Quarter Fourth

GRADE 9
UNIFIED LESSON Learning area Science
PLAN
Teaching date and time Week 2- Day 2

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 shall be able to:
Standards propose ways to enhance sports related to projectile motion.
C. Learning The learners should be able to:
Competencies / S9FE-IVb-36
Objectives S9FE-IVb-37
Write LC code for Relate impulse and momentum to collision of objects ( e,g., vehicular collision).
each Infer that the total momentum before and after collision is equal.
At the end of the session the learners are expected to:
Determine the impulse given to an object.
Identify the relationship between impulse and momentum.
Solve problems relating impulse to collision of objects.
II. CONTENT TOPIC/TITLE: Impulse and Momentum
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 240-241
2. Learner’s 311-314
Materials
3. Textbook
4. Additional
Materials from
Learning
Resource (LR)

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 portal

B. Other Learning 1 - http://www.physicsclassroom.com

Resources 2 - https://tinyurl.com/ykxd93v8
3 – https://tinyurl.com/ydtd3ov3
4 - https://tinyurl.com/yex285f8
5 - https://tinyurl.com/yjk3eknh
A-E - http://www.learner.org/wp-content/uploads/2020/05/two-bit-circus-high-school-physics-momentum-and-impulse
Video - https://www.teachpe.com/biomechanics/forces/i3impulse

IV. PROCEDURES (ANNOTATIONS)

PPS Indicators/KRA
Objectives/Rubric
Indicators to be Observed
A. Reviewing previous ELICIT
lesson or
presenting the new ➢ Review the previous lesson by asking the students to rearrange the scrambled words to
lesson get the missing word.
INDICATOR 1
Task # 1: Guess What? Applies knowledge
of content within and
Direction: Rearrange the scrambled words to get the missing word in the sentence. across curriculum
teaching areas.
1. An object’s mumntmeo (momentum) is also known as the inertia in motion.
2-3. Momentum depends on two factors: mssa (mass) and vloectiy (velocity). MOV:
The teacher incorporates
4. For stationary objects where the velocity is zero, the momentum is ezor (zero). the prerequisite lesson of
5. Momentum is defined as the tpoutcdr (product) of mass and the velocity of an the topic.
object.

ENGAGE

B. Establishing a ➢ The teacher will group the students into five. INDICATOR 6
purpose for the Establish a learner-centered

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 lesson ➢ In this activity, the students will make a graphical organizer that contains the title of the topic culture by using teaching
and the contents. They can have their own style of making the organizer either with color, strategies that respond to
learners’ linguistic, cultural,
collage type or 3d.
socioeconomic and religious
➢ There will be a picture related to impulse posted which will they use as basis for their output. backgrounds.
➢ Let the students discuss within their group on what to make.
MOV: The students give
➢ Each group will have a representative to present their output in 1 minute.
insight according to their
➢ The points will be based from the rubric. own understanding.

Task # 2: What is IMPULSE?

IMPULSE

Answers may vary

C. Presenting TASK NO. 3 “Stomp your feet ” INDICATOR 7
examples/instances Use strategies for providing
➢ Teacher will show different images to be identified by the students.
of the new lesson timely, accurate and
➢ The students will stomp their feet twice if they wanted to answer. constructive feedback to
improve learner performance
➢ The images show different acts, student will identify if it shows impulse, and why.

MOV: The teacher provides

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 Images timely and accurate
evaluation through objective
type test and constructive
feedback for the learners’
performance.

A B

C D

Question:

• Is the image shows impulse? Why? Why not?

Answer:

A. yes, because the boxer throw a punch with all of his weight as fast as he can.

B. no, because there is no force applied to an object, the image shows only how to hit the
billiard ball to the pocket.

C. yes, because there is force acting on the baseball during the hit.

D. no, because when the raindrops hit the umbrella, they tend to splatter and run off.

E. yes, because mountain climber use nylon ropes to increase the stopping time and decrease
the stopping force.

D. Discussing new EXPLORE

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 concepts and ➢ Teacher will show to students a raw egg and ask them what they think would happen if the INDICATOR 4
practicing new
egg will be dropped on the ground.
skills Establish safe and secure
# 1 ➢ Let the students think about designs some way of preventing the egg from breaking. This learning environments to
will be a great challenge to them. enhance learning through the
consistent implementation of
➢ Teacher will divide the students into 3 or 5 groups.
policies, guidelines and
➢ Let the students perform the activity. procedures.
➢ The materials will be provided by the teachers.
MOV: The teacher always
➢ They will be guided throughout the procedure to minimize the time. reminds the students the
➢ Each team should have representative to present their output. guidelines and policies to
➢ After the activity, students will answer the guide questions. follow for them to be guided
accordingly.

ACTIVITY: “Egg Volleyball” ( attached at the back ) INDICATOR 5

Maintain supportive
learning environments that
nurture and inspire learners
to participate, cooperative
and collaborate in continued
learning.

