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7 E's Daily lesson plan/daily lesson log

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7 E's Daily lesson plan/daily lesson log

- 1. Daily Lesson Plan School Aspang High School Grade 8 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 02-03-2022 Quarter 3rd 1:00-2:00 Pm I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of; the particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures. B. Performance Standards The learners shall be able to; present how water behaves in its different states within the water cycle. C. Learning Competencies The learners should be able to: explain the properties of solids, liquid and gases based on the particle nature of matter. Lesson Objectives • Identify the states of matter if its solid, liquid or gas. • Differentiate the characteristics of solid, liquid and Gas. II. CONTENT Unit III. Module 1 Topic: States of matter: Solid, Liquid and Gas. 111 LEARNING RESOURCES A. References Science Learners Module 1. Teacher’s Guides 151-152 2. Learner’s Materials pages 6-9 3. Textbook Pages 6-9 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books. B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT 1. What was our lesson last meeting? 2. What are the states of matter? B. Establishing a purpose for the lesson Tell the students the objective of the lesson: • Identify the properties of matter if its solid, liquid or gas. • Differentiate the characteristics of solid, liquid and Gas. C. Presenting examples/ instances of the new lesson ENGAGE Directions: Look at the picture and describe it. D. Discussing the new concepts and practicing new skills #1 By Pair do the Activity No. 3 “select my box!” E. Discussing the new concepts and practicing new skills #2 Discuss the result of the activity. Answer the questions given. F. Developing mastery ( Leads to formative assessment ) EXPLAIN Discuss what is Matter? What is solid? Liquid? Gas? G. Finding practical applications to concepts and skills in daily living Have you experience drinking hot coffee?
- 2. H. Making generalization and abstraction ELABORATE Matter is every thing we see or even not seen in the universe is matter. Matter is anything that occupies space and has mass. Matter is made of tiny particles. Solid It has definite shape and volume because its particles are closely packed together in a fixed position. These particles vibrate and are held together by strong attractive forces. It is difficult to compress the particles. Liquid It has a definite volume and takes the shape of the container. Liquid flows easily because its particles have enough space and have less attractive force. The spaces in the particles allows particles to be compressed a little bit. Gas It takes the volume and shape of the container. Gas particles are far from each other that is why they have the weak attractive force and can flow easily. They occupy the entire space available. The large spaces in between particles allows particles to be compressed easily. I. Evaluating learning EVALUATION Directions: Write S if the statement describes a solid, L if liquid and G if gas. _______ 1. Has definite shape and volume _______ 2. Does not flow easily _______3. Has no definite shape and volume _______4. Flows easily _______ 5. Has no definite shape but has definite volume _______ 6. perfume in air _______ 7. Can be poured. _______ 8. steam produced in cooking rice _______ 9. raindrops _______ 10. Solids take this state when they melt. J. Additional Activities for application or remediation EXTEND • Explain why a stone is compact, water has the ability to flow and the fragrance of perfume spreads? 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.
- 3. 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? PREPARED BY: CHECKED: JEMELIE G. BATATA____ Teacher-1 DELSA R. ANGELES ED.D-PE School Head
- 4. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 12-04-18 Quarter 3rd 7:30-8:30 a.m I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of factors that affect climate and effects of changing climate and hot to adapt accordingly. B. Performance Standards The learners shall be able to participate in activities that reduce risks and lessen effects of climate change. C. Learning Competencies Describe certain climatic phenomena that occur on a global level. S9ES-IIIf-31 Lesson Objectives 1. Demontrate how closed spaces trap heat. 2. Explain how greenhouse gases trap heat. II. CONTENT Unit III. Module 2 Topic: Greenhouse effect 111 LEARNING RESOURCES A. References Science Learners Module 1. Teacher’s Guides 152-153 2. Learner’s Materials pages 198-199 3. Textbook Pages 198-199 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT 1. What was our lesson last meeting? 2. What is greenhouse effect? B. Establishing a purpose for the lesson Tell the students the objective of the lesson: a.) Demonstrate how closed space trap heat. b.) Explain how greenhouse gases trap heat. C. Presenting examples/ instances of the new lesson ENGAGE Show a video about Greenhouse gases> D. Discussing the new concepts and practicing new skills #1 Individual, do the Activity No. 8 “It’s Getting’ Hot in here”. E. Discussing the new concepts and practicing new skills #2 Discuss the result of the activity. Answer the questions given. F. Developing mastery ( Leads to formative assessment ) EXPLAIN Discuss what Greenhouse effect is. G. Finding practical applications to concepts and skills in daily living H. Making generalization and abstraction ELABORATE Have you seen a Greenhouse? Greenhouse gases prevent heat from escaping the earth thus making earth’s temperature higher. I. Evaluating learning EVALUATION 1. What are the three Greenhouse gases? 2. What do you mean by Greenhouse effect?
