School Grade Level 9

Daily
Teacher Learning Area Science
Lesson
Log Teaching Dates Quarter FOURTH

TUESDAY
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding on projectile motion, impulse and momentum, and
conservation of linear momentum.
B. Performance The learners demonstrate an understanding on how to propose ways to enhance sports related to projectile
Standards motion.
C. Learning The learners should be able to:
Competencies 1. Describe the horizontal and vertical motions of a projectile. (S9FE-Iva-34)
(Write the LC code for 2. Investigate the relationship between the angle of release and the height and range of the
each.) projectile. (S9FE-IVa-35)
D. Lesson Objectives At the end of the lesson, the learners should be able to:
1. Differentiate the relationship between distance and time travel.
2. Calculate the acceleration of the can rolling down an inclined plane, given a distance vs time and
distance vs time2 graph of its motion.
3. Describe the motion of an object given a distance vs time or a distance vs time2 graph.
4. Appreciate the importance of distance and time related to COVID-19.
II. CONTENT Uniformly Accelerated Motion (Horizontal Dimension)
III. III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Science 9 Quarter 4 – Module 1: Uniformly Accelerated Motion (Self-Learning Module)
pages
3. Textbook pages Science – Grade 9 Quarter 4 – Module 1: Uniformly Accelerated Motion First Edition, 2021
4. Additional materials
from Learning
Resources (LR)
portal
B. Other learning Power Point Presentation, Activity Sheets
resources
IV. IV. PROCEDURES
A. Reviewing the Preliminary activities:
previous lesson or 1. Greetings/Prayer
presenting the new
lesson
2. Checking of attendance
3. Setting of classroom rules and guidelines

Motivation: (Socratic Method)

1. What are the 3 Laws of Motion according to Isaac Newton?
B. Establishing a ELICIT: (Picture Analysis)
purpose for the 1. What can you infer on this picture?
lesson
C. Presenting If a body maintains a constant change in its velocity in a given
examples / instances time interval along a straight line, then the body is said to have a
of the new lesson uniform acceleration. From the picture it shown the change in an
airplane’s position each time interval is increasing thus, it is
moving faster and faster. This means that the plane is
accelerating.

ENGAGE:
Teacher will present pictures related to the lesson. Students will describe the pictures shown and ask the following
questions:
 Questions:
1. When can we say that an object is in uniform acceleration?
- If a body changes its velocity at a constant rate along a straight line in each equal time interval, then we can
say it is accelerating uniformly. The moving body speeds ups or slows at a constant rate.

2. In figure 1, how would you describe motion on of the car?

- Starting from rest, the car gained a speed of 5m/s after 1 second. After 2 seconds, its velocity became 10
m/s; after another second, its velocity is 15m/s, and so on. It shows that in every second the velocity of the
car increases 5 m/s. The car’s velocity increases at increments of 5 m/s for every second of travel. Starting
from rest, the car gained a speed of 5m/s after 1 second. After 2 seconds, its velocity became 10 m/s; after
another second, its velocity is 15m/s, and so on. It shows that in every second the velocity of the car
increases 5 m/s.

D. Discussing new EXPLORE: (Laboratory Activity)

concepts and The students will be given questions for them to answer based on the activity they conducted.
practicing new skills
#1
E. Discussing new Name: ________________________________________ Date: _________________
concepts and Section: _______________________________________ Score: ________________
practicing new skills
#2 ACTIVITY 1: Roll, Roll, and Away

Objectives:
* Calculate the acceleration of the can rolling down an inclined plane, given a distance vs time and distance
vs time2 graph of its motion.
* Describe the motion of an object given a distance vs time or a distance vs time2 graph.
Materials
Board plank (200 cm long) stopwatch tin can
Stack of books protractor

Procedures:
1. Set up an inclined plane by putting one end of the plane on top of a stack of books. Mark the plane for every
40 cm and label these as 40 cm, 80 cm, 120 cm, and so on, starting from the lowest end.

2. Measure the base and the height and calculate the angel of inclination. Use the formula θ = tan -1
(height/base).

3. Roll the tin can from each labelled point starting with the 40 cm mark. Start the timer as the tin can is
released, and stop the timer when the tin cans has reached the bottom of the inclined plane.

4. Ask your partner to record the time (t) taken by the tin can to travel each distance (d) don the plane. Perform
three trials from each mark. Use the table below for your data.