MOV: The teacher gives

students the opportunity to
participate, cooperate, and
collaborate through group
activity with the facilitation
of the teacher.

E. Discussing new ➢ After the activity, ask the students how they feel about the activity. INDICATOR 7
concepts and Use strategies for providing

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 practicing new ➢ Let every group present their answers from the guide questions. timely, accurate and
skills constructive feedback to
➢ Give feedbacks to their output and clarify the misconceptions.
# 2 improve learner performance
➢ The teacher will wrap-up the activity and explain its relationship to the lesson.

MOV: The teacher gives

constructive feedbacks to the
learners to improve their
understanding.

F. Developing Mastery EXPLAIN

(Leads to Formative
➢ Teacher will discuss the causes of the changes in momentum. INDICATOR 1
Assessment)
➢ Let the students grasp Changes in momentum happen every time. Applies knowledge of
➢ A fast-moving car when suddenly stopped might have damaging effects not only to the content within and across
curriculum teaching
vehicle itself but also to the person riding it.
areas.
Questions:
1. Can you think of some other safety devices installed on vehicles MOV: The teacher shows
Answer: mastery to the topic and
uses student’s knowledge
2 3 4 5 from gained from other
learning area specially in
Mathematics.

INDICATOR 3
2. What do you think are the purpose of this devices? Display proficient use of
Answer: Various devices have been installed in vehicles in order to ensure the safety of the Mother Tongue, Filipino
and English to facilitate
passengers.
teaching and learning.
3. What is the specific uses of this devices?

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 Answer: The use of seatbelts is even prescribed by law in order to lessen injuries from
car crashes. Inflatable airbags are also installed in most cars aimed to increase the time of MOV: The teacher observes
the proficiency of the
impact between the driver or passenger and the crashing vehicle in the event of an accident.
students’ usage of language
➢ The teacher will give input about the activity. though the presentation of
Input: the activity.

➢ In physics, an external force acting on an object over a specific time leads to a change
in momentum of the object. A special name is given to the product of the force applied and
the time interval during which it acts: impulse.
Impulse = force x time
Let’s try this:

Tiger Woods hits a 0.02 kg golf ball, giving it a speed of 25 m/s. What impulse does he
impart to the ball?

Given: m = 0.02 kg
Δv = 25 m/s – 0 = 25 m/s

Find: I
Solution:

Since the golf ball is initially at rest, the initial velocity is equal to zero.
Thus, I = Δp = mΔv
= (0.02 kg)(25 m/s)
= 0.50 kg-m/s or 0.50 Ns
ELABORATE

➢ The teacher will show a video clip about changes in momentum. INDICATOR 2
G. Finding practical
applications of Video # 1: https://www.teachpe.com/biomechanics/forces/i3impulse Ensure the positive use of
concepts & skills in ICT to facilitate the teaching
daily living ➢ After the viewing the clip. Let the students answer the question below: and learning process.

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 ➢ What factors may contribute to the changes in momentum?
Answer: factors may contribute to the changes in momentum are the following: MOV: The teacher uses ICT
to aid the teaching-learning
• Time process.
• Force
• Mass INDICATOR 5
Maintain supportive
• Velocity learning environments that
nurture and inspire learners
to participate, cooperative
and collaborate in continued
learning.

MOV: The teacher gives

students the opportunity to
participate, cooperate, and
collaborate through group
activity with the facilitation
of the teacher.
H. Making ➢ Teacher will select a volunteer to answer the questions for generalization.
generalizations and
Questions:
abstractions about
• 1. What is impulse?
the lesson
Answer: Change in momentum produced by the force.
• 2. What is the relationship between impulse and momentum based from the previous
activity?
Answer: Impulse is equivalent to the change in momentum. For a fixed value of the
change in momentum, the impact force is smaller when the impact time is bigger
while the impact force is bigger when the impact time is smaller.

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I. Evaluating Learning EVALUATE

➢ Students will answer the following in their answer sheets.

Multiple Choice: Read the questions carefully and choose the correct answer by encircling
the letter of your choice.
1. A moderate force will break an egg. However, an egg dropped on the road usually
breaks, while one dropped on the grass usually doesn’t break. This is because for
the egg dropped on the grass:
a. The change in momentum is greater.
b. The change in momentum is less.
c. The time interval for stopping is greater.
d. The time interval for stopping is less.
2. The impulse experienced by a body is equal to the change in its:
a. Velocity
b. Kinetic energy
c. Momentum
d. Potential energy
3. In certain martial arts, people practice breaking a piece of wood with the side of their
bare hand. Use your understanding of impulse to explain how this can be done without
injury to the hand.
a. Given the same change in momentum, when the time interval is smaller the
impact force is bigger.
b. Given the same change in momentum, when the time interval is bigger the
impact force is bigger.

