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DLL-observation - Free Fall Motion

The document is a daily lesson log from a science teacher. It details the objectives, content, learning resources, and procedures for a lesson on free fall motion. The objectives were to describe and solve problems involving free fall motion. The content covered uniformly accelerated motion and free fall motion. Learning activities included a cabbage game, think-pair-share, teacher demonstrations, group work on problems and presentations, and a formative assessment.

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leny santos
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160 views

DLL-observation - Free Fall Motion

The document is a daily lesson log from a science teacher. It details the objectives, content, learning resources, and procedures for a lesson on free fall motion. The objectives were to describe and solve problems involving free fall motion. The content covered uniformly accelerated motion and free fall motion. Learning activities included a cabbage game, think-pair-share, teacher demonstrations, group work on problems and presentations, and a formative assessment.

Uploaded by

leny santos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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DAILY LESSON LOG

Grade Level GRADE 9


ABAD SANTOS - 6:55-7:50
MAGBANUA- 7:50:-8:45
Teacher LENY D. SANTOS Sections RICARTE- 09:15 – 10:10
PALMA – 10:10-11:05
DAGOHOY – 11:05 – 12:00

Teaching January 29, 2020 (Wednesday) Learning Area SCIENCE


Date
Teaching 55 minutes Quarter THIRD
time

I. OBJECTIVES
The learners demonstrate an understanding of…
A. Content Standards uniformly accelerated motion in two dimensions using projectile motion as
example, impulse and momentum, and conservation of linear momentum.
B. Performance Standards The learners should be able to Propose ways to enhance sports related
to projectile motion.
C. Learning Competencies/(Write
Describe Uniformly Accelerated motion quantitatively and qualitatively.
the LC code for each)
( S9FE-IVa-33)
Objectives (KSA) 1. To describe free fall motion
2. To solve problems involving free fall motion
3. To apply concept of free fall motion in our daily life.

II. CONTENT Topic: FREE FALL MOTION

III. LEARNING RESOURCES


A. Reference
1. Teachers’ Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials None
from LR Portal
B. Other Learning Resources Prepared Powerpoint slides, visual aids
IV. PROCEDURE
Approaches CONSTRUCTIVIST APPROACH
Strategy Activity based
CABBAGE GAME
1. It refers to a change of velocity over a period of time.
a. Reviewing previous lesson
2. Formula of acceleration.
or presenting the new lesson
3. Unit to measure acceleration.
4. It refers to a motion of an object with constant acceleration.
b. Establishing a purpose for A cow accelerates from rest at constant 0.5 m/s2.
the lesson 1. What is the cow’s velocity at 1 s? ← v = v0 + at = 0
m
m/s + (1)( 0.5 s2 ) = 0.5 m/s
2. What is the cow’s velocity be at 2 s? ← v = v0 + at =
m
0 m/s + (2)( 0.5 s2 ) = 1 m/s
3. How far will the cow travel in 2 s? ← d = d0 + v0t +
m
1/2at2 = 0 m + (0m/s)( 2s) + 1/2 ( 0.5 s2 ) (2s)2 =
1m

THINK-PAIR- SHARE
c. Presenting examples/ Hold a crampled paper and a sheet of paper.
instances of the new lesson.  What paperis going to fall faster? Why?

Teacher demonstration:
 Object throwing downward
d. Discussing new concepts
 Object throwing upward
and practicing new skills
 Object throwing with an angle
(Activity #1)
Which of the following undergoes free fall motion?

Have the learners do the activity.


Group 1: Act 1: Velocity vs. Time graph
Group 2: Problem 1 involving Free Fall Motion
e. Discussing new concepts and
Group 3: Problem 2 involving Free Fall Motion
practicing new skills (Activity
Group 4: Problem 3 involving Free Fall Motion
#2)
Note; For group no. 2-3, they have to reveal the answer in the riddle
by answering the problem correctly.

f. Developing Mastery (leads Group Presentation: (The learners will be evaluated based from the
to Formative Assessment) rubrics)

What will happen when


SPORT skydivers parachute
won’t open?

MATHE
g. Finding practical
applications of concepts and
skills in daily living

In life sometimes we
experience ups and down. But
VALUES no matter problems we
encountered remember there
is always GOD who will catch us
every time we fall and help us
to rise again.

GOD GIVES HIS TOUGHEST


BATTLE TO HIS STRONGEST
SOLDIERS.
h. Making Generalization and
abstractions about the
lesson.

Multiple Choice:
i. Evaluating Learning
A.
j. Additional activities for Agreement:
1. A stone is dropped into the river from a bridge 7.0 high. How long
j. application or remediation would it take before the stone crashes into the water?
3. REMARKS
4. REFLECTION
a. No. of learners who earned 80% on the formative
assessment
k. No. of learners who require additional activities for
remediation
l. Did the remedial lessons work? No. of learners who have
caught up with the lesson
m. No. of learners who continue to require remediation
n. Which of my teaching strategies worked well? Why did
these work?
o. What difficulties did I encounter which my principal or
supervisor can help me solve?
p. What innovation or localized materials did I
use/discover which I wish to share with other teachers?

Prepared by: LENY D. SANTOS Submitted to : PRISCILA D. CABIGTING


Teacher I Head Teacher I
CARBON FOOTPRINT CHECKLIST

Different Activities Always Sometimes Never


(1 point) (3 points) (5 points)
I use water wisely.
I eat a mixture of meat and vegetarian meals.
We use kerosene lamp or low energy light bulbs at home.

I use basin in washing our dishes.


I eat locally grown food.
I turn off electric appliances or battery-operated gadgets
instead of leaving it on standby.
I use a glass of water when brushing my teeth.
I eat organic foods.
I use reusable bags when buying things from the market.

I avoid eating ready meals. (e.g. noodles, sardines etc)

I use recycled notebooks and papers.


I throw my biodegradable wastes to a compost pit.
I replace my toy or gadget when it stops working rather
than just to get the most up-to-date model.
I always know where my food or products are made
I give my too small clothes to charity or to my younger
siblings and friends
I throw my trash on the garbage bin or bag.
I just walk if the place I want to go to is near.
I ride a vehicle though the place I want to go is near.
I do recycling at home.
I do recycling in school.
I share a ride or walk or cycle on the way to school.
Total Score:

GRAND TOTAL = Total score in Always + Total score in Sometimes + Total score in Never
_____________________
How do your score?
20-50 - You’re a Green Queen/King and a globally aware consumer! Keep up the good work.
50-80 - You’ve made a start but have more you can do to reduce your ecological footprint.
80-110 – You are a long way to go; it is best to start now.

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