TEACHER Rowena S.

Nadao GRADE LEVEL Grade 9

LEARNING AREA
QUARTER
DAILY
LESSON DATE
LOG SECTIONS
DLL No.
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learners Guide Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Science 9 UNIT 4 Force, Motion and Energy
Third MODULE 1 Forces and Motion
February , 2018 DATE February , 2018
SECTIONS
The learners demonstrate an understanding of;
 projectile motion, impulse and momentum, and conservation of linear
momentum
The learners demonstrate an understanding an understanding of;
 propose ways to enhance sports related to projectile motion
The learners should be able to…
 investigate the relationship between the angle of release and the height and
range of the projectile; S9FE-IVa-35
o observe and understand projectile motion
o explain the two components of projectile motion
o apply their knowledge of math and physics (including angles and
trigonometry) in order to create successful projectile trajectories
Projectile Motion
Pages
Pages 245 -251
K to 12 Science Curriculum Guide May 2016 Page 178 of http://lrmds.deped.gov.ph/ .
http://sciencespot.net/Pages/
https://www.scribd.com/
Whiz Bang
Video on youtube “Introduction to Projectile Motion. (Physics Ch. 5, Part 1) ” up to 23
minutes
 Students will report on the following situations based on the given data and
pictures have them share results and facilitate a discussion to reach a class
consensus.
o What does the path of a projectile look like?
Answer: Follow a curved path or parabola (symmetrical rainbow like
shape)
o Will all projectiles have the exact same path? Why or why not?
Answer: there are factors affecting projectile motions such as angle
and initial velocity
o What forces are acting on projectiles while they are in motion?
Answer: gravity and air resistance
o In what direction is the projectile accelerating? Why?
Answer: the projectile is accelerating in a downward direction

What is a projectile trajectory? What do students already know about the

mathematics of projectile motion?
B. Establishing a purpose for the
lesson
Teacher’s Note:
Talk with students about any experiences they've had with projectile physics and the
factors that affect the trajectory of an object.
C. Presenting examples/instances of Audience and Knowledge Review(5min)
 the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
b. Developing mastery (Leads to
Assesment 3)
Who knows or can give me an example of projectile motion?
Expected Answer:
A ball being thrown, or something like a sky diver, or a cannon, or a bullet being
fired, or someone hitting a golf ball etc.
How many of you have seen a baseball player hit a baseball, or have seen someone
throw a ball? What kind of shape did the ball make with its flight path?
Expected Answer:
looking for curved, parabolic, etc.
Part I: Intro Discussion/Demo (15 minutes)
Ask students to predict which items will be the easiest to toss into the targets from 5
feet away.
Define some of the terms needed for the lesson: projectile, initial speed, launch angle,
range, and air resistance. Have them record these definitions on the activity
worksheet question
Activity
 Time Allotment: 30 minutes
 Materials:
Computer, different size balls, measuring sticks, something to measure
angles, paper, and pen.
 Procedures:
a. Split the class up into groups of 3or 4.
b. Each group will have someone who throws the balls, someone, who
measures the distance, someone who measures the angle at which the
balls are being thrown and someone who records the data.
c. Tell students to throw the balls and compare the distances between the
different angles and size of the ball and keep track of the
measurements.
d. After the students complete the activity worksheet, have them share
results and facilitate a discussion to reach a class consensus.
 Question:
What are you supposed to be noticing about the balls being thrown?
Teacher’s Note:
Students should notice the relationship between throwing the ball from
different angles and the relationship between the size of the balls and the distance
they travel.
• At the top of its path, an object has no y-component to its velocity, it
moves perfectly horizontally for an instant
• Neglecting air resistance, the path of a projectile is perfectly symmetrical
• With air resistance, the path of a projectile appears squashed
• Varying the angle at which a projectile is launched will change its range
• Range: The horizontal distance achieved by a projectile
 • Hangtime: Total elapsed time during flight of the projectile
• Launch angle >45o  Height outweighs range
• Launch angle <45o  Range outweighs height
• A projectile will reach the same range when launched at angles which add
to 90o (complementary angles)
• Maximum range is achieved at some middle angle
• 45o is its own compliment, therefore projectiles launched at this angle
achieve maximum range
• Note: This is only true when air resistance is neglected

c. Finding practical applications

of concepts and skills in daily
living
d. Making generalizations and
abstraction about the lesson
e. Evaluate learning
f. Additional activities for
application or remediation
What two factors would affect projectile motion based on the presented report?
Gravity affects the y component of velocity and not the x-component of velocity
because of the direction of the force of gravity/acceleration due to gravity.
The angle affects the range when the launching elevation is different from the landing
elevation, i.e. the 450 is not the angle that produce max range unless the launching
angle is the same as the landing angle.
Answer the following question:
1. What is the horizontal acceleration? ( zero)
2. What is the vertical acceleration? (-g)
3. Why is the horizontal acceleration zero?(because the force of gravity acts
downward and thus the acceleration of gravity acts downward so no
horizontal acceleration)
Write a short story describing how a particular sport may be different if air resistance
was not present.

V. ASSIGNMENT
VI. REMARKS
VII. REFLECTION
9-6 9-7 9-8 9-9 9-10
Grade Level/ Section
Faith Fortitude Honesty Hope Humility
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
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 work 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 can share with other teachers?
Date: Checked by: