Grades 1-12 School DUQUIT HIGH SCHOOL Grade Level NINE

DAILY LESSON LOG Teacher ABIGAEL R. PINEDA Learning Area SCIENCE

Teaching Dates and Time January 14-18, 2019 Quarter FOURTH

Day 5
Day 1 Marangal 12:50 -1:40(Day
Day 2 Day 3 Day 4
Marangal 12:50 -1:40(Day 1) 4)
Matiyaga 2:50 – 3:40(Day 2) Marangal 12:00 -12:50(Day 2) Matiyaga 2:50 – 3:40(Day 3)
Matiyaga 2:50 – 3:40(Day 1) Matiyaga 2:50 – 3:40(Day
Mapagbigay 3:40 – 4:30(Day 2) Marangal 12:50 -1:40(Day 3) Mapagbigay3:40 – 4:30(Day 3)
Mapagbigay 3:40 – 4:30(Day 1) 4)
Mapagbigay 3:40 –
4:30(Day 4)

I. OBJECTIVES

A. Content Standards The learners demonstrate understanding of uniformly accelerated motion in two-dimensions using projectile motion as example, and conservation of linear momentum.

B. Performance Standards
C. Learning
Competencies / Objectives
Write LC code for each
II. CONTENT
The learners should be able to
describe the horizontal and
vertical motions of a projectile.
S9FE-Iva-34
FORCES and MOTION
The learners should be able to propose ways to enhance sports related to projectile motion.
The learners should be able to
describe the horizontal and
vertical motions of a projectile.
S9FE-Iva-34
FORCES and MOTION FORCES and MOTION FORCES and MOTION FORCES and MOTION

III. LEARNING RESOURCES

A. References
1.Teacher’s Guide pages
2. Learner’s Materials pages 233-234 233-234 238-241 238-241

3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

Note: Day 5 (or during vacant time)

*Checking of papers, Encoding of grades, IMs preparations
IV. PROCEDURES
A. Reviewing previous What is the formula for UAM? What is the formula for
lesson or presenting the UAM?
new lesson
If a body maintains a constant If a body maintains a constant You learned in Grade 8 that the You learned in Grade 8 that
change in its velocity in a given change in its velocity in a given pull of gravity acts on all the pull of gravity acts on all
B. Establishing a purpose
for the lesson time interval along a straight time interval along a straight objects. So on Earth, when you objects. So on Earth, when
line, then the body is said to line, then the body is said to throw something up, it will go you throw something up, it
have a uniform acceleration. have a uniform acceleration. down. will go down.

Consider an airplane on a
runway preparing to takeoff.
C. Presenting examples/
instances of new lesson Positions taken at equal time
intervals.
Consider an airplane on a Consider a stone dropped from Consider a stone dropped
runway preparing to takeoff. a cliff. For equal time interval, from a cliff. For equal time
Positions taken at equal time the distance travelled increases interval, the distance
intervals. quadratically. travelled increases
quadratically.

The change in an airplane’s
position for each time interval is
D. Discussing new
increasing, it is moving faster
concepts and practicing
new skills #1 and faster. This means that the
plane is accelerating.
The change in an airplane’s
position for each time interval is
increasing, it is moving faster
and faster. This means that the
plane is accelerating.
Another example of free fall is a
body thrown upward. As the
ball goes up, it decelerates with
a magnitude of 9.8m/s2 until it
stops momentarily and changes
direction.
Another example of free fall
is a body thrown upward.
As the ball goes up, it
decelerates with a
magnitude of 9.8m/s2 until
it stops momentarily and
changes direction.

E. Discussing new N/A N/A N/A N/A

concepts and practicing
new skills #2

F. Developing mastery Try the next activity to further Try the next activity to further Do the next activities to further Do the next activities to
( Leads to Formative understand acceleration. understand acceleration. see the behavior of falling further see the behavior of
Assessment 3) objects. falling objects.

G. Finding practical
applications of concepts

Note: Day 5 (or during vacant time)

*Checking of papers, Encoding of grades, IMs preparations
and skills in daily living

From the activity you related
distance and time. In computing
the slope, you divided distance
H. Making generalizations
by the time which is actually the
and Abstractions about
the lesson speed of the can.
From the activity you related Remember that the magnitudes Remember that the
distance and time. In computing of the two velocities are equal, magnitudes of the two
the slope, you divided distance but they have opposite velocities are equal, but
by the time which is actually the directions velocity is upward they have opposite
speed of the can. when it was thrown but directions velocity is
downward when it returns. upward when it was thrown
but downward when it
returns.

I. Evaluating learning

J. Additional activities for

application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I

Note: Day 5 (or during vacant time)

*Checking of papers, Encoding of grades, IMs preparations
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: Noted:

ABIGAEL R. PINEDA SARAH G. DACUNG MARISSA Q. ROXAS

SST- III HT Designate Principal III

Note: Day 5 (or during vacant time)

*Checking of papers, Encoding of grades, IMs preparations