School Grade &

Llorente National High School 9 - STE

Section
Teacher Learning
Raquel E. Alota SCIENCE
Area
Teaching Dates
Quarter 4
& Time
DAILY Week No. Duration
LESSON 3 Day 1 60 minutes
PLAN
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if
needed, additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using
I. OBJECTIVES Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guide.
A. Content The learners demonstrate an understanding of:
Standards Projectile motion, impulse and momentum, and conservation of linear momentum
B. Performance The learners shall be able to:
Standards
C. Most Essential Relate impulse and momentum to collision of objects (e.g., vehicular collision);
Learning (S9FE-IVb36)
Competency/ies
Write the LC Code for each.
Knowledge: Define momentum operationally
1. Learning Skills: Identify the mathematical quantities which effect the momentum and be able
Objectives to calculate momentum from mass and velocity.
Attitudes: Explain the importance a variety of momentum in real life situations.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Momentum
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of

RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages 1. Science 9 Learner’s Module. Campo, Pia C., et al. 2013. pp. 211-212.
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Manila Papers, markers and toy cars
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
IV. PROCEDURES to learn new things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Compete the table below.
previous lesson or Measurement SI Unit
presenting the new m
lesson. Velocity
ELICIT (The activities in this section s
will evoke or draw out prior concepts of
or experiences from the students)
Acceleration
Mass
B. Establishing a The teacher will ask the following questions:
AWARENESS

purpose for the 1. What do you usually observe when someone is talking fluently in front but
lesson. someone interrupts him/her?
ENGAGE (The activities in this section 2. What do you do when you are at the peak of your study or you’re doing
will stimulate their thinking and help them something then suddenly someone called you?
access and connect prior knowledge as
a jumpstart to the present lesson.)
3. What do you think would be the reason/s why you will not immediately
obey that person?
The students will infer that the situation was about momentum.

C. Presenting
 examples/instance Picture Analysis:
s of the new lesson.

Question: If the two vehicles suddenly lose their breaks and crash against the brick
wall which do you think would be more damaging?

The teacher will post the title and the objectives of the lesson for today.

MOMENTUM
MELC: Relate impulse and momentum to collision of objects (e.g., vehicular
collision); (S9FE-IVb36)

Objectives:
Knowledge: Define momentum operationally
Skills: Identify the mathematical quantities which effect the momentum and be
able to calculate momentum from mass and velocity.
Attitudes: Explain the importance a variety of momentum in real life situations.

D. Discussing the new
concepts and
practicing new
skills #1.
EXPLORE (In this section, students
will be given time to think, plan,
investigate, and organize collected
information; or the performance of the
planned/prepared activities from the
student’s manual with data gathering and
Guide questions)
ACTIVITY
 The teacher will discuss the procedure of Activity 1 –“Investigating
Momentum”
 Students will follow the procedure and repeat the steps with varying position
using a light toy car and a heavy toy car.
 Students will record the data and present it to the class
Designing the Activity:
 Divide the class into 4 groups.
 Each group will be given the materials needed on the activity
 Instruct the learners to follow the procedure in doing the activity.
 Within 15 minutes, the learners should perform the activity.
 Instruct the learners to write the result of their activity on the manila paper
 Furthermore, all 5 key questions must be answered.
 After the 15 min allotted time, the groups will post their activity output on
the board
 Then, a representative of the group will present their observation and
output.

E. Discussing the new Activity 1 “Investigating Momentum)

concepts and
practicing new Materials Needed:
skills #2.
• Board or plank (at least 1m long)
• Books
• Block of wood
• Masking tape (for markings)
• Protractor
• Ruler/meter stick
• Toy cars (one at least twice as heavy as the other)

Procedure:

1. Place several books on a table and position the plane board with an angle of
about 15o using a protractor horizontally.

2. With masking tape and marker, label distances of every 20 cm starting from the
lower portion of the inclined plane up to the inclined plane's other edge.

3. Place the block of wood about 10 cm from the foot of the inclined plane. Label this
as the block's initial position.

1. Measure how far the block moved. Record this as a stopping distance.
 F. Developing The students will try to answer the following situations:
mastery
(Leads to formative 1. If a truck has a mass of 1000 kilograms and is traveling with a speed of v =
assessment 3). 50 m/s, what is its momentum?

EXPLAIN (In this section, students will
be involved in an analysis of their
exploration. Their understanding is
clarified and modified because of
reflective activities)/Analysis of the
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
G. Making
generalization and
abstraction about
the lesson.
ELABORATE (This section will give
students the opportunity to expand and
solidify / concretize their understanding
of the concept and / or apply it to real –
world situation)
H. Finding practical
application of
ANALYSIS
2. An 8-kilogram bowling ball is rolling in a straight line toward you. If its
momentum is 16 kg·m/s, how fast is it traveling?
3. A beach ball is rolling in a straight line toward you at a speed of 0.5 m/sec.
Its momentum is 0.25 kg·m/sec. What is the mass of the beach ball?
Using the “Give me a number” game. The teacher will ask the following questions:
ABSTRACTION 1. What are the factors that affect momentum?
2. How does the mass of an object affect momentum?
3. How does the velocity of an object affect momentum?
4. Which do you think is harder to stop, an object A with a mass of 10kg
moving at a velocity of 40km/hr or an object B with a mass of 20kg moving
at a speed of 20km/hr?
The teacher will ask the following questions:
APPLICATION

concepts and skills 1. What is the importance in knowing the concept of momentum?
in daily living.
2. As a student what are the instances that you encounter relating to
momentum? How do you apply the concept of momentum in such
situations?

I.
Evaluating Direction: Write only the letter of the correct answer
learning.
EVALUATION (This section will 1. The momentum of an object depends upon the object’s _________&_______.
provide for concept check test items and a. size and shape
answer key which are aligned to the
learning objectives - content and
b. mass and speed
performance standards and address c. mass and velocity
misconceptions – if any) d. mass and energy

2. Determine the momentum of 1000-kg car moving northward at 20 m/s.

a. 20000 N
b. 20000 Joules
c. 20000 Kg * m/s
d. 20000 kg * m/s north

3. The equation to calculate momentum is

a. p=mv
ASSESSMENT

b. p=1/2mv2
c. p=mgh
d. p=mg
4. What is momentum?
a. Momentum is defined as inertia in motion
b. Momentum is change of position over time
c. Momentum can be destroyed
d. Momentum is defined as mass at rest
5. If two objects have the same mass, then the faster moving object has
____________ momentum.
a. more
b. less
c. the same
d. cannot be determined
 J. Additional 1. Cut and paste an illustration showing the effects of momentum. (at least 5
activities for pictures), paste it on a long bond paper.

ASSIGNMENT
application or 2. Look for the mathematical equation that involves on what affects momentum.
remediation.
EXTEND (This sections give situation
that explains the topic in a new context ,
or integrate it to another discipline /
societal concern)

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
VI. REFLECTION the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learner who
caught up with the lesson
D. No. of learner who
continue to require
remediation
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?

Prepared by:
RAQUEL E. ALOTA
Teacher I

Checked by:
EDELYN G. DEPALCO
HT-III/Science Coordinator

Approved by:

JUDY B. OPERARIO
Principal I