5. Graph d vs t and then d vs t2.

TABLE 1. Data on the Motion of a Rolling Tin Can

Distance, d (cm) Time, t (s) Time2,
Trial 1 Trial 2 Trial 3 Average t2 (s2)
40
80
120
160
200
Angle of Inclination: _________________________________________________
Guide Questions:
1. How will you describe the graphs of:
a. Distance vs. Time?____________________________________________________
b. Distance vs. Time2? __________________________________________________

2. What is the relationship between distance and time travel of the rolling can?______________________________
 3. What is the slope of d - t2 graph? What quantity does the slope of d - t2 graph represent? __________________

4. What do the graphs of distance vs. Time and distance vs time 2 suggest?_________________________________
Conclusion:
CRITERIA 4 3 2 1
Conclusions and related Conclusion is logically tied to Conclusion is logically tied to Conclusion is inconsistently
outcomes are logical and a rage of information. It information; some related tied to some of the
reflect student’s informed includes answers for some outcomes are identified. It information discussed;
Conclusions and
evaluation. It includes answers questions asked what was includes what was learned shows little effort and
Related Outcomes
for all questions asked what specifically learned from the from the experiment. May be reflection.
was specifically learned from experiment. missing 1 answer for one
the experiment. question.
______________________________________________________________________________________________
______________________________________________________________________________________________

F. Developing mastery EXPLAIN:

(leads to Formative Uniform acceleration is a motion in which the velocity of an object changes by an equal amount in every time interval.
Assessment)
Teacher will discuss the different kinematic equation will be to describe objects that are either moving with constant
velocity (where acceleration is 0), or constant acceleration. Here are the equations:

Present sample problem to solve.

Starting from rest, a
motorcycle has an
average acceleration of 5
m/s2 for 20 seconds until
it reaches the school. How
far has it traveled during
this time?
A. Identify the given:
t = 20 s a = 5 m/s 2
Vi = 0 m/s (from rest) d=?
B. Select the appropriate equation to solve the problem:
Dy = Vit + ½gt2 since Vi is 0, we may write Dy = ½gt2
C. Substitute and Solve:
Dy = ½gt2
=.5 (-9.8m/s2) (2.0 s)2
=.5 (-9.8m/s2) (4s2)
Dy = -19.6 m

The negative sign denotes direction. This means that after 2 seconds, the ball has fallen 19. 6 meters toward
the center of the Earth (which means downward).

2. A flowerpot falls from the top of a 100-m tall apartment building. How long will it take to reach the ground?
A. Identify the given:
g = -9.8 m/s2
Vi = 0 m/s
y = -100 m
t = ?
 B. Select the appropriate equation to solve the problem:
Dy = Vit + ½gt2 since Vi is 0, we may write Dy = ½gt2

C. Substitute and Solve:

Dy = ½gt2
-100 m = .5 (-9.8 m/s2) t2
-100 m = -4.9 m/s2 (t2)
-100 m = -4.9 m/s2 (t2)
-4.9 m/s2 -4.9 m/s2
-100 m = t2
-4.9 m/s2
20.4s2 = t2
20.4s2 = t2 ( with square root both sides )
4.5 s = t

G. Finding practical ELABORATE:

applications of ACTIVITY TIME!
concepts and skills in Students will be given different activity and each group will choose 1 task to do. And after 10 minutes
daily living they will present their work in class. Each group will be given 1 minute presentation.
H. Making
generalizations and Different activity to choose
abstractions about A. Problem sets written on a manila paper. Choose only 1 problem to solve.
the lesson 1. A rock was dropped on top of the building and hits the ground after 5 seconds. What is
the height of the building?
2. Ana was standing on top of the school building and drops the ball and hits the ground
after 5 seconds. What is the final velocity of the ball before it hits the ground?

B. Give the importance of UAM in vertical dimension in our life.

RUBRICS FOR GROUP PRESENTATION

2 3 4 5
1. VOICE:
Is the student's voice loud and clear? Do they project, or do the mumble?
2. Eye Contact:
Does the student make eye contact with the audience? Are they presenting to the class, or staring
at the ground?
3. Organization:
How the student structure their sentences and information.
Does it make sense? Is it entertaining?
4. Group members participate in the activity.
TOTAL:
I. Evaluating learning EVALUATE: Solve the problem.

1. An airplane at rest accelerates down a runway at 5.0m/s 2 for 25.0s until it finally lifts off the ground. What is the
initial velocity?

2. A bicycle initially at rest uniformly accelerates at 2.0 m/s 2 for 5 s. Determine the final velocity of the bicycle at the
end of five seconds.

J. Additional activities EXTEND: (Journal Writing)

for application or In your life, why is it important for you to be accelerated to grade 10?
remediation

Prepared by:

Teacher IIl

Checked by:

Master Teacher I