DAILY LESSON ALAWIHAO

PLAN Grade
School NATIONAL HIGH GRADE 9
Level
SCHOOL
Grade 9
ASHLEY JANE A. Learning
Teacher SCIENCE
BENLAYO Area
APRIL 15-16, 2024
8:30-9:30
Teaching Date and Time 10:30-11:30 Quarter FOURTH
11:30-12:30
I. OBJECTIVES:

A. Content
The learners demonstrate an understanding of: projectile motion,
Standards
impulse and momentum, and conservation of linear momentum
B. Performance
Standards The learners shall be able to: propose ways to enhance sports related to projectile motion

C. Learning Investigate the Relationship Between the Angle of Release and the Height and Range of the
Competencies Projectile. (S9FE-IVA-35)

D. Specific After going through this lesson, the learner should be able to:
Objectives  Describe a projectile and identify its parts;
 Cite some applications of projectile motion; and
 Investigate the relationship between the angle of release and the height and range of
a projectile.

II. CONTENT
Relationship Between the Angle of Release and the Height and Range of the Projectile
III. LEARNING
RESOURCES

A. References

1. Textbook Science 9 by Liza A. Alvarez, Dave G. Angeles, et Al. Unit 4, Activity 1 &2, pp.233-236.

2. Additional Activity sheets, flaschcards

Materials from
LR

B. Other Learning Laptop, projector/TV, and downloaded materials

Resources

C. Learning Integrative Learning, Use of Interactive Activities, Cooperative Learning, using Power
Point Presentation
Strategies

IV. PROCEDURES
Teacher’s Activity Student’s Activity
“Good morning, Class!” “Good morning, Ma’am!”

Routinary Activity “Before we start our new lesson, let us pray first.” (One student will lead the
prayer)
 “You may take your sits, class.

(Checking of Attendance)
Let us check your attendance; if you are present, raise your
hand.

(Learners will raise their

hands, one by one)
Before we start can everyone check your surroundings. If
there are pieces of paper, put it in the trash can then arrange
your chair?

A. ELICIT (Access Before we proceed to our new lesson. Let’s have a short ( The students raise their
prior knowledge) review about our last lesson. hand and answer the
question)
The teacher will proceed to the activity of Toy Claw
Machine. The teacher will ask a student to give him a
number, for every number there’s an equivalent student.

Mechanics

 To control the claw machine, you have to click the

left, right, up, and down controls.
 After you click the control, you have to click the grab
button to grab the box.
 Click the box to reveal the question.

1. Free fall- motion under

the influence of the
gravitational force only
(neglects air resistance).

2. 9.8m/s2

3. Vf=Vi+agt

d=Vit+1/2gt2
1. What is Free fall?

2. What is the numerical value of the acceleration due to

gravity on Earth? 4. d=Vit+1/2gt2
 3. What is formula of Final Velocity and distance? d=(0m/s)(9s)+(0.5)
(9.8m/s2)(9s)2
4. An object falls from a high building and hits the ground in
=
9.0 seconds. Ignoring air resistance, What is the distance that 396.9 m
it fell?
5. Vf=Vi+agt
5. An object falls from a high building. Ignoring air
resistance, what will its final velocity be after 6 seconds of Vf=(0m/s)+(9.8m/s2)(6s)
falling? =58.8m/s

B. ENGAGE (Get Picture Analysis

the student’s mind Students possible answer
focused on the “The teacher will show some animated pictures: Basketball
topic) being thrown during the game, and a leaping frog.”

How will you describe a ball being thrown by a player in a “They both follow a curve
basketball game? A leaping frog? path”

“A basketball thrown by a
player is an example of a
(The teacher will discuss the idea of playing angry birds and projectile. The curved path
show some illustrations/animations) it travels is known as the
trajectory, which is
parabolic in shape.”

“In the Angry Birds game, what do we have to do in order to

win on certain stage?’ “ We have to properly aim
the projectile bird into the
correct angle towards the
stage so that it will hit the
bad piggy.”

Yes. that is correct!

Students are reading the

learning objectives.
Learning Objectives:
Learning Objectives:
 Describe a projectile and identify its parts;
 Cite some applications of projectile motion; and  Describe a
 Investigate the relationship between the angle of projectile and
release and the height and range of a projectile. identify its parts;
 Cite some
applications of
projectile motion;
 and
 Investigate the
Thank you! relationship
between the angle
of release and the
height and range of
a projectile.

Class, are you ready for your next activity?

Yes Ma’am!

That’s great
C. EXPLORE Activity 4: Curve me on an incline Objective: Capture a full Students possible answer
(Provide students trajectory of projectile motion on an inclined surface.
with a common Materials Needed: Marble or jackstone, fine powder (e.g.
experience)
face powder, cassava starch), ¼ illustration board, half-
protractor template, stack of books, retractable ballpen as
launcher, 2 popsicle sticks masking tape, stop watch, sticky
tape
Procedure: A. Tracing the Trajectory 1. Attach the popsicle
sticks to the retractable pen to make a marble launcher. These
will serve as the launching pad for the marble. Refer to
Figure 4 below.

