for life in everyday activity
2. Content Show kindess to group members while doing the activity
4. Procedures
A. Preliminaries.
5 minutes C. Show to the class a picture of a vehicular accident were a car collide to the
wall. Describe what happened to the car. Will it have the same damage if it collide to a softer barrier?
4.2 Activity
Do activity 7- "Playing Egg Volleyball". Instruct the students to bring necessary mterials needed for the
15 minutes activity.
4.3 Analysis
1. Was the handkerchief able to protect the egg from breaking? Why?/ Why not?
2. Why would an egg break immediately when it hits the ground?
3. How was the impact force lessened by the use of the
5 minutes
handkerchief? 4. Discuss how the hardness or
softness of the landing surface is related to the time required to stop the egg.
4.4 Abstraction
Explain that impulse depends on the impact of force and the time during the acts. See pp 258-264 for
5 minutes more discussion.
4.5 Application
Let the students by group create a concept in what type of material should be used in the road to
10 minutes lessen the damage during vehicular accident.
4.6 Assessment
Anlysis of Learners' Products Show to the class the group output.
10 minutes
4.7 Assignment
Enhancing / improving the day’s List down ways on how to damage during a collision of objects aside
5 minutes lesson form changing the aisle barrier at the center of the road.
Life is inherently risky. There is only one big risk you should avoid at all costs, and that is the risk of
doing nothing. Denis Waitley
Life is inherently risky. There is only one big risk you should avoid at all costs, and that is the risk of
5 minutes doing nothing. Denis Waitley
5. Remarks
6. Reflections
B. No. of learners who require additional activities

D. No. of learners who continue to require remediation.
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n: TEACHER III Cebu
Contact
Email address:
Number: 9054758978
Date:
Code:
S9FE-IVb-36
oving objects
e applied and the time interval
iving
ty
e p 25
ar accident were a car collide to the

mage if it collide to a softer barrier?
g necessary mterials needed for the
hy?/ Why not?

y when it hits the ground?
lessened by the use of the
4. Discuss how the hardness or
op the egg.
during the acts. See pp 258-264 for
l should be used in the road to
during a collision of objects aside

e center of the road.
at all costs, and that is the risk of

ational high School

Learning Area:
11 Science 9 3 60
Infer that the total momentum before and after collision is equal;
(Taken from the Curriculum Guide) S9FE-IVb-37
to be Developed Momentum before and after the collision is equal.
OBJECTIVES:
The fact or Describe how object conserve momentum during collision or events
or association
Applying
Skills Demonstrate using diagram how a balloon rocket or any event conserve momentum
The
something
Creating
Values Valuing Display oneness in doing the activity
2. Content Conservation of momentum
3. Learning Resources Science Learner's Module 1 pp. 264-266, Teacher Guide p 26
4. Procedures
5 minutes
4.2 Activity
Show to the class pictures of: a. Two children in skateboard b. Two children pushing each other c. a
5 minutes gun d. a bullet coming out from the gun.
4.3 Analysis
1. What does each picture depict?
2. Focus on the bullet fired out from the gun? 3.
5 minutes Why does the gun move backwards during firing?
4. Diagram how the gun conserve momentum.
4.4 Abstraction The momentum of the children before the pushing and after the pushing is conserved as well as the
5 minutes momentum of the gun before and after the firing. See more of the concept on pp. 264
4.5 Application
Do activity 8- Balloon Rocket. Remind the students to answer the question after the activity.
20 minutes
4.6 Assessment
Anlysis of Learners' Products By group, students will share their answers about the activity.
10 minutes
4.7 Assignment Enhancing / improving the day’s On a piece of paper, show the equation for conservation of momentum
5 minutes lesson showing the initial and final momentum.
4.8 Concluding Activity Mellow doesn't always make for a good story, but it makes for a good life.
Anne Hathaway
5 minutes
5. Remarks
6. Reflections
for remediation.
Why did these work?


