Republic of the Philippines

Department of Education
Region V – Bicol Region
Schools Division Office of Camarines Norte

School SAN ROQUE NATIONAL Grade Level 9 Quarter 4

DAILY
HIGH SCHOOL
LESSON Teacher BORJA, JAYVEN C Learning Area SCIENCE
PLAN Teaching Date and Time APRIL 03, 2023
CONTENT/SUBJECT UNIFORMLY ACCELERATED MOTION: VERTICAL MOTION
MATTER
CONTENT STANDARD
The learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation of linear
momentum
MOST ESSENTIAL LEARNING COMPETENCY (MELCS)
The learners should be able to describe the horizontal and vertical motions of a projectile
CODE
S9FE-Iva-34
LEARNING RESOURCES
• References
https://openstax.org/books/physics/pages/5-3-projectile-motion
DepEd K-12 Science Learners Module 9 – Unit 4, Module 1: Force and Motion, pp. 237-241
Slideshare.com and pinterest.com
Google Images

• Learning Materials
PowerPoint Presentation
Visual aids
Instructional Materials
YouTube videos
OBJECTIVES
At the end of the lesson, students should be able to:
a. Explain what is vertical motion.
b. Demonstrate downward vertical motion.
c. Appreciate the importance of gravity, or gravitational force to the earth.

PROCEDURE
TEACHER ACTIVITY STUDENT’S ACTIVITY
PREPARATORY ACTIVITIES
• GREETINGS “Good morning, Teacher! Good morning,
Good morning class! classmates! It’s nice to see you again.”
How are you doing today? Are you looking forward to
our new lesson?

• CHECKING OF ATTENDANCE (Class President will report the number of

“Are there any absentees for today?” students present and number of students absent
for the day)

“Thank you, Mr. President you may now take your sit.”

• REVIEW OF CLASS RULES

“Now let’s move on let us recall our classroom rules.
▪ Raise your hand to speak or volunteer.
▪ Listen to the teacher when being spoken to and answer
your question.
▪ Respect everyone in the class.
▪ Always try your best. Participate and never give up!”
 Republic of the Philippines
Department of Education
Region V – Bicol Region
Schools Division Office of Camarines Norte

“Is that clear, Class. “Yes Sir?”

“Very good.”

I. ELICIT
Have the students recall the topic of previous discussion, about the Students will answer based on their prior
uniformly accelerated motion or UAM. knowledge.

"Are you familiar with these blue uniformed men who are usually
positioned in the busy street. You might have seen them as you
cross the street to reach your school, your way to the market or a
friend’s house. They are? Yes, Ms. Abilgos." "It shows an image of a traffic enforcer."

"Very good."

"Who are they and what do they do?" "Sir, they play a crucial role in maintaining the
flow of traffic and in implementing laws, rules,
"Very good, we all know class that speed limits are observed on and regulations on the road that every motorist
roads they vary and depends on several conditions, speed limits for should follow."
highways are different from speed limits on small avenues and
streets, this prevent vehicles to speed up or accelerate unnecessarily
in our street as they are being monitored by traffic enforcer.

"What have you observed when a vehicle travels to highways? Ms. "The vehicle usually speeds up, sir, since it’s a
Rasco?" main road.

"How about when it reaches an intersection or pedestrian lane?" "Slow down, sir."

"Very good."

"From your previous lesson, you’ve learned that the speed or Sir, based on the videos we watched last time,
acceleration of an object can be constant, uniformed and non- the horizontal motion of a projectile is always
uniformed." constant if we neglect air resistance.

"Okay, we have discussed the horizontal motion of the projectile

last time and we’ll proceed to the next topic which is about the
Uniformly Accelerated Motion in Vertical Dimension."

II. ENGAGE
"Class, I want you to process this simple scenario." I will call two
students to this simple activity in front.

Have you ever wondered how fast a heavy object falls compared to
a lighter one? Imagine if you dropped both at the same time. Which "I think the book will reach the ground first,
would hit the ground first heavy object falls compared to a lighter given that it is twice or three times heavier than
one? Imagine if you dropped both at the same time. Which would the sheet of paper,"
hit the ground first? I want you to predict what will reach the ground
first if we let a sheet of paper and a book fall to the ground at the
same time.

"If we crumple up the piece of paper, will the result be the same?" "Yes, sir, there is an increase in the mass of the
crumpled paper, but the book remains heavier.

Why do all objects fall to the ground instead of floating in the air? "Maybe because of gravity, sir."
 Republic of the Philippines
Department of Education
Region V – Bicol Region
Schools Division Office of Camarines Norte

"Very good. Each of your observations is very good."

"But, at first, you probably thought the book would touch the
ground first since it is heavier. However, once the piece of paper
was crumpled, they both hit the ground at the same time! Funny,
since it is the same piece of paper and the book is still heavier. It all
comes down to form. When the sheet of paper is placed on the book,
there is no air at all beneath it. For this reason, the two objects fall
at the same speed. This force is called gravity. It attracts objects to
the ground like a magnet."

"All objects are attracted to the ground by the same force, gravity.
They all fall at the same speed unless the air offers a resistance
strong enough to slow them down. Do you get me?" "Yes, Sir.?

"When the paper is smooth, it exposes a large surface to the air

beneath it, which slows its descent. Once it is crumpled, the surface
that comes into contact with the air is much smaller, allowing it to
fall much faster."

III. EXPLORE
Today, we will be having an activity about our new topic. The title The student will cooperatively execute the
of our activity is "DROP ME." You will be divided into two groups, activity.
and you need to complete your observation sheet.

