DETAILED SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.

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I. OBJECTIVES

The learners demonstrate understanding about projectile motion, impulse

A. Content Standards and momentum, and conservation of linear momentum

The learners shall be able to propose ways to enhance sports related to

B. Performance
Standards projectile motion

The learners should be able to:

● Relate impulse and momentum to collision of objects (e.g., vehicular

collision) S9FE-IVb-36

Contextualized Competency:

Describe how impulse-momentum of Typhoon Haiyan affects Tacloban City.

C. Learning
Competencies/ Objectives:
Objectives
(Write the LC code) 1. Define momentum and identify its equation;
2. solve problems involving momentum;
3. define impulse and describe its effect upon an object’s momentum;
4. cite situations where impulse-momentum can be applied through Typhoon
Haiyan.

Module 1: IMPULSE AND MOMENTUM

II. CONTENT
4th Quarter Learner’s Activity Sheets

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Science 9 Teacher’s Guide. Module 1 pp. 24

2. Learner’s Materials pages Science 9 Learner’s Module. pp. 31 to 35

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning http://physics.info/momentum/summary.shtml

Resources
http://www.cpalms.org/uploads/resources/46111/Momentum%20Practice.pdf
 DETAILED SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.

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https://globalnation.inquirer.net/132743/science-behind-supertyphoon-
yolanda#ixzz7UHbWF4UW

IV. PROCEDURES

ELICIT

Show a video clip of a person running fast and about to encounter another
person.

A. Reviewing previous Ask:

lesson or presenting
the new lesson Have you ever encountered this situation? What happen next?

Have you bumped with the person? Why do you think so?

Let us investigate this further.

B. Establishing a purpose
for the lesson Present a video clip of two vehicle that about to crash in a tree.

Ask:

Consider a 10-wheeler truck with a mass of 10,000 kilograms traveling at a

velocity of 40 kilometers per hour and a small car with a mass of 2000
kilograms traveling at the same velocity. If the two vehicles suddenly lose
their breaks and crash against the tree, which do you think would be more
damaging? On what factor would the impact of collision depend on if their
velocities are the same?

C. Presenting
examples/instances of
the new lesson

If you suggested that it would be the mass of the truck, then you are correct.
Although the two vehicles have the same velocities but different masses, the
impact of the truck’s collision with the tree is far damaging compared with the
impact of the car’s collision with the tree.

D. Discussing new EXPLORE

concepts and
practicing new skills #1
 DETAILED SCIENCE LESSON PLAN

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Discuss the concept of momentum though video discussion.

Momentum – the product of an object’s mass and velocity

a. What are the two factors that affect the momentum of an

object? (mass and velocity)
b. How does mass affect an object’s momentum? (The greater
the mass, the greater the momentum of the object)
c. How does velocity of an object affect its momentum? (The
greater the velocity, the greater the momentum)
Emphasize that momentum is a vector quantity, which means that the
direction of momentum of the object is the same as the direction of its
velocity.

On what two factors does momentum depend on? It depends on mass and
velocity. Operationally, momentum is defined as the product of mass and the
velocity of an object.

In equation, p = mv

where p = is the momentum

m = is the mass
E. Discussing new v = is the velocity
concepts and
practicing new skills #2
Moving objects have velocities which can be measured directly or indirectly.
For stationary objects where the velocity is zero, the momentum is also zero.
Let us practice computing for momentum.

1. A bowling ball whose mass is 4.0 kg is rolling at a rate of 2.5 m/s. What is
its momentum?

2. A skateboard is rolling at a velocity of 3.0 m/s with a momentum of 6.0 kg-

m/s. What is its mass?

3. A pitcher throws a baseball with a mass of 0.5 kg and a momentum of 10

kg-m/s. What is its velocity?

Impulse – equal to the change in momentum of a body which a force causes

multiplied by the length of time the force is applied.

Collision – an event in which two or more bodies exert on each other for a
relatively short time.

F. Developing mastery EXPLAIN

(leads to Formative
Assessment 3)
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From the concepts that you have learned, answer the check up questions:

1. Which has more momentum, a huge truck that is not moving or a small toy
cart that is moving?

2. A moving car has momentum. If it moves twice as fast, its momentum

would be __________ as much.

3. Two cars, one twice as heavy as the other, moves down a hill at the same
time. The heavier car would have a _________ momentum.

G. Finding practical ELABORATE

applications of
concepts and skills in On Nov. 5, JTWC warned that Haiyan would turn into a supertyphoon with
daily living
peak intensity of 241 kilometers per hour.

Yolanda entered PAR on Nov. 7. On Nov. 8, Yolanda made its first landfall,
in Guiuan, Eastern Samar province.

JTWC estimated that Yolanda reached one-minute sustained winds of

315 kph just minutes before landfall, making it, at that time, the most
powerful tropical cyclone to ever hit land.

H. Making generalizations
and abstractions about
the lesson
Haiyan was a super typhoon when it made landfall with maximum 10-minute
sustained wind speeds of 266 km/h (165 mph). Maintaining its momentum
and thus created a storm surge. Storm surge forms primarily on the right
side of the storm track (in the Northern Hemisphere) because the cyclone's
rotation and its steering winds move in the same direction there and push
water ahead and created a big impact in the hallow bay between Leyte and
Samar islands and into Tacloban City

Because of its maintained momentum, Yolanda struck the eastern coast

of Leyte province with so much force its winds obliterated houses made of
light materials and generated a series of storm surges that washed out
communities and coconut plantations.

EVALUATE

Present the following questions:

1. If you were in a car that was out of control and had to choose between
I. Evaluating learning hitting a haystack or a concrete wall, which would you choose? Why?

2. When a boxer sees that he will be hit, he relaxes his neck and allows his
head to move backwards upon impact, it is called riding punch. A boxer does
this to extend the time of impact of the glove with his head. Why?

J. Additional activities for EXTEND

application or
remediation
 DETAILED SCIENCE LESSON PLAN

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Give at least 3 examples scenario that determine collision and determine

which has a greater momentum and explain why.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation

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? 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: Rater:

Ariane M. Miranda Evangeline G. Anagap

SST-II MT-II