Grade 9 Daily Lesson Log School Grade Level Teacher Learning Area Teaching Dates and Time Quarter

GRADE 9 School BANYAGA NATIONAL HIGH Grade Level 9
DAILY LESSON LOG SCHOOL

Teacher MARK GIL J. ALTEZA Learning Area SCIENCE 9
Teaching Dates and Feb 24-28, 2020 Quarter 4th
7:00-8:15 Narra
Time
8:15-9:30 Acacia
9:45-11:00 Kakawati
12:30-1:45 Molave
Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
 Demonstrate an  Demonstrate an  Demonstrate an  Demonstrate an

1. Content Standards understanding of understanding of understanding of understanding of
projectile motion projectile motion projectile motion projectile motion
 Propose ways to  Propose ways to  Propose ways to  Propose ways to
2. Performance enhance sports related enhance sports related enhance sports related enhance sports related
Standards to projectile motion to projectile motion to projectile motion to projectile motion
At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
3. Learning students should be able to: students should be able to: students should be able to: students should be able to:
Competencies Competency Code: S9FE-IVa- Competency Code: S9FE-IVa- Competency Code: S9FE-IVa- Competency Code: S9FE-IVa-
34 34 34 34
 LC1. Describe the  LC1. Describe the LC1. Describe the LC1. Describe the
horizontal and vertical horizontal and vertical horizontal and horizontal and
motions of a projectile. motions of a projectile. vertical motions of a vertical motions of a
Objectives: Objectives: projectile projectile
Objectives  LO1. Record the time  LO1. Record the time Objectives: Objectives:
for the tin can to travel for the tin can to travel  LO1. Calculate the  LO1. Calculate the
a given distance; a given distance; acceleration of the can acceleration of the can
 LO2. Construct a graph  LO2. Construct a graph rolling down an inclined rolling down an inclined
showing the results of showing the results of plane, given distance plane, given distance
the calculation the calculation vs. time and distance vs. time and distance
vs. time2 graphs of its vs. time2 graphs of its
motion; and motion; and
 LO2. Describe the  LO2. Describe the
motion of an object motion of an object
given distance vs. time given distance vs. time
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0917-563-9092 / 0916-850-0017 nhsbanyaga@yahoo.com.ph / banyaga.nhs1982@gmail.com
or distance vs. time2 or distance vs. time2
graph graph
Module No.1 Motion Module No.1 Motion
II. CONTENT in Two Dimensions in Two Dimensions Module 1 Motion in Two Module 1 Motion in Two
Lesson No.1 Projectile Lesson No.1 Projectile Dimensions Dimensions
Motion Motion Lesson 2 Projectile Motion Lesson 2 Projectile Motion
Topic: Projectile Motion Topic: Projectile Motion Topic: Projectile Motion Topic: Projectile Motion
Subtopic: Uniformly Subtopic: Uniformly Subtopic: Uniformly Accelerated Subtopic: Uniformly Accelerated
Accelerated Motion Accelerated Motion Motion (Post Laboratory Motion (Post Laboratory
(Horizontal Dimension) (Horizontal Dimension) Discussion) Discussion)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 164-165 164-165 164 - 165 164 - 165
2. Learner’s 233 – 234 233 – 234
233-234 233-234
Materials
3. Textbook
4. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
The following questions may be The following questions may be Recall the activity done on the Recall the activity done on the
A. ELICIT asked to review the students’ asked to review the students’ previous day. The following previous day. The following
prior knowledge about speed, prior knowledge about speed, questions may be asked: questions may be asked:
velocity and acceleration: velocity and acceleration: 1. How would you describe 2. How would you describe
 What is speed?  What is speed? the motion of the rolling the motion of the rolling
velocity? velocity? tin can in terms of tin can in terms of
 What is the difference  What is the difference velocity as it rolled down velocity as it rolled down
between speed and between speed and the plane? the plane?
velocity? velocity? Did the can accelerate while Did the can accelerate while
 What is acceleration?  What is acceleration? rolling down the plane? rolling down the plane?
A drill may be conducted by A drill may be conducted by

completing the table showing completing the table showing
velocity, displacement and time velocity, displacement and time
to elicit their prior knowledge in to elicit their prior knowledge in
velocity since they learned the velocity since they learned the
concept when they were in concept when they were in
Grade 7. Grade 7.
A. A picture of an airplane A. A picture of an airplane
B. ENGAGE taking off will be shown. The taking off will be shown. The
following questions may be following questions may be
asked: asked: A. Present the motion graphs A. Present the motion graphs
1. What do you think should be 1. What do you think should be obtained in the activity done on obtained in the activity done on
the motion of an airplane the motion of an airplane the previous day. Have the the previous day. Have the
preparing for take-off? preparing for take-off? students describe the d-t and students describe the d-t and
2. How will you describe the 2. How will you describe the d-t2 graphs. d-t2 graphs.
speed of the plane from rest speed of the plane from rest B. Presentation of the Activity B. Presentation of the Activity
until it takes off? until it takes off? Roll, Roll and Away! (Post Lab) Roll, Roll and Away! (Post Lab)
B. Presentation of Activity “ Roll, B. Presentation of Activity “