"In this activity you will try to prove the theory of Galileo, stating
that objects fall to earth at the same rate regardless of their mass."

"In this activity, you need the following materials:

• Balls of the same size, but different mass

• Stopwatch
• String

"For the complete procedure, I will distribute the worksheet, and

you need to finish and fill it with your observations during the entire
duration of the activity.

"The presentation of group observation and observation will be

tomorrow."

IV. EXPLAIN
The teacher will call some students from each group to share their
observations during the activity.

"Based on the result of your activity, what can you conclude about "Based on our previous activity, the ball falls in
how the objects fall on the ground? What is the direction of the a downward, vertical motion on the ground.
motion? Yes, Ms. Uy?" The direction of the acceleration due to gravity
is downward (toward the centre of the Earth).
 Republic of the Philippines
Department of Education
Region V – Bicol Region
Schools Division Office of Camarines Norte

"How can you describe the vertical motion of the ball?" Ms. "Sir, the vertical motion of a ball is controlled
Rasco?" by the force of gravity. This means that there is
an unbalanced force acting on the ball, and so
the ball will accelerate downwards."

"Do you think the height of the third floor affects the fall time of
the balls?"
" The activity showed that the higher any object
starts falling from above Earth's surface, the
faster it's traveling by the time it reaches the
ground. It's because of gravity. So therefore, I
can conclude, sir, that the height affects the fall
time of the objects or the balls."

V. ELABORATE
"The activity you’ve performed earlier is an example of a free fall "Freefall refers to a situation in physics where
activity, or the downwards vertical motion of the object. Do you the only force acting on an object is gravity and
have any idea about free fall?" hence acceleration due to gravity. Freefall, as
its term says, is a body falling freely because of
‘Very good." the gravitational pull of the earth."

"A free-falling object is an object that is falling under the sole

influence of gravity." Any object that is being acted upon only by
the force of gravity is said to be in a state of free fall.

"Try to look at this illustration.

"As you can see, we have a coin; toss it upward; does it stay up?" "No, Sir!"

"When it reaches its maximum height, eventually it will go down.

What makes it go down. Yes, Ms. Rasco!" "It’s because of gravity, sir."

"Gravity pulls the coin down. Things that are thrown upward will "Based on my experience, sir, I think the easier
go down because of this force. Gravity also pulls us towards the way is to go down to the ground floor, since we
earth, which is why we are not thrown outside of space." don’t need to exert greater force in climbing to
the third floor."
"Have you ever tried climbing on the third floor of the STE
building? Which is easier: climbing to the 3rd floor or going down
to the ground floor? Yes, Ms. Uy!"

"Nice, when we climbed a high place, we were against gravity, but

when we were on a high place and we went down, we were moving
toward gravity, so we used less force."

"This case is true with free-falling objects; objects in free fall also
exhibit uniformly accelerated motion. The acceleration due to
gravity is 9.8 m/s2, neglecting air resistance. It is a constant
acceleration of all falling bodies, regardless of their mass and
weight. Do you get me?"
 Republic of the Philippines
Department of Education
Region V – Bicol Region
Schools Division Office of Camarines Norte

Let us true to look at this photo. "Yes, Sir!"

"It is a photo of a man diving, ma'am."

"The motion of the man as it dives into the water is moving along
a curved path due to a natural force called gravitational force or
gravity."

"Anyone who can define what is gravity, yes, Mr. Sumalde?"
"Gravity is a force that tries to pull two objects
toward each other. Anything that has mass also
has a gravitational pull. The more massive an
object is, the stronger its gravitational pull is.
Earth's gravity is what keeps you on the ground
and what causes objects to fall."

"Very good. Gravity is a natural force that causes objects to fall "It’s X axis or X components, sir."
towards the earth; hence, the acceleration due to gravity is always
directed downwards.

"Do you still remember the horizontal component of horizontal

motion?"

"Just like in horizontal motion, we used the same equation in

vertical motion. The only difference is that when examining
vertical motion, the acceleration will be the acceleration due to
earth gravity, which is a constant." "-9.8 m/s2, sir."

‘This value is unique to the earth since it has the mass and value. In
vertical motion, the negative direction will always be down towards
the earth, and objects will always accelerate towards the earth since
it is the main source of gravity, we experience every day.

In general, we can examine objects that are in free fall, which means
they were dropped downward from a standstill, or we can look at
objects that have some initial upward velocity. Acceleration will
always be -9.8 m/s2 when on earth.
 Republic of the Philippines
Department of Education
Region V – Bicol Region
Schools Division Office of Camarines Norte

VI. EVALUATE
In 3-5 sentences, write a short reflection about what you have Students will answer and finish their task.
learned from doing the activity "Drop Me."

VII. EXTEND
"Before we end the lesson, what have you learned from this
discussion about downward vertical motion?" Mr. Teope?"
"I have learned that the downward vertical
motion of an object is controlled by the force of
gravity. This means that there is an unbalanced
force acting on the ball, and so the ball will
accelerate downwards. This acceleration is -9.8
m/s2 (the gravitational field strength on Earth).

"For your assignment, review the topic being discussed today and
make an advance study of the next topic." For each group, please
be ready for your presentation tomorrow.

REMARKS
REFLECTION
A. No. of Learners who earned 80% in the evaluation.
B. No. of Learners who require ad’s activities for remediation
who scored below 80%
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?
F. What difficulties did I encounter which my principal or
superior can help me solve?
G. What innovation or localized materials did I use/ discover
which I wish to share with other teachers?

Prepared by: Approved by:

BORJA, JAYVEN C. AGNES P. LORETO

Pre-Service Teacher Cooperating Teacher