DAILY LESSON LOG

TEACHER Leny D. Santos GRADE LEVEL Grade 9

TEACHING DATES February 10-14, 2020 LEARNING AREA Science
6:55 – 7:45 Abad Santos
7:45 - 8:35 Magbanua
SECTION & TIME 9:15 – 10:10 Ricarte QUARTER Fourth
10:10 -11 :05 Palma
11:05 – 12:00 Dahohoy

I OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4

The learners demonstrate an
understanding of uniformly
accelerated motion in two
dimensions using projectile
A. Content Standards
motion as example, impulse
and momentum, and
conservation of linear
momentum.
Propose ways to enhance
B. Performance
sports related to projectile
Standards
motion.
C. Learning Relate impulse and
Competencies or momentum to collision of
Objectives (Write objects (e.g., vehicular
The learners demonstrate
an understanding of
uniformly accelerated
motion in two dimensions
using projectile motion as
example, impulse and
momentum, and
conservation of linear
momentum.
Propose ways to enhance
sports related to projectile
motion.
Relate impulse and
momentum to collision of
objects (e.g., vehicular
The learners The learners demonstrate an
demonstrate an understanding of uniformly
understanding of accelerated motion in two
uniformly accelerated dimensions using projectile
motion in two motion as example, impulse
dimensions using and momentum, and
projectile motion as conservation of linear
example, impulse and momentum.
momentum, and
conservation of linear
momentum.
Propose ways to Propose ways to enhance
enhance sports related sports related to projectile
to projectile motion. motion.
Relate impulse and Relate impulse and
momentum to momentum to collision of
collision of objects objects (e.g., vehicular
 collision); collision); (e.g., vehicular collision);
(S9FE-IVb-36) (S9FE-IVb-36) collision); (S9FE-IVb-36)
 Solve problems  Identify the (S9FE-IVb-36)
the LC code for involving factors that affect  Identify the  Solve problems
each) momentum the time of factors that involving impulse
impact of moving affect the
objects time of
impact of
moving
objects

UNIT 4: FORCE, MOTION AND UNIT 4: FORCE, MOTION UNIT 4: FORCE, UNIT 4: FORCE, MOTION AND
ENERGY AND ENERGY MOTION AND ENERGY ENERGY
I. CONTENT
MODULE 1: FORCE AND MODULE 1: FORCE AND MODULE 1: FORCE AND MODULE 1: FORCE AND
MOTION MOTION MOTION MOTION

MOMENTUM IMPULSE IMPULSE IMPULSE

II. LEARNING RESOURCES
1. References
2. Teacher’s Guide
3. Learner’s Materials
4. Textbook
5. Additional Materials
from Learning
Resource (LR) portal
6. Other Learning Prepared Powerpoint Prepared Powerpoint slides Prepared Powerpoint Prepared Powerpoint slides
Resources activity sheet slides
7. Teaching Approach
Constructivist Approach Constructivist Approach Constructivist Approach Constructivist Approach
8. Teaching Strategy
Thinking Skills Thinking Skills Activity-Based Thinking skills
III. PROCEDURES
A. Reviewing previous Recall the factors that
lesson or presenting the THUMBS UP THUMBS DOWN Recall the factors that affect the momentum How do we change
 1. Momentum is a affect the momentum of of the objects. momentum?
product of mass the objects. Define momentum
and velocity. Define momentum operationally.
2. The lesser the operationally.
mass the greater
the momentum
new
3. If an object is at
lesson
rest, there is no
momentum.
4. The larger the
velocity, the
greater the
momentum.
Consider the two Review: Newton’s 2nd Law of
identical cars. Car A Review: Newton’s 2nd Law Review: Newton’s 2nd Motion (Law of
B. Establishing a
travels 80km/h and Car B of Motion (Law of Law of Motion (Law of Acceleration) and the
purpose for the
is traveling at 39km/h. Acceleration) and the Acceleration) and the Impulse-Momentum
lesson
Which of the two cars is Impulse-Momentum Impulse-Momentum Theorem, deriving the
difficult to stop? Theorem, deriving the Theorem. Deriving the formula of Impulse.
Which has more momentum? formula of Impulse. formula of Impulse.
A. Presenting Looking at figure 17a and Looking at figure 17a
examples/ Sample Problem. 17b, Why can you not throw and 17b, Why can you Using the GUESS format the
instances of the a raw eggs against a wall not throw a raw eggs students will analyze and solve
new lesson Calculate the momentum without breaking it, but you against a wall without problems involving uniform
of a 2.5 kg ball moving can through it with the breaking it, but you can accelerated motion.
east with a velocity of 1.2
same speed on a piece of through it with the
m/s?
cloth without breaking it? same speed on a piece G-iven:
of cloth without U-nknown:
breaking it? E-quation:
S-ubstitute:
S-olve:

