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DEMO LP Grade 9 - SFHFUG

e.g grade 11 (AMA University and Colleges)

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Lesson Plan in Science 9

Code No. of Hours: 1 Hour

Domain Science 9
Cluster Science 9
Lesson Projectile Motion
Content Standard The learners shall demonstrate an understanding of projectile motion, impulse and momentum, and
conservation of linear momentum.
Performance Standard The learners should be able to propose ways to enhance sports related to projectile motion.
I. LEARNING Most Essential Learning Competency:
COMPETENCY/
Describe the horizontal and vertical motions of a projectile. (S9FE-Iva-34)
OBJECTIVES
Specific Objectives At the end of a one-hour session, the students are expected to:
A. identify and explain the properties of a projectile, such as acceleration due to gravity, range,
maximum height, and trajectory;
B. simulate projectile motion using improvised catapult and;
C. cite practical applications of projectile motion particularly in sports.
II. CONTENT
Projectile Motion

Subject Integration
Within the Curriculum:
A. Describe the motion of an object in terms of distance or displacement, speed or velocity, and
acceleration (S7FE-IIIa-1)
Across the Curriculum:
A. Physical Education: Discusses the nature and background of indoor and outdoor recreational
activities (PE9GS-IVa-6)
B. Mathematics: Graphs a quadratic function: (a) domain; (b) range; (c) intercepts; (d) axis of
symmetry; (e) vertex; (f) direction of the opening of the parabola. (M9AL-Ig-h-i-1)
Values:
 Intellectual Honesty
 Speed and Accuracy
 Open-Mindedness
 Respect and Unity
 Cooperation
Teaching Strategies:
 Active Learning
 Differentiated Activities
 Cooperative Learning
 Problem-Based Strategy
 Contextualization
 Use of Technology

III. LEARNINNG
RESOURCES
A. References
1. Teacher’s Guide Science - Grade 9
Quarter 4, Unit 4 Module 1: Forces and Motion
Pages 216-238
2. Learner’s Material Science - Grade 9
Pages Quarter 4, Unit 4 Module 1: Forces and Motion
Pages 279-304
3. Textbook Pages
4. Additional Material
https://phet.colorado.edu/sims/html/projectile-motion/latest/projectile-motion_all.html
from Learning
https://byjus.com/physics/projectile-motion/
Resource (LR)
B. Other Learning
Laptop, PowerPoint, Writing Implements, Video Clips, Pictures, Virtual Laboratory
Resources
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
IV. PROCEDURES The teacher will start the class with the preliminaries. The students will prepare for the class.
(5 minutes)

Prayer Let us put ourselves in the presence of our Almighty GOD. One student will lead the prayer.
(Amen) (Amen)

Greetings Moppiyan Sollom/Good morning, class! Good morning, Ma’am!

Setting of Classroom Kindly pick up the pieces of paper or any trash that you can The students will arrange their chairs and
Standards find on the floor and arrange your seats properly. Please be pick up the pieces of trash found.
seated.
The students will give the classroom
Before we start, let’s remind ourselves with our classroom rules.
rules. Can anyone give me the rules that we need to adhere
 Raise your hand if you have
during our class? The teacher will randomly call for
questions or you want to answer.
representatives.
 Listen to your teacher in front of you
and when someone is reciting.

 Be nice. Respect your classmates’

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ideas and insights

 Participate in the class discussion
and cooperate with your groupmates.
 Keep the classroom clean.

Is anyone absent from our class today? The classroom secretary will answer the
Checking of question and provide the number of
Attendance absentees if there is.
In our previous lesson, you learned about the how an object
A. ELICIT moves from one place to another. Motion refers to the
(Access prior knowledge) change in position of an object with respect to time. It can
be described in terms of various quantities such as
displacement, velocity, acceleration, and time.

The teacher will provide scenarios or certain movements

that the student will act. This serves as the students’
energizer and an application to the world of motion.

Activity 1: Get Going! Get Grooving! (5 minutes)

Directions (Panuto): Follow the given action presented in the The students will follow the given
screen. actions.

Guide Questions:
1. When can you say that a person or object is moving?
2. What is the energy used in the different scenarios?

The teacher will call for volunteers to answer the question. Students will raise their hand and answer
the questions provided.

B. ENGAGE The teacher will present pictures of the different larong The students will answer and share their
(Get the students’ minds pinoy and will let the students name the game. The teacher personal experiences and insights of the
focused on the topic) will then ask the question: Do you know this game? (5 given games.
mins.)

Activity 2: Fill Me In!

