Lesson Plan in Science Grade 9

Quarter: 4 Week: 1 Day: 4

a

I. OBJECTIVES
The learners demonstrate understanding of projectile motion, impulse and
A. Content Standards
momentum, and conservation of linear momentum

B. Performance Standards The learners should be able to propose ways to enhance sports related to
projectile motion

Describe the horizontal and vertical motions of a projectile

C. Learning Competencies
/Objectives (S9FE-IVa-34 )

 At the end of the of the lesson, the students should be able
to:
a. identify the horizontal and vertical motions of a projectile;
and
b. explain horizontal and vertical motions of a projectile.
II. CONTENT The Horizontal and Vertical Motion of a Projectile
LEARNING RESOURCES

A. References
Learner’s Module (Q4, Module 1, Week 1-pages 9-15)
1.Teacher’s Guides Pages
Learner’s Module (Q4, Module 1, Week 1-pages 9-15)
2.Learner’s Material pages

B. Other Learning Resources TV, Laptop

III. PROCEDURE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY ANNOTATIONS

Preliminary Activities
(One of the students lead.)
 Prayer
(the students will arrange
 Housekeeping their chairs and make
themselves ready for the
class)
 Checking of Attendance (the class beadle will check
the attendance)
ELICIT

(To elicit students’ prior knowledge, the teacher will: (the students will identify the
present an illustration about the two types of types of projectile motion
projectile motion as a review) based from the illustration
given)

ANGLE LAUNCH
PROJECTILE MOTION Indicator 1 –
Applied
knowledge of
content within
 and across
HORIZONTAL LAUNCH
curriculum
PROJECTILE MOTION teaching areas.

ENGAGE
Instruction: Illustrate the trajectory of the following illustrations.

Indicator 1 –
Applied
knowledge of
content within
and across
curriculum
teaching areas.

EXPLORE
GROUP ACTIVITY

Instructions:
Indicator 2 –
I will group the class into 4 groups and you are
Used a range of
going to answer the given activity. teaching
Each group must prepare one representative to strategies that
present their output in front. enhance learner
achievement in
I have here some materials like manila paper and literacy
marker ready for each group. I need one and numeracy
representative to get the materials. skills.

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: rider taking off from a cliff; A
golf ball flies into the air and returns back
to the ground
Situation A

Situation B

Guide Questions: Try to answer the following questions and

explain the possible reasons for each item.
 Indicator 3 –
Applied a range of
teaching strategies
to develop critical
and creative
1. What do you think is the projectile in situation A? thinking, as
In situation B? Situation A: Motorcycle well as other
Situation B: Golf Ball higher-order
2. What happens to the motion of the rider as it thinking skills.
takes off from the cliff?
It goes down.
3. What happens to the vertical motion of the golf
ball as it rises in the air (it increases, it Indicator 9 –
decreases) It decreases. Designed,
selected,
4. When the golf ball reaches the maximum height what organized and
happens to the vertical velocity? It becomes zero. used diagnostic,
formative and
5. When the golf ball returns to the ground the summative
vertical velocity will (increase, decrease) It increases.
assessment
strategies
consistent with
curriculum
requirements.

EXPLAIN
 Type I: Horizontally Launched
Projectiles
Suppose you roll a marble on a frictionless
table, observe the motion of the marble as it goes
down the floor.

Figure 2.2: Motion diagram of a marble

falling from a table

From Figure 2.2 the vertical velocity of the marble

is gradually increasing from points A to D. Due to
the presence of gravity accelerating at -9.8 m/s 2 this
causes the vertical velocity (Vy) to increase.
For the horizontal velocity (Vx), there is no
external net force acting along the horizontal
direction which means that there is no acceleration
along this direction (ax = 0), resulting to a constant
horizontal velocity (Vx)
 
Hence from Figure 2.1, when the rider takes
off from the cliff its downward vertical velocity is Indicator 7 –
increasing due to the presence of gravity which Planned,
managed and
accelerates the rider’s vertical velocity at 9.8 m/s
implemented
interval downward. developmentally
sequenced
Type II: Angle Launched Projectiles teaching and
learning
Figure 2.3: Motion diagram of a baseball as it processes to
  was hit by a bat meet curriculum
requirements and
varied teaching
contexts.

For angle-launched projectiles, horizontal

velocity (Vx) is still constant while the vertical
velocity can be described in three parts. From
Figure 2.3, it is observed that as the projectile
ascends (point A to B) the upward vertical
velocity (Vy) is decreasing, this is because the
direction of gravity is opposite to the projectile
motion.
As the projectile reaches the maximum height
(point B) it momentarily stops causing a vertical
velocity equal to zero (Vy = 0). When the projectile
ELABORATE

Activity 1: Modified True or False!

 
Write TRUE in the space provided if the following
statements are correct and if false, change the underlined
word or phrase to make the statement/s correct
1.  As the projectile reaches its highest peak, the vertical
velocity continuously increases 1. becomes zero
2. When an object is horizontally launched its motion
gradually increases. 2. TRUE Indicator 3-
3.  In an angle-launched projectile the vertical velocity Applied a range of
remains constant. teaching strategies
4.  As the projectile reaches the maximum height its 3. changes to develop critical
vertical velocity becomes zero. and creative
5.  The horizontal acceleration (ax) of a projectile is equal to 4. TRUE thinking, as
9.8 m/s2 well as other
5. 0 m/s2 higher-order
6.  The horizontal velocity in horizontally launched
thinking skills.
projectile is constant.
7. In angle-launched projectile, as the projectile rises its 6. TRUE
vertical velocity decreases
8. The acceleration due to gravity is equal to zero. 7. TRUE
9. As a projectile approaches to the ground its vertical
velocity decreases. 8. 9.8 m/s2
10. There is an external force acting on the horizontal
motion of a projectile. 9. increases
 
10. no external force

EVALUATE
Complete the Diagram
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.

Figure 2.3: Motion diagrams of the types of projectile motion

Indicator 9 –
Designed,
selected,
organized and
used diagnostic,
formative and
(the students will answer the
summative
activity) assessment
strategies
consistent with
Figure 2.3: Motion diagrams of the types of curriculum
projectile motion requirements.

EXTEND
½ crosswise
Suppose you play basketball with your friends. What
will happen to the ball if it hits the board instead of inside the
ring?
Note: This will be the lesson on the following day, the
multimedia presentation.

IV. REMARKS

V. 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?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by:

Science Teacher