- 5. J. Additional Activities for application or remediation EXTEND Study about the relationship of Carbon dioxide (CO2) and temperature. 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? PREPARED BY: CHECKED: JEMELIE G. BATATA____ Name of Teacher MELINDA B. RULONA
- 6. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 12-07-18 Quarter 3rd 7:30-8:30 a.m I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of factors that affect climate and effects of changing climate and hot to adapt accordingly. B. Performance Standards The learners shall be able to participate in activities that reduce risks and lessen effects of climate change. C. Learning Competencies Describe certain climatic phenomena that occur on a global level. S9ES-IIIf-31 Lesson Objectives 1. Identify the cause and effects of climate change. 2. Appreciate the importance of the environment. II. CONTENT Unit III. Module 2 Topic: Impacts of climate change. 111 LEARNING RESOURCES A. References Science Learners Module 1. Teacher’s Guides 2. Learner’s Materials pages 205-206 3. Textbook Pages 205-206 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT 1. What was our lesson last meeting? 2. What are the cause and effects of climate change? B. Establishing a purpose for the lesson Tell the students the objective of the lesson: a.) Identify the cause and effects of climate change. b.) Appreciate the importance of the environment. C. Presenting examples/ instances of the new lesson ENGAGE Show a video about the impacts of climate change. D. Discussing the new concepts and practicing new skills #1 Show a video (song) entitled “ Masdan mo ang Kapaligiran by. Ain” then ask the students on what is the song all about. E. Discussing the new concepts and practicing new skills #2 By group do an activity. The teacher will present a picture in front, and the student will form a word that connected to the picture presented. F. Developing mastery ( Leads to formative assessment ) EXPLAIN Discuss the Impacts of Climate change. G. Finding practical applications to concepts and skills in daily living H. Making generalization and abstraction ELABORATE Did you do something that can help our environment. Cutting trees, burning plastics and throwing garbage everywhere are one of the causes of climate change. As a human being we must help our environment, start doing good for it because if we take care of our environment, our environment will also take good care of us.
- 7. I. Evaluating learning EVALUATION What are the impacts of climate change? J. Additional Activities for application or remediation EXTEND Research about the programs of the government of how to take care of our environment. 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? PREPARED BY: CHECKED: JEMELIE G. BATATA____ Name of Teacher MELINDA B. RULONA
- 8. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 11-29-18 Quarter 3rd 7:30-8:30 a.m I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of factors that affect climate and effects of changing climate and hot to adapt accordingly. B. Performance Standards The learners shall be able to participate in activities that reduce risks and lessen effects of climate change. C. Learning Competencies Describe certain climatic phenomena that occur on a global level. S9ES-IIIf-31 Lesson Objectives Explain how ocean currents affect climate II. CONTENT Unit III. Module 2 Topic: Ocean current 111 LEARNING RESOURCES A. References Science Learners Module 1. Teacher’s Guides 150-151 2. Learner’s Materials pages 194-195 3. Textbook Pages 194-195 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT 1. What was our lesson last meeting? 2. How ocean current affect climate? B. Establishing a purpose for the lesson Tell the students the objective of the lesson: Explain how ocean current affect climate? C. Presenting examples/ instances of the new lesson ENGAGE Show pictures and videos about ocean currents. D. Discussing the new concepts and practicing new skills #1 By group do the activity No. 6 “Ocean currents” E. Discussing the new concepts and practicing new skills #2 Discuss the result of the activity. Answer the questions given. F. Developing mastery ( Leads to formative assessment ) EXPLAIN Discuss How ocean currents affect climate. G. Finding practical applications to concepts and skills in daily living H. Making generalization and abstraction ELABORATE If the Ocean has cold water, what air did it brings? An Ocean current is the movement of surface water. When ocean current carries cold water, the air above it becomes colder. When the Ocean current moves toward the coastal region, the temperature of that area becomes lower. I. Evaluating learning EVALUATION How ocean Current affect climate?