teachers?
Prepared by:
Name: School:
Position/
Number: 9054758978
Date:
Code:
S9FE-IVb-37
ion or events
y event conserve momentum
de p 26
children pushing each other c. a
3.
shing is conserved as well as the

concept on pp. 264
question after the activity.
nswers about the activity.
tion for conservation of momentum

um.
od life.
ational high School
e

Learning Area:
12 Science 9 4 60
Infer that the total momentum before and after collision is equal;
(Taken from the Curriculum Guide) S9FE-IVb-37
to be Developed Conservation of momentum
OBJECTIVES:
The fact or
gained through experience Understanding Infer if a system conserve momentum or not
or association
Applying
Skills Solve some practical and realistic problems about conserving momentum
The
something
Creating
Attitude Valuing Influence others with the attitude of responsibility especially in the road
Values Valuing Show kindess to everu individual
2. Content Conservation of momentum
4. Procedures
A. Preliminaries.
5 minutes
C. Show the equation for the conservation of momentum.
4.2 Activity Using the problem shown in the learner's material on page 267, let the student understand logically the
15 minutes idea of conserving momentum.
4.3 Analysis
1. What have you learned from the activity? 2.
5 minutes Were you able to see that momentum is conserved in the system?
4.4 Abstraction Discuss the equation for conserving momentum (MASSinitialxVELOCITYinitial = MASSfinalx
5 minutes VELOCITYfinal).
4.5 Application
By group, derived the equation for initial velocity and final velocity.
10 minutes
4.6 Assessment Show your answer on a piece of paper. Each correct response will be
10 minutes given points
4.7 Assignment
Enhancing / improving the day’s Cut out magazines/ picture/newspapers where collision of vehicles on
5 minutes lesson the road occur.
Work like you don't need the money, love like you've never been hurt and dance like no one is
watching.
5 minutes Randall G Leighton
5. Remarks
6. Reflections
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
Number: 9054758978
Date:
Code:
S9FE-IVb-37
serving momentum
cially in the road
de p 26
of momentum.
the student understand logically the
2.
OCITYinitial = MASSfinalx
per. Each correct response will be
pers where collision of vehicles on
urt and dance like no one is

ational high School
e

Learning Area:
13 Science 9 4 60
examine effects and predict causes of collision-related
(Taken from the Curriculum Guide) damages/injuries; S9FE-IVc-38
to be Developed ELASTIC COLLISION
OBJECTIVES:
The fact or Identify some event that can be categorized as elastic collision
or association
Applying
Skills Demonstrate causes of collision related damages
The
something
Creating
2. Content COLLISION
3. Learning Resources Science Learner's Module 1 pp 268-289, Teacher Guide p 27
4. Procedures
5 minutes C. Show a vehicular accident where the vehicles stick together after the bumping.
4.2 Activity
Show to the class few marbles of same size. Let a volunteer push marbles from opposites sides
5 minutes making them collide.
4.3 Analysis 1. What have you noticed with the marbles of same size after the collision?
2. Do they stick together or not?
5 minutes
3. What kind of collision do they show?
4.4 Abstraction Elastic collision is one type of collision where the total kinetic energy of the system does not change
5 minutes and colliding objects bounce off after collision.
4.5 Application
Students will make a Newtons cradle.
20 minutes
4.6 Assessment
Anlysis of Learners' Products Show the output to the class.
10 minutes
4.7 Assignment
Enhancing / improving the day’s On a piece of paper, show some practices that can cause elastic
5 minutes lesson collision among vehicles as shown ideally by the Newton's cradle.
4.8 Concluding Activity When one door closes, another opens; but we often look so long and so regretfully upon the closed
door that we do not see the one that has opened for us.
Alexander Graham Bell
5 minutes
5. Remarks
6. Reflections
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
Number: 9054758978
Date:
Code:
S9FE-IVc-38
collision
ty
e p 27
gether after the bumping.
marbles from opposites sides
ollision?
gy of the system does not change
actices that can cause elastic

deally by the Newton's cradle.
nd so regretfully upon the closed
ational high School
e