The students will try to guess and
Direction (Panuto): Using the clues provided, identify the
missing letter to complete the given words. answer the incomplete words. Students
will raise their hands if they know the
1. R A _ G E answer.
Clue: I am the first letter of the opposite of YES.
2. G _ _ V I T Y
Clue: Read and read and you can find me in it.
3. _ E I G _ T
Clue: In the alphabet, I am located at 4x (x=2) place.
4. T R A J E C _ _ _ _
Clue: Remove S from my story to have me.
5. M _ T I _ N
Clue: Look in to the moon, and you got me doubled.
The students will read the objectives
The teacher will present the learning objectives to the class. presented.
The teacher will call someone to read the objectives.

C. EXPLORE Activity 3: After being grouped, the students will

(Provide students with a Give me that Motion: Project the Ball! (12 minutes) proceed to their respective groups and
common experience) The learners will be working in groups. Each group will be will start doing the different activities
assigned a specific activity based on the activity sheets within the period of time given.
given to them. These contain the procedures and questions
that they will accomplish in the given time.
The learners will also answer the
Group 1: Build build build: Make Me Fly! (5 minutes)
provided guide questions in ½ sheet of
In this activity, the students will make an improvised catapult
paper and will present after the allotted
to demonstrate projectile.
(This activity will cater to the visual and kinesthetic learners.) activity time.

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Guide Questions:
1. What makes the ball fly using the catapult?
2. In throwing the ball above at an angle, what is the
path traveled by the ball?

Group 2: Connect the Balls!

In this activity, the students will infer the reason why the
path of a projectile is a parabola.
(This activity will cater to the visual and artistic learners.)

Procedures:
1. Paste or project the following illustration on the
board.
2. Place the pieces of colored paper along the x-axis
(use red colored paper) and along the y-axis (use
yellow colored paper).
3. Afterward, let another student to connect the balls
(use orange colored paper).

Guide Questions:
1. What can you say about the x-component?
2. What can you say about the y-component?
3. Why is the path of a projectile a parabola?

Group 3: What’s My Name?

In this activity, the learners will be given reading material
entitled, Fly with Me. After reading the text, the learners will
locate the different parts of a projectile based on the given
description.
(This activity will cater to the linguistic learners.)

FLY WITH ME
Projectile motion refers to the motion of an object that is
propelled into the air and then moves under the influence of
gravity alone, assuming no other forces such as air
resistance act upon it. This type of motion can be observed
in various everyday situations, such as throwing a ball,
shooting a cannonball, or launching a rocket.
A projectile is any object shot, projected, or launched
in the air. It may refer to a ball, a rock, or even a particle.
The curve or parabolic path followed by a projectile is called
a trajectory. The range is the horizontal distance covered
by a projectile. The vertical component of a projectile is
similar to a free-falling object. The horizontal component
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of a projectile is as simple as a ball rolling on a flat surface

at a constant velocity. The maximum height in projectile
motion refers to the highest point reached by the object
during its trajectory.

The learners will present their outputs in the class. The students will be an active listener
D. EXPLAIN
(Teach the concept; Afterwards, the teacher will explain the important concepts and are allowed to ask clarifications with
should include interaction about projectile motion. The teacher will use PowerPoint the concepts discussed.
between teacher and Presentation, video clips, and a virtual laboratory (PHET
students) Simulation). Technology will be utilized in the class
discussion. (20 minutes)

HORIZONTAL AND VERTIAL PROJECTILE MOTION

A projectile is an object with initial velocity and whose

path is determined by the effects of gravity and air
resistance. The path followed by a projectile is called its
trajectory. When you ignore the effect of air resistance, the
projectile is in the state of free fall because its path is
determined entirely by gravity.

PROPERTIES OF A PROJECTILE:
A. Acceleration due to gravity –the only force acting
on the object during its time in the air.
B. Maximum height – highest vertical position along
its trajectory.
C. Range – horizontal displacement of a projectile.
D. Trajectory – the path that the object follows.
E. X and Y Components – these are the magnitudes
of the displacement

PROJECTILE THROWN HORIZONTALLY: For a projectile

thrown horizontally, the horizontal component of the velocity
is constant while the vertical component increases. Its actual
velocity is tangent to the path.

PROJECTILE THROWN AT AN UPWARD ANGLE:

Anywhere along its path, the horizontal component of the
velocity is constant. On its way up, the vertical component of
the velocity decreased because of pull of gravity. At the top
of its path, the vertical component of the velocity is zero.
The velocity then is purely horizontal. On its way down, the
velocity is just the same as when the ball was thrown
horizontally. Also, the actual velocity of the projectile is
directed tangent to its trajectory.

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Activity 4: Flick It!