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 c. Given the same change in momentum, when the time interval is smaller the
impact force is smaller.
d. Given the same change in momentum, when the time interval is bigger the
impact force is smaller.
For numbers 4: Two 0.5 kg balls approach each other with the same speed
of 1.0 m/s.
4. What is the total momentum of the system before collision?
A. 0
B. 0.50 kg m/s
C. 1.0 kg m/s
D. -1.0 kg m/s
5. Two billiard balls approach each other at equal speed. If they collide in a perfectly
elastic collision, what would be their velocities after collision?
a. Zero
b. Same in magnitude and direction
c. Same in magnitude but opposite in direction
d. Different in magnitude and opposite in direction
J. Additional activities EXTEND
for application or
remediation ➢ Teacher will help the students to determine impulse and momentum in daily living. INDICATOR 6
Establish a learner-centered
➢ Students will share their ideas.
culture by using teaching
strategies that respond to
learners’ linguistic, cultural,
socioeconomic and religious
backgrounds.

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 MOV: The students give
insight according to their
own understanding.
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80 % on the
formative assessment
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?

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ANSWERS’ KEY

Task # 1: Guess What?

1. momentum

2-3. mass, velocity

4. zero

5. product

Task # 3: Stomp Your Feet

A. yes, because the boxer throw a punch with all of his weight as fast as he can.

B. no, because there is no force applied to an object, the image shows only how to hit the billiard ball to
the pocket.

C. yes, because there is force acting on the baseball during the hit.

D. no, because when the raindrops hit the umbrella, they tend to splatter and run off.

E. yes, because mountain climber use nylon ropes to increase the stopping time and decrease the stopping
force.

ACTIVITY: “Egg Volleyball”

Q1: Was the handkerchief able to protect the egg from breaking?
Answer: Yes. The egg did not break when the handkerchief was used to toss and catch it.
Q2: Did the egg break immediately when it hit the ground?
Answer: Yes, the egg broke immediately.
Q3: How was the impact force lessened by the use of the handkerchief?
Answer: The handkerchief increased the time of action therefore lessening the impact of force on the egg.
This prevented the egg from breaking.

EXPLAIN

Questions:
1. Can you think of some other safety devices installed on vehicles
Answer:

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2. What do you think are the purpose of this devices?
Answer: Various devices have been installed in vehicles in order to ensure the safety of the passengers.
3. What is the specific uses of this devices?
Answer: The use of seatbelts is even prescribed by law in order to lessen injuries from car crashes.
Inflatable airbags are also installed in most cars aimed to increase the time of impact between the driver
or passenger and the crashing vehicle in the event of an accident.
EVALUATE

1. C

2. C

3. A

4. A

5. C

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 ACTIVITY: “Egg Volleyball”
Objective:
Identify the factors that affect the time of impact of moving objects.
Materials Needed:
1 raw egg
Clear plastic bag where an egg can be inserted
Piece of cloth / large handkerchief
Procedure:
1. Look for an open space in your school where you can perform this activity.
2. Place the raw egg inside the clear plastic bag and tie the plastic bag securely. This is needed to prevent
the egg contents from splattering in case the egg breaks.
3. Depending on the number of students, form two teams comprising of pairs of students. Each pair
should have one large handkerchief or“bandana”.
4. The two opposing teams must be at least 3 meters away from each other. The objective of the game is
to have the eggs travel back and forth from each team to the other without breaking the egg. The players
are only allowed to throw the egg in a curved path.
5. The players are not allowed to use their hands in throwing and catching the egg. Instead, they will use a
cloth or handkerchief.
6. The players toss coin to determine who goes first.
7. The pair who fails to catch the egg, and/or breaks it, is considered out of the game.
8. The teacher may want to increase the distance by 1 meter between the two teams in order to make the
game more interesting and challenging.
9. The pair who is able to catch and throw the most number of eggs without breaking would be declared
as the winner.
Guide Questions:
Q1: Was the handkerchief able to protect the egg from breaking?
Q2: Did the egg break immediately when it hit the ground?
Q3: How was the impact force lessened by the use of the handkerchief?

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RUBRIC FOR ACTIVITY

Standard Unsatisfactory Satisfactory Outstanding Points Given

(1 pt) (3 pts) (5 pts)
Content and Poor presentation of Very Good Excellent
Knowledge ideas is observed presentation of presentation of
ideas is observed ideas/thought is
observed

Cooperation and Members of the Members of the Members of the

Team Work group are not group are group are
responsible and not occasionally responsible and
focus on the task responsible and focus on the task
given. focus on the task given
given

Neatness & The output is not The output is The output is neatly
Orderliness organized. And the organized. And the organized. And the
workplace is messy workplace is workplace is clean
before and after the occasionally messy before and after the
activity before and after the activity
activity

Time Management Members of the Members of the Members of the

group do not finished group finished group finished
on time. ahead of time, with ahead of time, with
complete answer. complete and
correct answer.

Total Points

Signature of the Rater: _______________________

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