Sample Problem.
Fernando hits a .05kg golf
ball, giving it a speed of 65
m/s. What is the impulse doe

Have the learners answer
the activity solving
B. Discussing new momentum.
(see attach copy) Have the learners do the
concepts and
Activity 7: Playing Egg
practicing new skills
Volleyball
(Activity #1)
C. Discussing new
concepts and
practicing new skills
(Activity #2)
Q1. Was the handkerchief
able to protect the egg from
breaking?
Q2. Did the egg break
immediately when it hit the
D. Developing mastery
ground?
(leads to Formative
Q3. How was the impact
Assessment)
force lessened by the use of
the handkerchief?
(follow-up questions will be
given for concept
formation)
E. Finding practical Have you experienced
applications of riding in a fast running
concepts and skills vehicle and suddenly
in daily living stops? What is the
damaging effect on the
vehicle itself and the
he impart to the ball?
Have the learners answer
another sample problem.
Have the learners do A 0.10 kg model rocket’s
the Activity 7: Playing engine is design to deliver n
Egg impulse of 6.0 N.s. If the
Volleyball rocket engine burns for 0.75
s, what is the average force
does the engine produce?
Q1. Was the
handkerchief able to Call at least two students to
protect the egg from answer the problem and let
breaking? them explain their answer
Q2. Did the egg break
immediately when it hit
the ground?
Q3. How was the
impact force lessened
by the use of the
handkerchief?
(follow-up questions
will be given for
concept formation)
Have you Have you experienced riding
experienced riding in in a fast running vehicle and
a fast running vehicle suddenly stops? What is the
and suddenly stops? damaging effect on the
What is the vehicle itself and the
damaging effect on passengers?
 the vehicle itself and  What are the
the passengers? different devices
passengers?  What are the should be installed in
 What are the different vehicles to ensure
different devices devices the safety of a
should be installed should be passenger?
in vehicles to installed in
ensure the safety vehicles to
of a passenger? ensure the
safety of a
passenger?

F. Making
What are the factors that What are the factors
generalization and How do you solve problems of
affect the time of impact of that affect the time of
abstractions about Force of Impact?
moving objects? impact of moving
the lesson
objects?
If the halfback experienced a
Activity-based assessment Activity-based assessment Activity-based force of 800 N for 0.9 seconds
G. Evaluating learning
assessment to the North, Determine the
impulse.
1. Additional activities
for application or
remediation
The presentation of group
output was not executed
IV. REMARKS
due to lack of time it will be
continued next meeting.
V. REFLECTION
9-Abad Santos- 9-Abad Santos- 9-Abad Santos- 9-Abad Santos-
A. No. of learners who
9- Magbanua- 9- Magbanua- 9- Magbanua- 9- Magbanua-
earned 80% on the
9- Ricarte – 9- Ricarte – 9- Ricarte – 9- Ricarte –
formative
9- Palma - 9- Palma - 9- Palma - 9- Palma -
assessment
9- Dagohoy - 9- Dagohoy - 9- Dagohoy - 9- Dagohoy -
B. No. of learners who 9-Abad Santos- 9-Abad Santos- 9-Abad Santos- 9-Abad Santos-
require additional 9- Magbanua- 9- Magbanua- 9- Magbanua- 9- Magbanua-
 9- Ricarte – 9- Ricarte – 9- Ricarte – 9- Ricarte –
activities for
9- Palma - 9- Palma - 9- Palma - 9- Palma -
remediation
9- Dagohoy - 9- Dagohoy - 9- Dagohoy - 9- Dagohoy -
C. Did the remedial 9-Abad Santos- 9-Abad Santos- 9-Abad Santos- 9-Abad Santos-
lessons work? No. 9- Magbanua- 9- Magbanua- 9- Magbanua- 9- Magbanua-
of learners who 9- Ricarte – 9- Ricarte – 9- Ricarte – 9- Ricarte –
have caught up 9- Palma - 9- Palma - 9- Palma - 9- Palma -
with the lesson 9- Dagohoy - 9- Dagohoy - 9- Dagohoy - 9- Dagohoy -
9-Abad Santos- 9-Abad Santos- 9-Abad Santos- 9-Abad Santos-
D. No. of learners who
9- Magbanua- 9- Magbanua- 9- Magbanua- 9- Magbanua-
continue to require
9- Ricarte – 9- Ricarte – 9- Ricarte – 9- Ricarte –
remediation
9- Palma - 9- Palma - 9- Palma - 9- Palma -
9- Dagohoy - 9- Dagohoy - 9- Dagohoy - 9- Dagohoy -
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?

Prepared by: Checked by:

LENY D. SANTOS PRISCILLA D. CABIGTING

Teacher I Head Teacher I

Noted by:
JOSE E. SAMSON JR.
Principal IV