Teacher Ivy Rose D.

Ocon Grade Level & Section Grade 9

School Mangatarem Learning Area Science
Grade 9 National High
Daily Lesson Plan School
Time allotment 60 mins. Quarter 3rd Quarter

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 should be able to propose ways to enhance sports related to projectile
Standards motion.

C. Learning Describe the horizontal and vertical motions of a projectile (S9 FE-Iva-34)
Competency The learners shall be able to:
 describe uniformly accelerated motion in horizontal dimension;
 solve problems involving uniformly accelerated motion in horizontal dimension;
and
 apply concepts of uniformly accelerated motion in vertical dimension in real life.

D. GAD Integration  Creativity

 Analysis
 Cooperation
 Inclusive

II. Content Uniformly Accelerated Motion (Horizontal Dimension)

III. Learning Resources

A. Reference
a. Teacher’s
Guide Page Science 9- Unit 4, Module 1: Forces and Motion pp. 2-4

b. Learners
Material Science 9- Unit 4, Module 1: Forces and Motion pp. 7-12
Page
B. Other Resources PowerPoint Presentation, Manila Paper, Illustration, Pictures, Board/Plank, Stopwatch,
Tin Can, Stack of Books, Protractor, Paper and Pen.
 https://youtu.be/5ewvbkVCyj8?si=vvXhZwqkHloA7zum

IV. Procedures
Preliminaries A. Greetings
B. Prayer
C. Checking of Attendance
D. Classroom Rules
● Keep the classroom clean.
● Sit properly.
● Listen attentively.
● No talking to your seatmate.
 Teacher Ivy Rose D. Ocon Grade Level & Section Grade 9
School Mangatarem Learning Area Science
Grade 9 National High
Daily Lesson Plan School
Time allotment 60 mins. Quarter 3rd Quarter

● No cellphone during class hours.

● Respect everyone.
E. Feelings Check
A. Reviewing  Recall the topic in Uniformly Accelerated Motion.
previous lesson Activity 1: MMK
or presenting
the new lesson

Elicit

Clue for #1. A scalar quantity that refers to "how fast an object is
moving." SPEED
Clue for #2. A vector quantity that refers to "the rate at which an object
changes its position." VELOCITY
Clue for #3. A vector quantity that is defined as the rate at which an object
changes its velocity. ACCELERATION
B. Establishing a  Example of horizontal dimension.
purpose for the  Let the students analyze the picture and ask them how these three
new lesson pictures similar to each other based on their direction.

 From the words revealed, the teacher will conclude that their topic is all
about uniformly accelerated motion in horizontal dimension.
 The teacher now states the learning objectives.
C. Presenting  To introduce Uniformly Accelerated Motion (UAM) in horizontal
examples/instan dimension, let the learners imagine the motion of the airplane that is
ces of the new Engage about to take off. After which, some questions will ponder to the
lesson students.

Processing question:
1.Have you experienced riding an airplane or witnessed an airplane that
was about to take off?
2.How will you describe the speed of the plane from the rest until it takes
off?
 Teacher Ivy Rose D. Ocon Grade Level & Section Grade 9
School Mangatarem Learning Area Science
Grade 9 National High
Daily Lesson Plan School
Time allotment 60 mins. Quarter 3rd Quarter

D. Discussing new
concepts and Activity 2: ROLL, ROLL, AND AWAY!
practicing new  Divide the class into five with seven members each.
skills #1 ● Instruct the students to bring out their books and turn to page 285.
● The students will be assigned a task or activity, and they will be required
to complete it and subsequently respond to the accompanying
questions.
● From the activity, explain kinematic equations and derived formula
based on the basic equation that the students learned in
previous lessons or grade level.
● Emphasize the units of each quantity.
 Guide the students on how to analyze the problem and select the right
formula to use.

Explore

E. Discussing new  Present a sample problem and let them solve the problem using the
concepts and given formula.
practicing new  Guide the students in answering the example problem.
skills #2  Instruct the students to use the GRESA method.
 After that, the teacher will accommodate questions and clarify
misconceptions.
Example Problem:
An airplane accelerates from rest on a runway at 5.50 m/s2 for 20.25 s
until it finally takes off the ground. What is the distance covered before
takeoff?
Given: a=5.50 m/s2
t=20.25 s
vi=0 m/s
Required: d=?
Equation: d=vit + at2/2
or
d=vit + ½ at2
Solution: d= (0 m/s) (20.25 s) + 0.5(5.50 m/s2) (20.25 s) 2
d= (2.75 m/s2) (20.25 s) 2
d= (2.75 m/s2) (410.06 s2)
Answer: d= 1127.67 m
F. Developing  For better understanding, the teacher will present a sample problem
mastery Explain and let the students answer the problem in their own using GRESA
method.
 Teacher Ivy Rose D. Ocon Grade Level & Section Grade 9
School Mangatarem Learning Area Science
Grade 9 National High
Daily Lesson Plan School
Time allotment 60 mins. Quarter 3rd Quarter

 After answering the problem, ask the students to stand up.

 The teacher will provide a ball, and the students will pass it around
while the music is playing. When the music stops, whoever has the
ball will be lucky to answer the given problem. (music is playing)
Activity 3: Share Mo Lang!
Problem 1. From rest, a jeepney accelerates uniformly over a time of 3.25
seconds and covers a distance of 15 m. Determine the acceleration of the
jeepney.
Given: vi=0 m/s
d= 15 m
t= 3.25 s
Required: a=?
Equation: d=vit + at2/2
or
d=vit + ½ at2
Solution: 15 m= (0 m/s) (3.25 s) + 0.5 a(3.25
s)*2
15 m = (5.28 s2) a
5.28 s2 5.28 s2
Answer: 2.84 m/s2 = a
G. Finding practical  Using a PowerPoint presentation, the teacher will show a real-world
application of scenario involving horizontal dimensions.
concepts and  Identify if the given examples is in a horizontal dimension or not.
skills in daily If it is horizontal, they need to raise the green flag, but if it is not,
living the need to raise the red dflag.
Examples:
- fruits falling from a tree. Not
- a car moving in straight line. Horizontal Dimension
- a stone was thrown off a cliff. Not
- sky diving. Not
Elaborate - a train moving through straight tunnel. Horizontal Dimension
- a raindrop falling from the sky. Not
- a bullet fired from a gun. Horizontal Dimension
- a gymnast performing back flip. Not
- elevator falling down from a building. Not
- a skateboarder rolling down a ramp without any inclination. Horizontal
Dimension
H. Making  The teacher will ask an oral question to the class to recall the
generalization discussed lesson.
and abstraction Processing Questions:
about the lesson 1.How would you define uniformly accelerated motion in horizontal dimension?
2.Can you enumerate the kinematic equation we discussed?
3.Can you give me example of UAM in horizontal dimension?
I. Evaluating
Short Quiz
learning 1.A train accelerates to a speed of 20 m/s over a distance of 150m. What is
the acceleration of the train?
Evaluate 2.When you are riding a bus, it accelerates to a speed of 20 m/s over a
distance of 150 m. Determine its acceleration (assume uniform).

J. Additional  Assigned students to research and read about vertical dimension.

Activities Extend
 Teacher Ivy Rose D. Ocon Grade Level & Section Grade 9
School Mangatarem Learning Area Science
Grade 9 National High
Daily Lesson Plan School
Time allotment 60 mins. Quarter 3rd Quarter

Prepared by: Checked by:

Ivy Rose D. Ocon Gerard A. Santos
Teaching Intern Cooperating Teacher