- 9. J. Additional Activities for application or remediation EXTEND Study about climate change. 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? PREPARED BY: CHECKED: JEMELIE G. BATATA____ Name of Teacher MELINDA B. RULONA
- 10. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 12-05-18 Quarter 3rd 7:30-8:30 a.m I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of factors that affect climate and effects of changing climate and hot to adapt accordingly. B. Performance Standards The learners shall be able to participate in activities that reduce risks and lessen effects of climate change. C. Learning Competencies Describe certain climatic phenomena that occur on a global level. S9ES-IIIf-31 Lesson Objectives Interpret the relationship of carbon dioxide and temperature. II. CONTENT Unit III. Module 2 Topic: Relationship of carbon dioxide and temperature. 111 LEARNING RESOURCES A. References Science Learners Module 1. Teacher’s Guides 153-154 2. Learner’s Materials pages 201-202 3. Textbook Pages 201-202 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT 1. What was our lesson last meeting? 2. What is the relationship between carbon dioxide and temperature? B. Establishing a purpose for the lesson Tell the students the objective of the lesson: Interpret the relationship of carbon dioxide and temperature. C. Presenting examples/ instances of the new lesson ENGAGE Show a graph about carbon dioxide and temperature. D. Discussing the new concepts and practicing new skills #1 Individually do the Activity No. 9 “CO2) is the reason! E. Discussing the new concepts and practicing new skills #2 Discuss the result of the activity. Answer the questions given. F. Developing mastery ( Leads to formative assessment ) EXPLAIN Discuss the relationship of carbon dioxide and temperature. G. Finding practical applications to concepts and skills in daily living H. Making generalization and abstraction ELABORATE Have you ever try burning plastics? When the industrial revolution began, more emissions of carbon dioxide and other greenhouse gases threatened all living things. Burning of fossil fuels is one of the main sources of carbon dioxide emission. I. Evaluating learning EVALUATION What is the relationship between carbon dioxide and temperature?
- 11. J. Additional Activities for application or remediation EXTEND Study about the Impacts of Climate change. 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? PREPARED BY: CHECKED: JEMELIE G. BATATA____ Name of Teacher MELINDA B. RULONA
- 12. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 01-09-19 Quarter 3rd 7:30-8:30 a.m I. OBJECTIVES A. Content Standards The learners demonstrate on understanding of: The relationship between visible constellations in the sky and Earth’s position along its orbit. B. Performance Standards The learners shall be able to: Discuss whether or not popular beliefs and practices with regard to constellations and astrology have scientific basis. C. Learning Competencies Infer the characteristics of stars based on the characteristics of the Sun. Lesson Objectives a. Explain the characteristics of stars. b. Relate color with temperature of a star. c. Explain the factors that may affect the brightness of a star. II. CONTENT Unit III. Module 3 Topic: Characteristics of Stars 111 LEARNING RESOURCES A. References Science Learner’s Module 1. Teacher’s Guides 160 2. Learner’s Materials pages 213-216 3. Textbook Pages 213-216 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT 1. What is climate? 2. What are those factors that affect climate? B. Establishing a purpose for the lesson Tell the students the objective of the lesson: a. Explain the characteristics of stars. b. Relate color with temperature of a star. c. Explain the factors that may affect the brightness of a star. C. Presenting examples/ instances of the new lesson ENGAGE Show a video about the Characteristics of Stars. D. Discussing the new concepts and practicing new skills #1 Each Group will be given a Different Color and sizes of star. All they have to do is to arrange it in a Construction paper according to its level and paste it in front. E. Discussing the new concepts and practicing new skills #2 By Group do the Activity No. 1 “Characteristics of Stars”. Discuss the result of the Activity and Answer the given questions. F. Developing mastery ( Leads to formative assessment ) EXPLAIN Discuss what the characteristics of stars are. G. Finding practical applications to concepts and skills in daily living Did you try to do Star gazing? What have you notice?
- 13. H. Making generalization and abstraction ELABORATE When we look at the night sky, we see thousands of stars. In reality, there are approximately 400 billion stars in our galaxy, and there are about 170 billion galaxies. A person can see only about 3,000 stars on the average. Stars have different sizes, brightness and color. I. Evaluating learning EVALUATION 1. What are the different characteristics of stars? J. Additional Activities for application or remediation EXTEND Study about Constellations. 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? PREPARED BY: CHECKED: JEMELIE G. BATATA____ Name of Teacher _ MELINDA B. RULONA_ Critic Teacher
- 14. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 01-10-19 Quarter 3rd 7:30-8:30 a.m I. OBJECTIVES A. Content Standards The learners demonstrate on understanding of: The relationship between visible constellations in the sky and Earth’s position along its orbit. B. Performance Standards The learners shall be able to: Discuss whether or not popular beliefs and practices with regard to constellations and astrology have scientific basis. C. Learning Competencies Infer that the arrangement of stars in a group (constellations) does not change. Lesson Objectives a. Explain What is constellation. b. Group together in a recognizable pattern. II. CONTENT Unit III. Module 3 Topic: Constellations 111 LEARNING RESOURCES A. References Science Learner’s Module 1. Teacher’s Guides 160 2. Learner’s Materials pages 211 3. Textbook Pages 211 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT 1. What are the characteristics of stars? 2. What are those factors that affect brightness of a star? B. Establishing a purpose for the lesson Tell the students the objective of the lesson: a. Explain what is constellation. b. Group together in a recognizable pattern. C. Presenting examples/ instances of the new lesson ENGAGE Show a video about Constellations. D. Discussing the new concepts and practicing new skills #1 Each Group will be given a Word Puzzles. All they have to do is to find the words that are needed. E. Discussing the new concepts and practicing new skills #2 By Group do the Activity No. 2 “Patterns in the sky”. Discuss the result of the activity. And answer the given questions. F. Developing mastery ( Leads to formative assessment ) EXPLAIN Discuss what is constellation. G. Finding practical applications to concepts and skills in daily living H. Making generalization and abstraction ELABORATE When you look at sky at night what have you notice? Are there different patterns? Constellation is a group of stars forming a recognizable pattern that is traditionally named after its apparent form or identified with a mythological figure. Modern astronomers divide the sky into eighty- eight constellations with defined boundaries.
