Trece Martires City National
School
LESSON Teacher
EXEMPLAR Teaching Date
Teaching Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies or
Objectives
D. Most Essential Learning
Competencies (MELC)
(If available, write the indicated
MELC)
E. Enabling Competencies
(If available, write the attached
enabling competencies)
II. CONTENT
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
d. Additional Materials from
Learning Resources
B. List of Learning Resources
for Development and
Engagement Activities
IV.PROCEDURES
A. Introduction
Grade Level Grade 9
High School – Main
Science and
Ivy Rose A. Sierra Learning Area
Technology
June 14, 2021 Quarter Second
9:00 am – 10:00 am No. of Days 1 day
The learners demonstrate an understanding of projectile
motion, impulse and momentum
The learners shall be able to: propose ways on how to
examine the effects and predict causes of collision-
related damages/injuries
 Define momentum and identify its equation
relating momentum to mass and velocity
 Define impulse and describe its effect upon an
object’s momentum
 Explain a variety of applications of the impulse-
momentum that pertain to safety
Relate impulse and momentum to collision of objects
(e.g., vehicular collision)
Percentage Composition of Compounds
pages 238-243
pages 252-258
https://www.youtube.com/watch?v=jsnBc5CXU_w
https://www.youtube.com/watch?v=OlJ7KNh7hyY
https://www.youtube.com/watch?v=rblKdIwgul0
- Activity sheets
- Slide decks
 Preliminary activities - Prayer and Greetings
 Review
 Motivation
Present video clips on:
a. a guy playing billiard
 b. car crashes

Guide Questions:
1. What did you observe on the two video clips?
2. Describe each video clip.
3. Which car do you think has a greater damage?

c. Development  Before proceeding to the class discussion, allow

the learners to perform the Egg Toss Activity
(Please see the attached worksheet).

I. Present to the class the following:

a. purpose of the activity
b. materials needed
c. procedures
d. safety precautions in playing the activity.

II. Ask the guide questions:

1. What are the characteristics of an egg?

2. How far did your thrower and catcher get from
each other before the egg broke? What was the
longest distance achieved in the class? (Use an
estimate if you didn’t measure it.)
3. What was the trick to making a successful catch?
4. Compare a sudden-stop catch with a gradual-
stop catch.
a. In which case is the mass of the egg greater?
Or is it the same either way?
b. In which case is the change in velocity of the
egg greater? Or is it the same either way? (Be
careful!)

*If the learner is at home (distance learning), he/she may perform

the activity with any of his/her family member.

 Using slide decks, the teacher will explain more

about momentum and impulse.

Guide Questions:
1. What is momentum? impulse
2. What is the equation or formula in finding the
momentum/impulse?
3. How are we going to use the formula in
solving the given problems?
  Board Activity
Allow the learners to practice what they have learned by
answering the questions below.

1. If a 4.5 kg bowling ball is rolled down the bowling

lane with a velocity of 6.00 m/s, what is its
momentum?
2. If an object has a velocity of 8.0 m/s and a
momentum of 40.00 kg.m/s, what is the object’s
mass?
3. A football player kicks a ball with a force of 50N.
Find the impulse on the ball if his body stays in
contact with the football for 0.01s.
4. A space shuttle burns fuel at the rate of 13,000
kg in each second. Find the force exerted by the
fuel on the shuttle if in 2s the shuttle experiences
a change in momentum of 325, 000 kg.m/s.

e. Engagement  Divide the class in groups of 5 to answer the

Momentum Activity (Please see the attached
worksheet).

Part A. Solve the following problems.

1. A steel ball whose mass is 2.0 kg is rolling at a

rate of 2.8 m/s. What is its momentum?
2. A marble is rolling at a velocity of 1.5 m/s with a
momentum of 0.10 kgm/s. What is its mass
3. An offensive player passes a football of mass
0.42 kg with a velocity of 25.0 m/s due south. If
the player is in contact with the ball for 0.50 s,
what is the magnitude of the average force he
exerts?

Part B
Make two event chains showing what happens
when a rolling ball (Ball 1) hits a resting ball (Ball
2). Use the phrases: gains momentum, hits
Ball 2, is hit by Ball 1, loses momentum, rests,
rolls, slows down, starts rolling

The output of each group will be presented in the class

 for discussion and will graded according to the following
standards.

Discipline - 3 pts
Time management - 2 pts.
Group output - 25 pts
Total - 30 pts.

 Facilitate the answers of the students to give

additional information based on their output.
 Elicit from the students’ idea on what did they
learn from the activity.
a. Definition of momentum, impulse and collision
b. Formula of momentum
 Relate the topic on the reasons why does
accident involves collisions.
 Let the students state the following:
a. road safety precautions.
b. practical daily life applications on momentum
and collision
D. Assimilation Group Activity

Distribute the following scenarios in each group. Let

them discuss in their groups and present their output.

A. Scenario #1 (Groups 1 & 2)

Using the concepts of momentum and impulse in
physics and using what we have discussed in the
egg example describe some attributes of a car
that will help decrease incidence of injury in
collisions. Also explain how they work using the
terms momentum, impulse, velocity, mass, time
and force.

B. Scenario #2 (Groups 3 & 4)

If your group was in charge of designing the
surface of a new child’s playground what kind of
material would you use and why? Explain your
answer by using physics terms we talked about
such as momentum, impulse, velocity, mass,
time and force.

C. Scenario #3 (Groups 5 & 6)

If your group was in a water balloon throwing
competition where you had to throw full water
balloons between your group members at
increasing distances while trying not to break
them how would you use physics to help you
win? Explain your answer by using terms we
talked about in class such as momentum,
impulse, velocity, mass, time and force.

The ouput will be graded based on th guven

rubric below:
 40% - Explanation
40% - Demonstrated Knowledge
20% - Requirements

V. REFLECTION The learners will reflect about their learning in the

lessons by answering the following questions:
 What have you learned in this lesson?
 What have you realized?
 What seems to be difficult for you about this
lesson?
 What else do you want to know about this
lesson?

Submitted to:

NIÑA P. ESPINELI
MT I/OIC Science Department