Quarter Fourth

GRADE 9 Learning area Science

UNIFIED LESSON PLAN
Teaching date and time Week 1 Day 2

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of:

projectile motion, impulse and momentum, and conservation of linear momentum.
B. Performance The learners shall be able to:
Standards propose ways to enhance sports related to projectile motion.
C. Learning The learners should be able to:
Competencies / describe the horizontal and vertical motions of a projectile. (S9FE-IVa-34)
Objectives At the end of the session the learners are expected to:
Write LC code for Describe uniformly accelerated motion in vertical dimension.
each
Interpret the relationship between time and height and velocity.
Solve word problems involving uniformly accelerated motion in vertical dimension.
II. CONTENT TOPIC/TITLE: Projectile Motion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 220-222
2. Learner’s pp. 288-292
Materials
3. Textbook
4. Additional Curriculum Guide (S9FE-IVa-34)
Materials from Learner’s Material in Science 9
Learning
Resource (LR)
Teacher’s Guide in Science 9
portal
B. Other Learning 1- https://www.youtube.com/watch?v=K8iIu2OW7_E
Resources www.physicsclassroom.com
ball, stopwatch, string, dlp/laptop, activity sheets and rubrics

IV. PROCEDURES (ANNOTATIONS)

PPS Indicators/KRA
Objectives/Rubric
Indicators to be Observed
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A. Reviewing previous ELICIT (5 mins.)
lesson or
presenting the new ➢ Teacher will elicit student’s knowledge about free-fall. From their learning in Grade 8, INDICATOR 1
lesson the teacher will ask the following: Applies knowledge of
 What is gravity? content within and across
Possible Answer: Gravity is a force by which a planet or other body draws
curriculum teaching areas.
objects toward its centre.
 What is the acceleration due to gravity on earth?
Answer: -9.8 m/s2 MOV--- The teacher makes
 Is the rate of gravity (acceleration) the same for all objects on earth? meaningful connections
Answer: Yes from the student’s prior
knowledge within the
currriculum teaching area.
ENGAGE (5 mins)

B. Establishing a ➢ The teacher will hold a ball and ask the following to the students: INDICATOR 1
purpose for the  What will happen if I drop this ball? Applies knowledge of
lesson • Solicit ideas from everyone. content within and across
• Drop the ball. curriculum teaching areas.
Possible answer: The ball will fall.
 What will happen to the ball if I toss this vertically upward?
MOV--- The teacher
• Solicit ideas from everyone.
• Toss the ball. motivates learners to
Possible answer: The ball will go upward but eventually it will fall. investigate the teaching
NOTE: The teacher may also call any representative from the class to drop and toss the area to expand their
ball. If there are no ball available, the teacher will find any object (e.g. chalk, crumpled knowledge and satisfy
paper, etc.). their curiosity.
C. Presenting Task # 1: Thumbs Up or Thumbs Down?
examples/instances
of the new lesson Direction: Flash the following statements in the board. Ask the students to show a “thumbs up”
if the statement is true and “thumbs down” if it is false.
1. A projectile is an object upon which there is no force acting on it.
Answer: Thumbs down
Correct statement: “A projectile is an object upon which the only force acting is
gravity.”
2. On Earth, when you throw something up, it will go down.
Answer: Thumbs up

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 3. Things thrown upward always fall at a constant acceleration which has a magnitude of
8.9 m/s2.
Answer: Thumbs down
Correct statement: Things thrown upward always fall at a constant acceleration which
has a magnitude of -9.8 m/s2.
4. A projectile thrown upward reaches its minimum height before it starts to fall.
Answer: Thumbs down
Correct statement: A projectile thrown upward reaches its maximum height before it
starts to fall.
5. When a projectile falls back to the point where it was thrown, its speed will be equal to
the speed at which it was thrown.
Answer: Thumbs up