In this activity, the students will infer that a dropped object
has some of the characteristics of an object launched with
an initial horizontal velocity.
(This activity will cater to the visual and kinesthetic learners.)

The class will be group into two (horizontal and vertical).

Procedures:
1. On a table, place Ping-Pong Ball A. Hold Ping-
Pong Ball B.
2. On the same instance and the same height, flick
Ping-Pong Ball A away from the edge of the table
and drop Ping-Pong Ball B.
3. Make sure that the phone records the motion of
each Ping-Pong Ball.
4. Repeat procedure 3 with a different person doing it.
5. Observe the motion of the Ping-Pong Balls and the
time it takes for them to reach the ground.

Guide Questions:
1. What can you say about the path traveled by the object
dropped and the object flicked?
2. Which of the two Ping-Pong Balls reach the ground first?

E. ELABORATE The teacher will ask the following questions: The students will raise their hands and
(Students apply the 1.What sports do you play? Or like the most? answer the questions provided.
information learned) 2.What are the activities that require time and strength?
3.How often do you play or do some physical activities?

Sports are physical activities or games that involve skill,

competition, and structured rules. These activities can be
individual or team-based and are often organized into
various categories and disciplines. Furthermore, sports can
be played for recreational purposes, as a form of exercise,
or professionally in organized leagues and competitions.

The teacher will let the students find their pair. The students will look for a pair or
choose their seatmate for the said
THINK-PAIR-SHARE activity (TPS: Think-Pair-Share).
Activity 5: How sporty are you? (5 minutes)
Directions (Panuto): In 1 whole sheet of paper, draw an icon
or any representation of the sport or activity you like that
applies the concept of projectile. In the same paper, answer
the following questions:

Guide Questions: After making a representation, the

1. In what way does projectile motion reflect on the sport students will answer the guide questions
or activity you like? and share it with their partner.
2. How will you apply the concept of projectile to improve
the sport or activity that you enjoy?

The teacher will call on volunteers to share their answer. If Volunteers will share their answer.
none, the teacher will identify students that will share.

F. EVALUATE The teacher will present the questions through a PowerPoint Presentation.
(How will you know the Directions (Panuto): Read the sentences carefully and choose the letter of the correct answer. Write
students have learned your answer in ¼ sheet of paper. (5 minutes)
the concept?)
1. You kicked a sepak takraw ball twice with the same strength and same speed. One ball was
kicked at an angle of 45° and the other ball kicked at 60° above horizontal. Compared to the ball
that you kicked at 60°, what will be the range of the ball that you kicked at 45°?
A. Longer Range C. Same height with 60°
B. Shorter Range D. Higher height than 60°
2. Neglecting air resistance, which of the following is NOT true about projectile motion?
A. The velocity at maximum height is zero
B. Horizontal and vertical motions affect each other
C. Gravity is the only force that acts on projectile motion
D. Vertical and horizontal motions are independent with each other
3. What happens to the range of a projectile when the angle of projection is increased from 30
degrees to 60 degrees?
A. Constant B. Decreases C. Increases D. Not Determined

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4. A ball is launched at an angle of 45 degrees above the horizontal with an initial velocity of 10
m/s. Neglecting air resistance, what can be said about the horizontal component of its velocity?
A. It decreases throughout the motion.
B. It remains constant throughout the motion.
C. It is zero at the highest point of the trajectory.
D. It increases as the ball rises and decreases as it falls.
5. Which of the following statements about projectile motion is true?
A. The horizontal component of velocity changes throughout the motion.
B. The acceleration is constant in both the horizontal and vertical directions.
C. The range of a projectile is directly proportional to its initial vertical velocity.
D. The vertical component of velocity remains constant throughout the motion.

The teacher will instruct the students to exchange their The students will check the answers of
paper with their seatmates and will check the answer. their seatmates.

The teacher will let the students pass their paper. The students will pass their papers.

G. EXTEND The teacher will ask the class: The students will answer the question.
(Deepen conceptual Is there any questions or clarifications?
understanding through
use in new context) If yes, the teacher will entertain questions.
If none, the teacher will present the homework.

Activity 6: ProjectLab: Angle of Motion (3 minutes)

Directions (Panuto): Explore the given link for the virtual
laboratory (PHET Simulation) about Projectile Motion. Take
a screenshot on your exploration on the different angles of
trajectory and explain what happens to the distance
covered. Write your answer in short bond paper.

https://phet.colorado.edu/sims/html/projectile-motion/latest/
projectile-motion_all.html

V. REMARKS

VI. REFLECTION

Prepared by:

ELLA L. TARAN
Applicant

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