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4th-Qrtr-dll Gr.-9
4th-Qrtr-dll Gr.-9
III. PROCEDURES
Show a picture of
A. Reviewing previous lesson or Recall free falling bodies Recall trajectory, horizontal Recall two-dimensional Recall previous activity Angry bird launching
presenting the new lesson and vertical motions. motions on air. then recall the
previous activity.
B. Establishing a purpose for the Show a video clip on Let the students draw on the Show video regarding Introduce equations
lesson sports/ball games. Ask board what pattern did they “PROJECTILE MOTION” for projectiles
students about the term see in the video clip shown then introduce the launched at an
trajectory?(Azkals Game yesterday. equations angle.
Philippines Vs. Bahrain)
Infer that the total Infer that the total Infer that the total
Identify the factors that momentum before and momentum before momentum
Identify the factors that affect
affect the force of impact on after collision is equal. and after collision is before and after
momentum.
moving objects. (S9FE-IVb-37) equal. (S9FE-IVb- collision is equal.
37) (S9FE-IVb-37)
IV. PROCEDURES
A. Reviewing previous lesson or • Ask them how is the • Recall the law of • Recall the law of
presenting the new lesson change in momentum conservation of conservation of
Recall Newton’s first law of Recall the factors affecting
determined. momentum. momentum.
motion. momentum.
• Recall Newton’s third • Describe elastic
law of motion. collision.
B. Establishing a purpose for the • Use Newton’s cradle to • Use Newton’s cradle • Ask what
lesson Ask students if they have catch the attention of the again and let them happens during
watched the Pacquiao- students. Let them predict what happens an inelastic
Show two toy cars of different Mayweather match, and ask predict what happens when the first and last collision and what
masses to be rolled what can be the techniques when 1 ball is made to ball are made to collide are the
simultaneously on an inclined to lessen the impact of a collide with other four with the other balls at examples.
plane. Call two students to punch to avoid getting balls. Then follow up with the middle. • Use a piece of
come to stop the two objects, knocked out. (Manny 2 balls. • Ask if there is also a clay rolled into a
one for each student. Ask the Pacquiao must move • Ask what happened to conservation of ball and hit it on
class which toy car is more according to the direction of the momentum of the momentum in this case the blackboard or
difficult to stop. Ask them to the punch of Mayweather ). balls before and after the and explain their a wall. Ask them
explain their answers. collision. answer. if there is a
conservation of
momentum in this
case.
C. Presenting examples/Instances of Tell students that in physics, • Ask why does a fall onto a • Present the
the new lesson there is a quantity (a vector trampoline hurt less than • Present the formula of Considering momentum video “Elastic and
quantity) that describes the onto a cement floor. law of conservation of as a vector quantity, ask inelastic
tendency of a moving object momentum (m1v1 + m2v2 them how they think collisions”
to keep moving. It is also • Ask which is better to hit in = m1v1 + m2v2) momentum is (https://www.yout
described as a measure of case your car becomes out conserved in a collision ube.com/watch?v
how hard to stop an object. of control, a brick wall or a of two football players.
Ask them what makes an haystack. (Present a picture • “Let’s play Tumbang (See page 264 of the =8ko3qy9vgLQ&t
object hard to stop and it is for of the situation, see Preso!” (to be LM) =37s)
them to find out in the attachment). (Ans: It is performed by group) or the constel
following activity. better to hit a haystack than Give the mechanics of tape about
a concrete wall because the the game through the collisions.
longer time of contact video: “Tumbang preso” • Have students
reduces the force.) at analyze the
https:/www.youtube.com figures 23 and 24
/watch?v=yTQUF0huAb on page 270 of
Y the module.
D. Discussing new concepts and • Ask students what are • Perform Activity 8
practicing new skills # 1 the strategies they did to “Balloon Rocket”
be able to hit the tin can and answer the guide
and get their slippers questions.
back without being
Perform Activity 6: .Perform Activity 7 : caught by the opponent.