D. Discussing new EXPLORE (20 mins.)

concepts and
practicing new ➢ The teacher will divide the class into groups. INDICATOR 4
skills ➢ Half of the groups will perform activity 2 and the other groups will perform activity 3.
# 1 Establish safe and secure
➢ Each group will select a leader and a secretary.
➢ The teacher should make sure that every student from the group have a part in the learning environments to
activity. enhance learning through the
Important notes: consistent implementation of
➢ Find a tall building inside the school. Everyone must observe proper precautionary policies, guidelines and
measures. SAFETY FIRST. procedures.
➢ If available, use sepak takraw instead of other balls since it will not bounce as much.
This is to avoid having the students chase the ball, to prevent accidents. MOV – Setting of Standards
➢ As much as possible, instruct students to drop the ball by just releasing it without in doing the activity.
applying force. The timer should accurately record the time by coordinating with the
student who will release the ball. Ask them to come up with ways to synchronize release INDICATOR 5
of objects and starting the watch. Maintain supportive learning
➢ From the derived formula of the Uniformly Accelerated Motion (UAM), students environments that nurture and
determine the height of the building.
inspire learners to participate,
cooperative and collaborate in
Activity 2: DROP ME!
continued learning.
Objectives:
 Record the time for the ball to reach the ground; and MOV – The teacher clearly
 Calculate the height of a building; provides the class with
Materials Needed:
structured tasks involving
Stopwatch, Long string, Ball (e.g. tennis ball, sepak takraw, etc.)
Procedure:
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 1. Look for a tall building in your school. Drop the tennis ball from the tall building. most elements of cooperative
2. Using the stopwatch, ask your classmate to record the time it takes the ball to reach the learning.
ground. Record your data.
3. Calculate the height covered by the ball using the formula h=½ a gt2(since vi = 0)
INDICATOR 6
TABLE 2. Data on the Time and Height of the Building
Trial Time, t (s) Height, h (m) Establish a learner-centered
1 culture by using teaching
2 strategies that respond to
learners' linguistic, cultural,
3 socioeconomic and religious
Average backgrounds.

MOV – The teacher provides

4. Using the data from the table, calculate the final velocity of the ball using the formula
diverse learners with
vf = at since vi = 0. Try also calculating final velocity using the formula vf =√2a gh and
opportunities to actively
compare your answers.
engage in various learning
Q1. What is the velocity of the ball just before it hits the ground?
5. Using a very long string, get the actual height of the building. activities.
Q2. How will you compare the actual height of the building from the result of the experiment?
Q3. What is the percentage error?
Note: (Actual value-Experimental value) x 100%
Percentage Error = Actual Value

➢ Another group will perform the activity “You Raise Me Up.”

➢ In this activity, the students will determine the initial velocity and the maximum height
of reach by the ball thrown upward.
➢ If available, use sepak takraw ball instead of other balls since if it is thrown upward,
there will be lesser bouncing effect. This is to avoid having the students chase the ball
to prevent accidents.
➢ As much as possible, instruct the students to throw the ball vertically upward and the
timer to record the time accurately.

Activity 3
YOU RAISE ME UP!
Objectives:
Determine the initial velocity of a ball thrown upward;
Record the time for the ball to reach the ground;
Record the time for ball to reach its maximum height; and
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 Calculate the maximum height reached by the ball thrown vertically upward.
Materials Needed:
Stopwatch
Ball (e.g. tennis ball, sepak takraw, etc.)
Procedure:
1. Throw the ball vertically upward in the air as hard as you can in an open space.
2. Using your stopwatch, ask your classmate to record the total time the ball remains in
the air. Get the time from point of release of the ball until it reaches its maximum
height by the dividing the total time into two. Record your data.
TABLE 3. Data on the Total Time and Time of the Ball in the Air

Q1. What do you think happens to the speed of the ball as it reaches its maximum height?
3. Calculate the initial velocity of the ball using the formula vi =vf -agt.Use -9.8m/s2 for ag.
4. Solve for the maximum height reached by the ball using h=vit + ½ agt
2. Use -9.8m/s2 for ag.
TABLE 4. Data on the Velocity of the Ball and Height of the Building

Q2. What will happen to the ball’s velocity as it falls farther below the point of release?

E. Discussing new ➢ After performing the activity, each group will present to the class their output and
concepts and answer the guide questions.
practicing new ➢ Teacher will give feedbacks to their answers and process the guide questions.
skills INDICATOR 7
# 2
Activity 2: DROP ME! Use strategies for providing
timely, accurate and
constructive feedback to
GUIDE QUESTIONS: improve learner performance.
Q1. What is the velocity of the ball just before it hits the ground?

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 Answer: Answers may vary. The velocity of the ball just before it hits the ground will be solved MOV – The teacher provides
using vf2 = 2agh since vi = 0 (The value of h depends on the data on the table) substantive, specific, and
Q2. How will you compare the actual height of the building from the result of the experiment? timely feedback, and shares
Answer: Answers may vary. The actual height should be almost the same with the result of our strategies to learners to
experiment. improve their performance
Q3. What is the percentage error? toward the intended learning
Answer: Answers may vary. outcomes.

