SCHOOL PVPMNHS GRADE LEVEL Grade 9

TEACHER LADELYN BUGARIN LEARNING AREA SCIENCE

AM PM
TEACHING DATE & April 24, 2023 8:30 – QUARTER 4
TIME 9:30
I. OBJECTIVES
The learner demonstrates an understanding of projectile motion , impulse and
A. Content Standards
momentum, and conservation of linear momentum
The learners shall be able to propose ways to enhance sports related to projectile
B. Performance Standards
motion
 Describe the horizontal and vertical motions of projectile. S9FE-IVa-34
MELC’s pp. 394

Objectives:
C. Learning Competencies/
Objectives 1. Identify the horizontal and vertical motion of projectile.
Write the LC code for each 2. Discuss the horizontal and vertical motion of projectile.
3. Appreciate their understanding of two projectile motion through
completing the diagram.

II. CONTENT Force and Motion (Projectile Motion: Horizontal and Vertical)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages G9 TG, pp. 164-168
2. Learner’s Materials
Science Learner’s Module 9 p. 233-237
pages
3. Textbook pages Science Learner’s Module 9 p. 233-237
4. Additional Materials from
Learning Resource (LR) Q4_Science-9_Mod1_The-Horizontal-and-Vertical-Motions-of-a-Projectile_v1_Final
portal
5. Other Learning Materials TV, PowerPoint, Visual Aid, Paper and Pen
6.Integration Sports

7Es Teacher’s Activity Teacher’s

IV. PROCEDURES
Materials
A. Reviewing previous lesson Elicit: Daily Routine
or presenting the new lesson (The activities in this section will evoke or
draw out prior concepts or prior experiences
1. Prayer
from the students) 2. Greetings PowerPoint
3. Checking of Attendance Presentation
4. Giving safety guidelines, policies and
procedures

Review of the past lesson

One student will be chosen to recap the
past lesson using duck race.

Jumbled Words
The students will arrange the
following group of words to give PowerPoint
them idea of what topic will be Presentation
discuss.
1. Horizontal Launched
Projectile
2. Vertical Launched Projectile
B. Establishing a purpose for
the lesson  Affirm the objectives for the
discussion and subject matter.

Engage:
(The activities in this section will stimulate
their thinking and help them access and
connect prior knowledge as a jumpstart to the
present lesson)

C. Presenting Guide Questions:

examples/instances of the 1.From the word presented, what is your Visual aids
new lesson idea about those following words?
Consider the rider as it takes off a
cliff and the golf ball as it flies into the air
and returns back to the ground.

Figure 2.1: (top) rider taking off from

a cliff; (bottom) a golf ball flies into
the air and returns back to the
ground

Guide Questions:
Try to answer the following
questions and explain the possible reasons
for each item.
1. What do you think is the
projectile in situation A? In
situation B?

2. What happens to the motion of

the rider as it takes off from the
cliff?

3. What happens to the vertical

velocity (𝑣𝑦) of the golf ball as it
rises in the air (it increases, it
decreases)

4. When the golf ball reaches the

maximum height what happens
to the vertical velocity?

5. When the golf ball returns to the

ground the vertical velocity will
(increase, decrease)
D. Discussing new concepts Group Reporting
and practicing new skills #1 The students will analyze the following
concepts and discuss it.

Group 1 and 2:

Explore:
(In this section, students will be given time to
think, plan, investigate, and organize
collected information; or the performance of
the planned/prepared activities from the
students’ manual with data gathering with
Guide Questions)

E. Discussing new concepts Group 3 and 3:

and practicing new skills #2

PowerPoint
Presentation

(See appendix A for the criteria)

Explain: The students will proceed in the
(In this section, students will be involved in an presentation
analysis of their exploration. Their
understanding is clarified and modified
because of reflective activities)/Analysis of
F. Developing mastery (leads the gathered data and results and be able to
to Formative Assessment 3) answer the Guide Questions leading to the
focus concept or topic for the day.

The teacher will further discuss the concept

G. Finding practical Elaborate:

applications of concepts and (This section will give students the
opportunity to expand and solidify/concretize
Complete the Diagram
skills in daily living their understanding of the concept and/or
apply it to a real-world situation) From the set of quantities
involved in projectile motion (height,
range, vertical velocity, horizontal
velocity, angle), complete the diagram
showing the two types of projectile
launched by writing on the numbers the
correct quantity.

Motion diagrams of the types of

projectile motion

H. Making generalizations
and abstractions about the
lesson
PowerPoint
Presentation

Evaluation:
(This section will provide opportunities for
concept check test items and answer key The activity above will serve as an
I. Evaluating learning which are aligned to the learning objectives – evaluation.
PowerPoint
content and performance standards and presentation
address misconceptions- if any)

J. Additional activities for Extend: Assignment PowerPoint

application or remediation (This section gives situation that explains the topic in
a new context, or integrate it to another
presentation
discipline/societal concern) True or False: Write TRUE in the
space provided if the statement is
correct and write FALSE if the
statement is incorrect. In a separate
paper attached your explanation why
the statement is true or false in this
page. (3 points each).

1. The horizontal velocity (𝑣𝑥) in

horizontally launched projectiles is
always constant.
2. In angle-launched projectile, the
vertical velocity (𝑣𝑦) decreases as
the projectile rises.
3. In angle-launched projectile, the
projectile’s vertical velocity
becomes zero at its maximum
height.
4. The vertical velocity (𝑣𝑦) of a
projectile that descends,
decreases in angle-launched
projectiles.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
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?

Prepared by:
LADELYN B. BUGARIN
Student Intern

Checked by:
APPLE C. ROXAS
Cooperating Teacher

Noted:

LEMUEL I. ORDANZA
Master Teacher I

GLORINIEL D. DILLUPAC-ROMERO
Principal IV
Appendix A

Rubrics for Group Activity

Criteria 5 4 3 2
(Very Good) (Good) (Fair) (Needs
Improvement)
Accuracy of the All the details Commit 1-2 Commit 3-4 Commit 4
content of the in the given mistakes in mistakes in mistakes in the
output output were the accuracy the accuracy accuracy of the
correct of the output of the output output
Presentation/ Explanations Explanation Explanations Explanations
Explanation detailed and are clear but difficult to were difficult
clear missed to understand to understand
state 1-2 and missed all
concept the important
details
Teamwork All members 1-2 members 3-4 members Only one
are actively are actively are actively member of the
participating participating participating group do the
in the group in the group in the group entire task
activity activity activity
Efficiency Finished on or Finished 1-2 Finished 3-4 Finished 5
before the minutes late minutes late minutes late to
allotted time to the given to the given the given time.
time time