A DETAILED LESSON PLAN IN SCIENCE 9

(The process of systematically planning, developing, evaluating, and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)

GRADE 9 School Grade Level 9

DAILY TeacherThe learners demonstrate understanding
Learning Area motion,
of projectile PHYSICS
impulse
LESSON
Teaching Datesand momentum, and conservation of linear momentum Fourth
Quarter
PLAN
and Time
Content Standard
The learners should be able to propose ways to enhance sports
Performance Standard
related to projectile motion

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

Competency
collision); S9FE-IVb-36

I. OBJECTIVES

Cognitive determine the relationship of impulse and momentum to collision of

objects.;

Psychomotor perform collision of objects; and

Affective increase safety awareness on the daily life applications of impulse-

momentum

II. CONTENT Impulse and Momentum

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages Quarter 4, Week 3 - Module 3 Impulse and Momentum

3. Textbook Pages Allas, IM, et al. (2014) Discovery Science 9. DIWA Learning System
Inc. pages 283 - 286

4. Additional Materials

5. Learning Resources (LR)

portal

B. Other Learning Pictures and Videos from Internet

Resources

Teacher’s Activity Students Activity

IV. PROCEDURES
ELICIT: 5 MINUTES
The teacher presents a video clip about a Note*
car crashes. Teacher extracts or draws
attention to prior
understandings and
knowledge. New knowledge
is built on existing knowledge.
This assists in transferring
knowledge.
 A DETAILED LESSON PLAN IN SCIENCE 9
(The process of systematically planning, developing, evaluating, and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)

Guide Questions will be asked to the

students while answers will be
acknowledging through raising their hands.

1.What did you observe on the video?

2.Compute for momentum of the Red Car
having mass of 550 kg and velocity of 80
km/h
3.compute for momentum of the white car
having mass of 510 kg and velocity of 80
km/h
4.Which car do you think has a greater
damage? why?

ENGAGE: 5 MINUTES Egg Toss Activity: Note*

Two volunteer students will perform the
activity.
1.Presenting to the class the following:
a. purpose of the activity
b. materials needed.
c. procedures
d. safety precautions in playing the activity.
2. Asking guide questions:
a. What are the characteristics of an egg?
b. How far did your thrower and catcher get
from each other before the egg broke?
What was the longest distance achieved in
the class?
c. Compare a sudden-stop catch with a
gradual-stop catch.
1. In which case is the mass of the egg
greater? Or is it the same either way?
2. In which case is the change in velocity of
the egg
greater? Or is it the same either way?
EXPLORE: 10 MUNITES
1.Relating the main idea of the video clips
and egg toss on the main topic which is
momentum and collision.
2.Letting the students perform the
“Momentum Activity”.
a. Group the class into five groups.
b. Set the standards/criteria of the activity:
Discipline - 5 pts.
Activity which will focus
student’s attention, stimulate
their thinking, and access
prior knowledge. This stage
focuses students thinking on
content providing
conversation opportunities for
all students, not just a select
few.
Note*
Activity which gives students
time to think and
investigate/test/make
decisions/problem solve and
collect information.
Here, students get to record
data, isolate variables, design
experiments, create graphs,
interpret results, and organize