Activity 3: You raise me up!

GUIDE QUESTIONS:
Q1. What do you think happens to the speed of the ball as it reaches its maximum height?
Answer: The ball stops momentarily at its maximum height.
Q2. What will happen to the ball’s velocity as it falls farther below the point of release?
Answer: The velocity increases as it falls farther below the point of release.

F. Developing Mastery EXPLAIN (10mins.)

(Leads to Formative
Assessment) ➢ Explain the comparison of formulae between horizontal and vertical formulae. Show INDICATOR 3
that the corresponding displacement (d) and acceleration (a) for vertical dimension is
height (h) and acceleration due to gravity (ag) respectively. Display proficient use of
Mother Tongue, Filipino and
English to facilitate teaching
and learning.

MOV – The teacher uses

precise vocabulary and
intonation to express
meaning and often shows
great fluency and ease in
delivering the lesson.

INDICATOR 1

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 ➢ The teacher will show some problem-solving examples to the class. Applies knowledge of
Sample Problem 1: content within and across
Zed is playing with a ball on top of a building, but the ball fell and hit the ground after curriculum teaching areas.
2.6 seconds, what is the final velocity of the ball just before it hits the ground and how high
is the building?
Given: Find: MOV--- The teacher
ag = -9.8m/s2 vf = ? displays comprehensive
assume = vi = 0 m/s h=? understanding of the
t = 2.6 s To solve for final velocity (vf), concepts and structure of
Solution: multiply -9.8m/s2 (ag) to 2.6s (t). the teaching area and
vf = vi + agt Then, add its product to the value make connections to other
vf = 0 + (-9.8 m/s2)(2.6 s) of vi which is 0 m/s. teaching area especially in
vf = -26 m/s
Mathematics.
d = vit + ½ agt2
To solve for the height of the building:
h = -d = -[ (0 m/s)(2.6 s)+ ½ (-9.8 m/s2)(2.6 s)2] 1. multiply initial velocity to time (
h = -33 m 0 m/s • 2.6 s)
product = 0
2. multiply ½ to ag ( ½ • -9.8 m/s2)
product = 4.9 m/s2
3. multiply 2.6 s to itself
product = 6.76 s2
4. multiply both products of steps 3
&4
4.9 m/s2 • 6.76 s2 = 33.124 m or
33 m

ELABORATE (10 mins.)

G. Finding practical ➢ Show to the class a video clip discussing the key concepts of projectile motion. INDICATOR 2
applications of https://www.youtube.com/watch?v=K8iIu2OW7_E Ensure the positive use of
concepts & skills in KINEMATICS PART 2: VERTICAL MOTION ICT to facilitate the
daily living ➢ Let the students answer the checking comprehension from the video.
teaching and learning
1 process.

MOV—The teacher
utilizes ICT to give

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 Answer: information to the students
about their lesson.

H. Making ➢ After watching the video, the teacher will ask the following questions to the students:
generalizations and • What is the constant value of acceleration due to gravity on earth’s surface?
abstractions about Answer: -9.8 m/s2
the lesson
• What is the initial velocity for objects initially at rest?
Answer: 0
• What is the sign of the value if the object is in upward direction?
Answer: positive (+)
• What is the sign of the value if the object is in downward direction?
Answer: negative (-)

I. Evaluating Learning EVALUATE (5 mins.)

Direction: Answer the following questions below.

1. What will happen to objects thrown upward? Why is this so?
Answer: Objects thrown upward will always fall in downward direction. This is due to
the force of gravity of the Earth which is equal to -9.8 m/s2.
Study the two situations:
Situation A. A ball was dropped from the rooftop with a height of 40 meters and
reached the ground after 5 seconds.
Situation B. A ball was dropped from the rooftop with a height of 50 meters and
reached the ground after 6.3 seconds.
2. Based on the two situations, which do you think has a greater value of final velocity?
(Assume that the initial velocity is 0)
Answer: Situation B
3. Why do you think that situation ____ has greater final velocity?
Answer: Situation B has greater final velocity because it has also a taller height
considering that they both have 0 initial velocity.
4-5. From rest, a rock fell from the cliff and hits the ground 7 seconds later. How tall is the
cliff? (Show your solution)
Answer: d = vit + ½ agt2
h = -d = -[ (0 m/s)(7 s)+ ½ (-9.8 m/s2)(7 s)2]
h = -34.3 m

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J. Additional activities EXTEND (5 mins.)
for application or
remediation ➢ Students will write at least two examples of UAM in vertical dimension.