“Investigating Momentum” “Playing Egg Volleyball” • Ask students to
and answer the guide and answer the guide describe how momentum
questions. questions. is conserved in the
tumbang preso game.
(Note: This game can be
performed throughout
the whole period if time
can afford.)
E. Discussing new concepts and . • Recall Newton’s second Present the video • Give a sample • Ask if there is
practicing new skills # 2 law of motion (F=ma). Using “Inelastic and Elastic problem on this type of also a
this equation, show that the Collisions: what are collision (see page 269 conservation of
change in momentum is they?’’ of the LM). momentum in an
equivalent to the product of (https://www.youtube.co • Show derivation of inelastic and
force and time (impulse). m/watch?v=Xe2r6wey26 formula. perfectly inelastic
See page 263 of the LM. E&t=165s) collision.
• Give a sample problem. • Ask them to describe an • Give sample
elastic collision. problems on this
type of collisions
(see attachment).
• Show derivation
of formula.
F. Developing mastery • Give a sample problem Give a set of exercises. Give a set of
on this type of collision. exercises (see
Give a set of exercises on • Show derivation of attachment).
Let them do the exercises on
determining change in formula. Give a set of
p. 259
momentum or impulse. exercises on the law of
conservation of
momentum.
G. Finding practical application of Ask students to cite • Ask students to give Ask what are the
concepts and skills in daily living • Explain the function of sports or activities that examples of activities do’s and don’ts to
airbag, seat belts, and exhibit law of that exhibit Newton’s avoid a collision
Cite how knowledge of padded floors at a gym. conservation of third law of motion. while driving.
momentum can be applied • Cite how the principle of momentum. • Ask if there is also a
while driving a car. impulse is applied in sports conservation of
like volleyball, badminton, momentum in the
basketball and baseball. examples and explain
how. .
H. Making generalizations and Ask what is stated in the • Ask what is stated in • Ask what is
abstractions about the lesson Law of Conservation of the Law of Conservation stated in the Law
Ask how change in Momentum. of Momentum. of Conservation
Ask what are the factors that
momentum can be • Describe elastic of Momentum.
affect momentum.
determined. collision. • Differentiate
elastic and
inelastic collision.
I. Evaluating learning Give a short multiple Give a short
Give a short multiple choice Give a short multiple choice choice quiz.(See multiple choice
quiz.(See attachment) quiz.(See attachment) attachment) quiz.(See
attachment)
J. Additional activities for application • Ask students to
or remediation show a
presentation in
which they will
demonstrate the
three types of
collisions.
• Show them the
rubric on how
they will be
scored.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
G. Finding practical application Observe the energy Ask the importance of Cite The importance of Let the students determine
of concepts and skills in daily transformation when you Turbine in producing Hydroelectric power the transformation of
living are driving a car. electricity potential energy to kinetic
energy when a
construction worker uses a
wrecking ball in demolition
of buildings.
H. Making generalizations and Let the students Plant in our Community Relate the activity done to Let the students explain
abstractions about the lesson summarize the various Test the Turbine Model. explain the conservation of that the change in potential
forms of energy Find areas near in our energy. energy and the change of
community where kinetic energy are equal in
Hydroelectric Power can a freely falling object.
be found.
I. Evaluating learning Answer the given Evaluation of Group Demonstration of the Problem: Problem:
questions of activity 1 Activity using Rubric turbine is evaluated by A runner jumps over a A stone roll down some
using a rubric. hurdle. Neglecting friction, distance and gains 45 J of
the potential energy of the kinetic energy. Considering
runner at the highest point air resistance, how much
compared to the kinetic gravitational potential
energy at the lowest point energy did the bag lose?
is _____________.
J. Additional activities for Visit the Laguna Water
application or remediation Site in Sta. Rosa Area
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
E. Discussing new concepts and practicing new skills Present answers on guide
#2 questions
F. Developing mastery Present formulas in getting the
velocity of a ball just before it
hits the ground.
G. Finding practical application of concepts and skills Ask students if a ball will not be
in daily living dribbled, will it continue to
bounce?