Figure 4. Retractable pen attached with popsicle launching

pad
The students will proceed
2. On the board select and draw a fix origin, x-axis and y-
axis. From the origin, draw on the board selected angled lines to the activity.
(15,30, 45, 60, 75) if the printed protractor template is not
available (see Figure 5). Position also 2 sheets of 1-cm
interval grid similar to the set-up shown below. Elevate one
end of the board using books with an angle of inclination of
about40.

3. Set the powder-coated object on the launch pad at point A.

Carefully launch the marble using the retractable pen.
4. Trace the trajectory with pencil. Label this grid as
‘horizontally-launched’, and set aside for later analysis.
5. Set the powder-coated object on the launch pad at point B.
Position the launching pad at the origin. Carefully launch the
marble at 15 using the retractable pen.
6. Trace the trajectory with pencil. Label this grid as
‘launched at 15angle.
7. Repeat steps 5 and 6 for the other selected angles (30,
45, 60, and 75)

D. EXPLAIN (Teach Each group will report answering the following Guide Students possible answer
the concept)
Questions.

(Each group will present

their output)

Q1. The trajectory is a

Guide Question curve down parabola.
Q1. Describe the trajectory for horizontally-fired projectiles Q2. They are all in
along an incline. Sketch the trajectory. parabolic shape facing
downward.
Q2. Describe the shape of the trajectory for projectiles fired
at angles along an incline. Sketch the trajectory. Q3. The trajectories do not
have the same locations of
Q3. Compare the locations of the trajectory peaks in terms of
peaks and height.
maximum height reached.
Q4. The trajectories have
Q4. Compare the horizontal distances (range) reached when
different horizontal
they return to the elevation from which they were projected.
distances (range) reached,
Q5. Among the trajectories of projectiles fired at angles, for
some ranges are quiet close.
the same launching velocity, which covered the greatest
range (horizontal distance in the x-axis)? Q5. The trajectory fired at
Q6. Among the trajectories of projectiles fired at angles, for 45 covered the greatest
the same launching speed, which recorded the highest peak? range.
Q7. Which pairs of trajectories have ranges that are almost Q6. The trajectory with the
equal? greatest launching angle
(75) recorded the highest
peak.

Q7. Trajectories at 15 and

Rubrics 75 have a close range
while trajectories at 30 and
60 also have the close
ranges although these are
longer than the common
range for 15 and 75.

Projectile motion

 Is any body that is given an initial velocity and then

follows a path determined entirely by the effects of
gravitational acceleration and air resistance.

Parts of Projectile Motion

 Angle of projection-the angle between the initial

velocity of an object from a horizontal plane through
 which the object is thrown.
 Maximum Height- the highest peak reached by the
projectile.
 Range- the horizontal distance covered by projectile.
 Time of flight-time taken to reach the peak/highest
point of the height.
 Total time of flight-time taken to reach the peak
from the starting point to the ending point.

E. ELABORATE The teacher now will proceed to the video presentation Students possible answer
(Students apply
the information
learned)

Teaching Strategy :
Inquiry based
Instruction

Let’s try this!

Application

“Using the diagram, identify the parts of the projectile motion

and the corresponding description. Choose your answers I the
word bank provided”.
Label the diagram: Parts of a projectile
Possible answer

1. range/distance

2. Maximum height

3. peak

4. trajectory

5. angle of launch

I know you have learned and understand the topic that we

have discussed, but if there is something you want to clarify
about the topic this is the right time to raise your questions.

F. EVALUATE Now, let us assess whether you understand our lesson for Students possible answer
(How well know today or not. Bring out one whole sheet of paper and answer
 the students have the following questions.
learned the
concepts)
1-5. What is projectile motion? 1-5. Projectile motion- Is
Teaching Strategy: anybody that is given an
6-10. Enumerate the parts of projectile motion? Explain each. initial velocity and then
Paper & Pencil Test
follows a path determined
entirely by the effects of
gravitational acceleration
and air resistance.

6-10.
Parts of Projectile Motion
•Angle of projection-the
angle between the initial
velocity of an object from a
horizontal plane through
which the object is thrown.
•Maximum Height- the
highest peak reached by the
projectile.
•Range- the horizontal
distance covered by
projectile.
•Time of flight-time taken
to reach the peak/highest
point of the height.
•Total time of flight-time
taken to reach the peak
from the starting point to
the ending point

G. EXTEND Direction Answer the question below in your notebook.

(Deepen
conceptual 1. What is a Momentum?
understanding 2. What is an Impulse?
through use in
new content)
H. CONTENT Mathematics, English
INTEGRATION
I. REMARKS

J. REFLECTION a. No. of learner who earned 80% in the evaluation

b. No. of learner who require additional 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? Why

did these works?

f. What difficulties did I encounter which my supervisor

can help me solve?

g. What innovation or localized materials did I

used/discover which I wish to share with other
teachers?

Prepared by: Checked by:

ASHLEY JANE A. BENLAYO EDEN M. HOLLON

Pre-Service Teacher Cooperating Teacher

Noted:

ANABEL A. AURO

Head teacher III-Science