Roll and Away!” Roll, Roll and Away!”
Presentation of Motion Graphs. Presentation of Motion Graphs.
C. EXPLORE Do Activity 1: Roll, Roll and Do Activity 1: Roll, Roll and The students will calculate The students will calculate
Away! Away! the acceleration of the the acceleration of the
A. Guide Questions: B. Guide Questions: object in the given graphs. object in the given graphs.
1. How will you describe the 1. How will you describe the Guide Questions: Guide Questions:
graph of: graph of: 1. What is the slope of d – t2 1. What is the slope of d – t2
a. distance vs. time? a. distance vs. time? graph? What quantity does graph? What quantity does
b. distance vs. time2? b. distance vs. time2? the slope of d – t2 graph the slope of d – t2 graph
2. What is the relationship 2. What is the relationship represent? (Refer to the unit represent? (Refer to the unit
between distance and time of between distance and time of of the slope) of the slope)
travel of the rolling can? What travel of the rolling can? What 2. What do the graphs of 2. What do the graphs of
does it imply? does it imply? distance vs. time and distance vs. time and
distance vs. time2 suggest? distance vs. time2 suggest?
Ask the following questions: Ask the following questions: 1. How are we going to 1. How are we going to
D. EXPLAIN 1. What is the relationship of 1. What is the relationship of calculate the acceleration of calculate the acceleration of
distance to its time on distance- distance to its time on distance- the can rolling down an the can rolling down an
time graph? time graph? inclined plane, given inclined plane, given
2. How can we graph uniform 2. How can we graph uniform distance vs. time and distance vs. time and
motion? motion? distance vs. time2 graphs of distance vs. time2 graphs of
3. How can we graph a non- 3. How can we graph a non- its motion? its motion?
moving object? moving object? 2. How can we describe the 2. How can we describe the
4. How can we illustrate if the 4. How can we illustrate if the motion of an object given motion of an object given

object is accelerating? object is accelerating? distance vs. time versus distance vs. time versus
5. How can we illustrate if the 5. How can we illustrate if the distance vs. time2 graph? distance vs. time2 graph?
object is deccelerating? object is deccelerating? How can we differentiate it? How can we differentiate it?
E. ELABORATE A. Draw the graphical A. Draw the graphical Make a simple story of a body’s Make a simple story of a body’s
representation of motion of an representation of motion of an motion which can be motion which can be
a. escalator. a. escalator. represented by the given graph. represented by the given graph.
b. a boulder rolling downhill. b. a boulder rolling downhill. Describe its motion at specific Describe its motion at specific
intervals. intervals.
B. Using distance vs time and B. Using distance vs time and
distance vs time2 graph, distance vs time2 graph, 1.dAB 1.dAB
describe the motion of a given describe the motion of a given 2. BC C 2. BC C
body in terms of its acceleration body in terms of its acceleration 3. CD 3. CD
4. DE 4. DE
B B
A t A t
How did you calculate the How did you calculate the
acceleration of the can acceleration of the can
rolling down the inclined rolling down the inclined
plane? plane?
Describe the motion Describe the motion Students will do the “Show Me Students will do the “Show Me
F. EVALUATE represented by the following represented by the following Board”. They will do it according Board”. They will do it
graphs in terms of velocity and graphs in terms of velocity and to their groupings. according to their groupings.
acceleration. acceleration. Directions: Read each question Directions: Read each question
1. 2. carefully. Choose the statement carefully. Choose the statement
2. 2. that best answers each that best answers each
t
t
question. question.
t
t
1. The displacement- 4. The displacement-
d
d
time graph on the time graph on the
d
right represents the right represents the

motion of a cart motion of a cart
initially moving initially moving
forward along a forward along a
straight line. During straight line. During
which interval is the which interval is the
cart moving forward cart moving forward
at constant speed? at constant speed?