(The process of systematically planning, developing, evaluating, and managing the instructional process by using
EXPLAIN: 5 MUNITES
ELABORATE: 10
MINUTES
EVALUATE: 15 MINUTES
A DETAILED LESSON PLAN IN SCIENCE 9
principles of teaching and learning - D.O. 42, s. 2016)
Time management - 5 pts. findings while the teacher
Group output - 10 pts check for student’s
Total - 20 pts. understanding.
c. Discuss the procedures of the activity.
• Group 1&2 – perform Marble Roll game
(bodily kinesthetic)
• Group 3– describe the Sound and identify
the scenario (audio)
• Group 4 – compute for momentum Ana is
walking in a curvy road having 50 kg mass
and a velocity of 20 inches per second
(mathematical)
• Group 5 – explain which has higher
momentum in the video of Small Car vs Big
Car collision (visual spatial)
1.The output of each group will be Note*
presented in the class for discussion. The teacher adopts a more
Guide Questions will be written in each central role while discussing
worksheet of the group. information and explaining
A. Describe each group’s activity. the concepts associated with
B. What happens to the cars when they hit the student’s exploration.
each other? Lessons during this phase
C. What car has a greater momentum? introduce the students to the
D. Explain why? scientific terminology that
allows them to describe their
2. Facilitating the answers of the students experiences, as well as
to give additional information based on their provide the opportunity for
output students to link their
experiences to the scientific
concepts being explored.
1. Eliciting students’ idea on what did they Note*
learn from the activity? This phase of the learning
a. Definition of momentum, impulse, and cycle provides an opportunity
collision for students to apply their
b. Formula of momentum knowledge to new domains,
which may include related
2. Relating the topic on the reasons why numerical problems for
does accident involves collisions students to solve. According
to Eisenkraft (2003), this
3. Let the students state the following: stage called transfer of
a. road safety precautions. learning. Activity which
b. practical daily life applications on expands and solidifies
momentum and collision. students thinking and/or
applies it to a real-world
situation.
QUIZ BEE. (The teacher will read twice the Note*
question to the students. The student will Activity which allows the
raise their illustration board) teacher to assess students
performance and/or
Modified True or False. Write TRUE if the understanding of concepts,
statement is correct, but if it is false, change skills, processes, and
the underline word or group of words to applications.
make the whole statement true. Evaluation can be formative,
summative. Teacher
1. A mini dump truck full of abaca fiber assesses the extent to which
 A DETAILED LESSON PLAN IN SCIENCE 9
(The process of systematically planning, developing, evaluating, and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)

collides with a motorcycle or habal-habal. set objectives have been

The velocity of the truck and the motorcycle achieved.
is the same but the mini dump truck has
larger change in momentum. (TRUE)

2. A car collided with a bus that has greater

mass and velocity than the car. The change
of momentum of the car is greater than that
of the bus. (FALSE, lesser)

3. Suppose that two cars with equal

masses collide with each other. Car A
travels faster than Car B. They both
stopped after collision. Car B has the
greater change in momentum. (False, Car
A)
4. Objects involved in collisions encounter
impulses. (TRUE)
5. Two objects collide. Object A has greater
mass and velocity while Object B has
smaller mass and velocity. In this case,
Object A has greater change of momentum
or impulse. (TRUE)

EXTEND: Give at least 3 examples of scenario that Note*

determine collision and determine which
has a greater momentum and explain why.
This stage is added to
elaborate with the intention to
explicitly remind teachers of
the importance for students to
practice the transfer of
learning. Teacher need to
make sure that knowledge is
applied in a new context and
is not limited to simple
elaboration

V. REMARKS

VI. REFLECTION

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

B. No. of learners who B. _____ No. Of learners who require additional activities for remediation

(The process of systematically planning, developing, evaluating, and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)
require additional activities
for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal and supervisor
help me solve?
G. What innovation or
localized I used/discover
which I wish to share with
another teacher?
Prepared by:
(COMPLETE NAME)
Student Teacher
Checked by:
A DETAILED LESSON PLAN IN SCIENCE 9
C. Did the remedial lessons work? ____ No. Of learners who have caught
up the lesson
D. ____ No. Of learners who continue to require remediation
Strategies used that work well:
_____ Group collaboration
_____ Games
_____ Powerpoint Presentation
_____ Answering preliminary activities/exercises
_____ Discussion
_____ Case Method
_____ Think-Pair-Share (TPS)
_____ Rereading of Paragraphs/Poems/Stories
_____ Differentiated Instruction
_____ Role Plying/Drama
_____ Discovery Method
_____ Lecture Method
Why?
_____ Complete Ims
_____ Availability of Materials
_____ Pupil’s eagerness to learn
_____ Group member’s Cooperation in doing their tasks
_____ Bullying among students
_____ Pupils behavoir/attitude
_____ Colorful IM’s
_____ Unavailable Technology Equipment (AVR/LCD)
_____ Science/Computer/Internet Lab
_____ Additional Clerical Works
_____ Reading Readiness
 A DETAILED LESSON PLAN IN SCIENCE 9
(The process of systematically planning, developing, evaluating, and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)

(COMPLETE NAME)
Cooperating Teacher