Learning Area:
14 Science 9 4 60
Examine effects and predict causes of collision-related
(Taken from the Curriculum Guide) damages/injuries; S9FE-IVc-38
to be Developed INELASTIC COLLISION
OBJECTIVES:
The fact or Explain inelastic collision
or association
Applying
Skills Demonstrate effects of collision related damages
The
something
Creating
Attitude Valuing Influence others with the good attitudes
Values Valuing Show kindness to group members while doing the activity
2. Content COLLISION
4. Procedures
5 minutes
4.2 Activity Show to the class few marbles of different size. Let a volunteer push marbles from opposites sides
15 minutes making them collide.
4.3 Analysis
1. What have you noticed with the marbles of different sizes after the collision?
2. Do they stick together or not?
5 minutes
3. What kind of collision do they show?
4.4 Abstraction
Inelastic collision is one type of collision where the total kinetic energy of the system chanages and
colliding objects bounce off after collision. Objects that stick together after collision is said to be
5 minutes
perfectly inelastic. See LM p 268 for more discussion.
4.5 Application
Show a slogan that tells the effect of of collision of cars and to prevent them.
10 minutes
4.6 Assessment Show and explain the slogan. Score the outputs of the children using
10 minutes the rubrics below.
4.7 Assignment Enhancing / improving the day’s
lesson
Post the slogan at public areas.
5 minutes
4.8 Concluding Activity There comes a time when you have to choose between turning the page and closing the book.
Josh Jameson
5 minutes
5. Remarks
6. Reflections
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
Number: 9054758978
Date:
Code:
S9FE-IVc-38
vity
e p 26
sh marbles from opposites sides
he collision?
rgy of the system chanages and

er after collision is said to be
vent them.
the outputs of the children using
e page and closing the book.

ational high School
e

Learning Area:
15 Science 9 4 60
(Taken from the Curriculum Guide)

to be Developed SUMMATIVE TEST
OBJECTIVES:
The fact or
gained through experience Understanding Summarize the concepts on projectile motion, momentum, and collision.
or association
Applying
Skills
The
activities or the ability, coming Evaluating Evaluate the terms, formulas, important concept related to projectie motion,
momentum and collision.
something
Creating
Attitude Valuing
Values Valuing
2. Content
4. Procedures
5 minutes
4.2 Activity
Answer pages 274-277 of Learner's Material.
15 minutes
4.3 Analysis
5 minutes
4.4 Abstraction
5 minutes
4.5 Application
10 minutes
4.6 Assessment
Anlysis of Learners' Products Check the answer of the student's and assess their learning.
10 minutes
4.7 Assignment Enhancing / improving the day’s
5 minutes lesson
4.8 Concluding Activity Life is what happens to you while you're busy making other plans.
Allen Saunders
5 minutes
5. Remarks
6. Reflections
for remediation.
Why did these work?


teachers?
Prepared by:
Name: School:
Position/
Number: 9054758978
Date:
Code:
um, and collision.
elated to projectie motion,
de p 28
nd assess their learning.

ational high School

Module 1 Forces and Motion

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Module 1 Forces and Motion

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Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

Detailed Lesson Plan (DLP) Format

Key Concepts / Understandings

2. Content Uniformly Accelerated Motion

3. Learning Resources Science Learner's Module 1 pp.223-238, Teacher Guide p 2-5

4.3 Analysis 1. What do feel about the activity?

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

ely and quantitatively

m the group members

ground. Ask the following question:

efully measure the base and the height of

bjects in uniformly accelerated motion

ng a graphing paper. See learners

o discuss the output found on the

undergo uniformly accelerated motion

enkindle and melt the soul like how

Detailed Lesson Plan (DLP) Format

Attitude Internalizing values Perform cheerfulness in performing the activity

Values Valuing Display oneness in doing the activity

2. Content Uniformly Accelerated Motion

3. Learning Resources Science Learner's Module 1 pp.235-238, Teacher Guide p 5-6

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

the Uniform Accelerated Motion by

t is sinking game". Until the desired

ocity, and acceleration with thier

on of displacement, and final

d released from a height thus when

the train accceleration. Discuss

n atain a uniform acceleration during

Detailed Lesson Plan (DLP) Format

Attitude Internalizing values Influence others with good attitudes

Values Valuing Practice concern for other's safety

2. Content Uniformly Accelerated Motion

3. Learning Resources Science Learner's Module 1 pp.238-239, Teacher Guide p 6-7

4.8 Concluding Activity

E. Which of my learning strategies worked well?

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

from a certain height.

he height of the building were the

bove your head. Ask the questions:

eleasing the ball from the building

o reached the ground.

sing the time you recorded.

Discuss that a freely falling body or

Complete table with the needed

he answer on the board.

questions on pages 239 of the LM.

that matters. In doing the activity,

Detailed Lesson Plan (DLP) Format

Key Concepts / Understandings

2. Content Uniformly Accelerated Motion

3. Learning Resources Science Learner's Module 1 pp.239-241, Teacher Guide p 6-7

4.7 Assignment Enhancing / improving the

E. Which of my learning strategies worked well?

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

ont. Ask one of the volunteer to

he time of release and upon

t its velocity is zero. Further explain

give corresponding points for each