H. Making generalizations and abstractions about the Have the students determine
lesson that in inelastic collisions,
kinetic energy is not conserved,
therefore kinetic energy
decreases as an object hits
another object.
I. Evaluating learning Answer Summative assesment
on p. 299-301
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 who scored below 80%
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of generation, transmission, and distribution of electrical energy from power plants (hydroelectric,
geothermal, wind, nuclear) to home.
B. Performance
Standards
S9FE-IVh-j-46 S9FE-IVh-j-46 S9FE-IVh-j-46 S9FE-IVh-j-46 S9FE-IVh-j-46
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Page 218- page 220 Page 218- page 220 Page 222-page 223 Page 222-page 223 Page 222
pages
2. Learner’s Page 328- page 330 Page 328- page 330 Page 332-page 334 Page 332-page 334 Page 334
Materials pages
Physics: You and the Physics: Science and Physics: Science and Physics: Science and
Natural World Series, page Technology Textbook for Technology Textbook for Technology Textbook
298- page 299 Fourth Year page 178-179 Fourth Year page 178 for Fourth Year page
3. Textbook pages 179
Physics: You and the Natural
World page 402-405
4. Additional
Materials from
learning Resource
(LR) Portal
Let the students enumerate Ask students to recite how Ask students about the Ask students how to
A. Reviewing previous the different power plants in electricity reaches their formula in computing the determine their
lesson or presenting the Philippines that supply homes from the generating energy cost. electrical energy
the new lesson electricity in our homes. power plants. consumption.
Tell the students that the Ask the students: Ask the students: The activity will lead the
video they will about to students to determine their
watch will show how Where does the electricity in 1. How much electricity is own energy consumptions at Ask the students: How
electricity is transmitted and your homes come from? consumed by your family in home. can you help your
B. Establishing a
distributed from the a day? In a month? parents to lower your
purpose for the
lesson generating power plants to electric bill for the
2. Do you know how it is month?
the different places in the
computed by the electric
community. company?
Let students
F. Developing mastery Let the students discuss the discuss/explain the
(Leads to Formative guide questions in front of the ways on how to save
Assessment3) class. electricity shown in
their role play.
I. Evaluating learning
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of generation of electrical energy from power plants.
B. Performance Standard The learner shall be able to analyze how power plants generate electrical energy.
A. References
3. Textbook pages
4. Additional Materials from Learning
Resource(LR)portal
B. Other Learning Resource Pictures of the following:
IV. PROCEDURES
A. Reviewing previous lesson or Recall the concept learned DAY 1 DAY 2 DAY 3 DAY 4
presenting the new lesson from G8 about electric
current, voltage and J. Presentation
of
resistance
A. Let the students F. Start of G. Continuation of hydrothermal
watch the video construction of the construction. power plant
B. Establishing a purpose for the Showing pictures listed in about their model of model
lesson the learning resource hydrothermal hydrothermal
power plant. power plant. H. Testing of model
C. Presenting examples/Instances of Giving Pre-assessment in K. Evaluating
the new lesson the form of K-W-L strategy I. Revision and using rubrics
http://www.nea.org/tools/k-w-l- B. Let them reflect modification of
know-want-to-know- and gave some model
learned.html insight
C. Let them watch
D. Discussing new concepts and the working
practicing new skills # 1 model of
Answering Pre-assessment hydrothermal
E. Discussing new concepts and
practicing new skills # 2 item 1-10 using K-W-L power plant
strategy in a manila paper https://www.youtub
F. Developing mastery Presentation of output by e.com/watch?v=iAzV
group by posting their work 5Z8rPSY
on the board D. Let them plan on
how to make a
G. Finding practical application of Let the students give working model of
concepts and skills in daily living hydrothermal
samples of devices powered power plant.
by electricity E. Giving of rubrics
and Activity L. Presentation
H. Making generalizations and Ask students about the Sheet of different
abstractions about the lesson importance of electricity at sources of
home energy.
V. REMARKS
VI. REFLECTION