V. REMARKS
VI.
REFLECTION
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 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?

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 Activity 2: DROP ME!
Objectives:
 Record the time for the ball to reach the ground; and
 Calculate the height of a building;
Materials Needed:
Stopwatch Long string
Ball (e.g. tennis ball, sepak takraw, etc.)
Procedure:
1. Look for a tall building in your school. Drop the tennis ball from the tall building.
2. Using the stopwatch, ask your classmate to record the time it takes the ball to reach the
ground. Record your data.
3. Calculate the height covered by the ball using the formula h=½ a gt2(since vi = 0)

TABLE 2. Data on the Time and Height of the Building

Trial Time, t (s) Height, h (m)
1
2
3
Average

4. Using the data from the table, calculate the final velocity of the ball using the formula vf =
at since vi = 0. Try also calculating final velocity using the formula vf =√2agh and compare
your answers.
Q1. What is the velocity of the ball just before it hits the ground?
5. Using a very long string, get the actual height of the building.
Q2. How will you compare the actual height of the building from the result of the experiment?
Q3. What is the percentage error?

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 Activity 3
YOU RAISE ME UP!
Objectives:
Determine the initial velocity of a ball thrown upward;
Record the time for the ball to reach the ground;
Record the time for ball to reach its maximum height; and
Calculate the maximum height reached by the ball thrown vertically upward.
Materials Needed:
Stopwatch
Ball (e.g. tennis ball, sepak takraw, etc.)
Procedure:
1. Throw the ball vertically upward in the air as hard as you can in an open space.
2. Using your stopwatch, ask your classmate to record the total time the ball remains in
the air. Get the time from point of release of the ball until it reaches its maximum
height by the dividing the total time into two. Record your data.
TABLE 3. Data on the Total Time and Time of the Ball in the Air

Q1. What do you think happens to the speed of the ball as it reaches its maximum height?
3. Calculate the initial velocity of the ball using the formula vi =vf -agt.Use -9.8m/s2 for ag.
4. Solve for the maximum height reached by the ball using h=vit + ½ agt
2. Use -9.8m/s2 for ag.
TABLE 4. Data on the Velocity of the Ball and Height of the Building

Q2. What will happen to the ball’s velocity as it falls farther below the point of release?

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ANSWERS’ KEY

Task # 1: Thumbs Up or Thumbs Down?

1. Thumbs down
2. Thumbs up
3. Thumbs down
4. Thumbs down
5. Thumbs up
Activity 2: DROP ME!
Q1. What is the velocity of the ball just before it hits the ground?
Answer: Answers may vary. The velocity of the ball just before it hits the ground will be solved
using vf2 = 2agh since vi = 0 (The value of h depends on the data on the table)
Q2. How will you compare the actual height of the building from the result of the experiment?
Answer: Answers may vary. The actual height should be almost the same with the result of our
experiment.
Q3. What is the percentage error?
Answer: Answers may vary.
Activity 3: YOU RAISE ME UP!
Q1. What do you think happens to the speed of the ball as it reaches its maximum height?
Answer: The ball stops momentarily at its maximum height.
Q2. What will happen to the ball’s velocity as it falls farther below the point of release?
Answer: The velocity increases as it falls farther below the point of release.
EVALUATE
1. Objects thrown upward will always fall in downward direction. This is due to the force of
gravity of the Earth which is equal to -9.8 m/s2.
2. Situation B
3. Situation B has greater final velocity because it has also a taller height considering that
they both have 0 initial velocity.
4-5. d = vit + ½ agt2
h = -d = -[ (0 m/s)(7 s)+ ½ (-9.8 m/s2)(7 s)2]
h = -34.3 m

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Rubrics for Group Activity

CRITERIA 4 3 (GOOD) 2 (FAIR) 1 (POOR)

(EXCELLENT)

Content

(The answers are

correct and clearly
stated.)

Presentation

(The reporters
explain their output
diligently and
spontaneously.)

Teamwork

(Every member of
the group
contributed or
participated in the
activity given.)

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