Grade 9

DAILY LESSON LOG Teacher LENY D. SANTOS Grade Level

Date January 20-25 2020 Learning Area SCIENCE
Section/Time 6:55 – 7:45 Abad Santos
Quarter Fourth
7:45 - 8:35 Magbanua
9:15 – 10:10 Ricarte
10:10 -11 :05 Palma
11:05-12:00 Dagohoy

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
The learners demonstrate an
understanding of uniformly
accelerated motion in two
A. Content Standards
dimensions using projectile motion
as example, impulse and
momentum, and conservation of
linear momentum.
B. Performance Standards Propose ways to enhance sports
related to projectile motion.
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.
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.
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.

C. Learning Describe Uniformly Accelerated

Competencies/Objective motion quantitatively and
s qualitatively.
(Write the LC code for each)
( S9FE-IVa-33_)

II. CONTENT
UNIT 4: FORCE, MOTION AND
ENERGY

MODULE 1: FORCE AND MOTION

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
2-4 2-4
pages
2. Learner’s Materials
5-10 5-10
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources Multimedia presentation Multimedia presentation
IV. PROCEDURES
CABBAGE GAME
Have the learners observe and
identify the difference between 1. It refers to the change
the two statements presented by
of velocity over time.
the teacher.
2. Unit of acceleration.
A. Reviewing previous 3. Give at least three
1. The distance between
lesson or presenting the two corners ids 5 m. ways that the object
new lesson 2. A boat sails 10 km, East accelerates.
before it stops. 4. What is the formula
of acceleration?

Suppose a driver approaches an

B. Establishing a purpose intersection and sees that the
Have the learners differentiate signal light flashes yellow, he needs
for the lesson
scalar quantity from vector to slow down to avoid being in the
 quantity.
Have the learners give examples of
scalar and vector quantities.
 Distance vs Displacement
 Speed vs. Velocity
Suppose a driver approaches an
intersection and sees that the
signal light flashes yellow, he needs
to slow down to avoid being in the
intersection when signal light
changes to red light.
Question:
2. Does the car undergo
acceleration? How do you
C. Presenting examples/ say so?
instances of the new
lesson.
D. Discussing new concepts
and practicing new skills Show the formula of acceleration.
(Activity #1)
where:
a - acceleration (m/s2)
intersection when signal light
changes to red light.
Question:
1. Does the car undergo
acceleration? How do you
say so?
Show the
formula of acceleration.
where:
a - acceleration (m/s2)
vf – final velocity (m/s)
vi- initial velocity (m/s)
t – time (second)
Sample Problem 1:
A car starts from rest and
reaches a velocity of 8 m/s in 4
seconds.
a. What is its acceleration?
b. If its acceleration the
remain the same, what
will be its velocity after
15 seconds?
Have the learners observe the
picture presented. Explain if this
picture undergoes uniform
accelerated motion.
 vf – final velocity (m/s)
vi- initial velocity (m/s)
t – time (second)

Sample Problem 1:
A car starts from rest and
reaches a velocity of 8 m/s in 4
seconds.
a. What is its acceleration?
b. If its acceleration the
remain the same, what
will be its velocity after
15 seconds?

Have the learners’ graph the

Have the learners observe the
picture presented. Explain if this
picture undergoes uniform
accelerated motion.
E. Discussing new concepts
and practicing new skills
(Activity #2)
picture presented of the motion of
the car. It is a one tool in analysis
of the motion of a body.
Question:
1. What information can
you get regarding the
motion of the car?
2. Does the car moving at a
constant acceleration?
How do you say so?

The Four Equations of Motion


Sample Problem:
Have the learners’ graph the
picture presented of the motion
of the car. It is a one tool in
analysis of the motion of a body.
Question:
D. Developing Mastery
3. What information can
(leads to Formative
you get regarding the
Assessment) motion of the car?
4. Does the car moving at a
constant acceleration?
How do you say so?
The Four Equations of Motion
Where:
t – time interval
vave – average velocity
vi – initial velocity
vf – final velocity
d – distance
a – constant acceleration
1. A car starts from at rest
and uniformly speeds up,
It reaches a speed of 5
m/s in 10 seconds. What
is the acceleration/ How
far is it from the origin
after the given time
interval?
2. A car which starts from
rest, reaches the speed of
10 m/s as it has
accelerated uniformly at
0.2 m/s2. What is its total
displacement?
 Where:
t – time interval
vave – average velocity
vi – initial velocity
vf – final velocity
d – distance
a – constant acceleration
E. Finding practical How the driver does saves fuel
applications of concepts since he need not to step on the
and skills in daily living accelerator when the car is going
downhill.
1. What is acceleration?
F. Making Generalization 2. How do you consider the
and abstractions about object accelerates?
the lesson 3. How does object moves
at constant or uniform
acceleration?
G. Evaluating Learning
A car starts from at rest and
uniformly speeds up, It reaches a
speed of 5 m/s in 10 seconds.
What is the acceleration/ How far
is it from the origin after the given
How the driver does saves fuel
since he need not to step on the
accelerator when the car is going
downhill.
1. What is acceleration?
2. How do you consider the
object accelerates?
3. How does object moves
at constant or uniform
acceleration?
1. A motorcycle accelerates
uniformly from rest to 20
m/s with a displacement
of 120 m. Find the
acceleration and the time
 time interval? taken by the motorcycle
to travel such
displacement.
The brakes of the car traveling at 10 m/s can 
H. Additional activities for Developing mastery of the lesson decelerate it until it stops after 15 meters.
Find :
application or was not executed due to lack of
a. Its negative acceleration
remediation time. b. The time it requires to stop.

V. REMARKS - -

VI. REFLECTION
Abad Santos Abad Santos - Abad Santos - Abad Santos -
A. No. of learners who Magbanua - Magbanua - Magbanua - Magbanua -
Ricarte - Ricarte - Ricarte - Ricarte -
earned 80% on the Palma- Palma Palma Palma
formative assessment

Abad Santos - Abad Santos - Abad Santos - Abad Santos -

B. No. of learners who Magbanua - Magbanua - Magbanua - Magbanua -
require additional Ricarte - Ricarte - Ricarte - Ricarte -
activities for remediation Palma Palma Palma Palma

C. Did the remedial lessons Abad Santos - Abad Santos - Abad Santos - Abad Santos -
Magbanua - Magbanua - Magbanua - Magbanua -
work? No. of learners Ricarte - Ricarte - Ricarte - Ricarte -
who have caught up with Palma Palma Palma Palma
the lesson
Abad Santos - Abad Santos - Abad Santos - Abad Santos -
D. No. of learners who Magbanua - Magbanua - Magbanua - Magbanua -
continue to require Ricarte - Ricarte - Ricarte - Ricarte -
remediation Palma Palma Palma Palma

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
Science Teacher MRS. PRISCILA D. CABIGTING
Head Teacher I - Science

Noted by:

JOSE E. SAMSON JR.

Principal IV