a. AB e. AB
b. BC f. BC
c. CD g. CD
d. DE h. DE
2. Which graph best 5. Which graph best

represents the motion represents the motion
of an object initially at of an object initially at
rest and accelerating rest and accelerating
uniformly? uniformly?
3. What is the meaning 6. What is the meaning

of the slope on a of the slope on a
distance versus time distance versus time
graph? graph?
a. Acceleration b. b. Acceleration b.
Displacement c. Displacement c.
Momentum d. Momentum d.
Speed Speed
Give situation/scenario that the Give situation/scenario that the

G. EXTEND object is in uniform motion, non- object is in uniform motion, non-

moving object and accelerating moving object and accelerating
object. object.
V. REMARKS
VI. REFLECTION
A. No. of learners who ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
earned 80% in the earned earned earned earned
evaluation 80% above 80% above 80% above 80% above
B. No. of learners who ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
require additional require require require require
activities for remediation additional activities additional activities additional activities additional activities
who scored below 80% for for for for
remediation remediation remediation remediation
C. Did the remedial ______Yes ______Yes ______Yes ______Yes

lessons work? No. of ______No ______No ______No ______No
learners who have caught ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
up with the lesson caught caught caught caught
up the lesson up the lesson up the lesson up the lesson
D. No. of learners who continue ______ of Learners who continue ______ of Learners who continue ______ of Learners who continue ______ of Learners who continue
to require remediation to require remediation to require remediation to require remediation to require remediation
E. Which of my teaching ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
strategies worked well? continue to require continue to require continue to require continue to require
Why did these work? remediation remediation remediation remediation
F. What difficulties did I Strategies used that work Strategies used that work Strategies used that work Strategies used that work
encounter which my well: well: well: well:
principal or supervisor ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning

can help me solve? ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture
Demonstrations Demonstrations Demonstrations Demonstrations
The activity can be a The activity can be a The activity can be a The activity can be a
classroom experiment, a classroom experiment, a classroom experiment, a classroom experiment, a
survey,a simulation or an survey,a simulation or an survey,a simulation or an survey,a simulation or an
analysis of secondary data. analysis of secondary data. analysis of secondary data. analysis of secondary data.
___Cooperative Learning ___Cooperative Learning ___Cooperative Learning ___Cooperative Learning
___Jigsaws ___Jigsaws ___Jigsaws ___Jigsaws
___Gallery Walks ___Gallery Walks ___Gallery Walks ___Gallery Walks
___Fieldtrips ___Fieldtrips ___Fieldtrips ___Fieldtrips
___Making notes from book ___Making notes from book ___Making notes from book ___Making notes from book
___Use of internet/audio ___Use of internet/audio ___Use of internet/audio ___Use of internet/audio
visual visual visual visual
presentation presentation presentation presentation
___Text books ___Text books ___Text books ___Text books
___Investigations ___Investigations ___Investigations ___Investigations
___Models ___Models ___Models ___Models
___Demonstrations ___Demonstrations ___Demonstrations ___Demonstrations
Other Techniques and Other Techniques and Other Techniques and Other Techniques and
Strategies used: Strategies used: Strategies used: Strategies used:
___ Manipulative Tools ___ Manipulative Tools ___ Manipulative Tools ___ Manipulative Tools
___ Pair Work ___ Pair Work ___ Pair Work ___ Pair Work
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?

___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Pupils’ eagerness to
learn learn learn learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
collaboration/cooperatio collaboration/cooperatio collaboration/cooperatio collaboration/cooperatio
n in n in n in n in
doing their tasks doing their tasks doing their tasks doing their tasks
___ Audio Visual ___ Audio Visual ___ Audio Visual ___ Audio Visual
Presentation of Presentation of Presentation of Presentation
the lesson the lesson the lesson of the lesson
G. What innovation or __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
localized materials did I __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
use/discover which I wish __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
to share with other __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
teachers? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Prepared by:
MARK GIL J. ALTEZA

Math Teacher
Teacher I NOTED:
ELLEN P. TOLDANES
School Principal I


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GRADE 9 School BANYAGA NATIONAL HIGH Grade Level 9

DAILY LESSON LOG SCHOOL

Session 1 Session 2 Session 3 Session 4

 Demonstrate an  Demonstrate an  Demonstrate an  Demonstrate an

Empowering Professionals of Tomorrow

Empowering Professionals of Tomorrow

B. Presentation of Activity “ Roll, B. Presentation of Activity “

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right represents the right represents the

Empowering Professionals of Tomorrow

2. Which graph best 5. Which graph best

3. What is the meaning 6. What is the meaning

Give situation/scenario that the Give situation/scenario that the

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C. Did the remedial Yes Yes Yes Yes

Empowering Professionals of Tomorrow

Why? Why? Why? Why?

MARK GIL J. ALTEZA

Empowering Professionals of Tomorrow

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