- 15. I. Evaluating learning EVALUATION 1. How can we know that it is a constellation? J. Additional Activities for application or remediation EXTEND 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? PREPARED BY: CHECKED: JEMELIE G. BATATA____ Name of Teacher _ MELINDA B. RULONA_ Critic Teacher
- 16. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 01-14-19 Quarter 3rd 7:30-8:30 a.m 10:00-11:00 a.m 11:00-12:00 a.m I. OBJECTIVES A. Content Standards The learners demonstrate on understanding of: The relationship between visible constellations in the sky and Earth’s position along its orbit. B. Performance Standards The learners shall be able to: Discuss whether or not popular beliefs and practices with regard to constellations and astrology have scientific basis. C. Learning Competencies Show which constellations may be observed at different times of the year using models. Lesson Objectives a. Explain how early people used the constellations. II. CONTENT Unit III. Module 3 Topic: How early people used the constellations 111 LEARNING RESOURCES A. References Science Learner’s Module 1. Teacher’s Guides 2. Learner’s Materials pages 224-225 3. Textbook Pages 224-225 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT 1. What was our lesson last meeting? 2. How early people used the constellations? B. Establishing a purpose for the lesson Tell the students the objective of the lesson: a. Explain how early people used the constellations C. Presenting examples/ instances of the new lesson ENGAGE Show a video about the other uses of constellation as navigation. D. Discussing the new concepts and practicing new skills #1 Each Group will do an activity, the students will be given a different kind of constellations and all they have to do is to give the related agricultural activity. E. Discussing the new concepts and practicing new skills #2 Discuss the result of the activity. F. Developing mastery ( Leads to formative assessment ) EXPLAIN Discuss how early people used the constellations. G. Finding practical applications to concepts and skills in daily living H. Making generalization and abstraction ELABORATE How are we going to know if it’s time to sow or harvest? Before the calendars, people had no way of determining when to sow or harvest except by looking these patterns in the sky.
- 17. I. Evaluating learning EVALUATION 1. How early people used the constellations? J. Additional Activities for application or remediation EXTEND 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? PREPARED BY: CHECKED: JEMELIE G. BATATA____ Name of Teacher _ MELINDA B. RULONA_ Critic Teacher
- 18. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 01-31-19 Quarter 4th 7:30-8:30 a.m 10:00-11:00 a.m 11:00-12:00 a.m I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation of linear momentum. B. Performance Standards The learners shall be able to propose ways to enhance sports related to projectile motion. C. Learning Competencies Investigate the relationship between the angle of release and the height and range of the projectile; S9FE-Iva-35 Lesson Objectives a. Capture a full trajectory of projectile motion of a ball on an inclined surface. b. Investigate the relationship between the projectile angle, the height, the range, and the time travel of a projectile. II. CONTENT Unit 4. Module 1 Forces and Motions (Trajectory of projectile Motion) Topic: Activity 4A ( Curve me on an incline) projectile motion. 111 LEARNING RESOURCES A. References Science Learner’s Module 1. Teacher’s Guides 169-176 2. Learner’s Materials pages 242-248 3. Textbook Pages 242-248 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT Ask the students: 1. What was our lesson yesterday? 2.What is projectile motion? B. Establishing a purpose for the lesson Tell the students the objective of the lesson: a. Capture a full trajectory of projectile motion on an inclined surface. b. Investigate the relationship between the projectile angle, the height, the range, and the time travel of a projectile. C. Presenting examples/ instances of the new lesson ENGAGE Show a video about projectile Motion its trajectory and the range covered. D. Discussing the new concepts and practicing new skills #1 By Group let the student do the activity No. 4 “Curve me on an incline” by following the procedures of the book ( 5 minutes only). E. Discussing the new concepts and practicing new skills #2 Discuss the result of the activity. Answer the guide questions. F. Developing mastery ( Leads to formative assessment ) EXPLAIN Discuss What projectile motion is. What is trajectory of Projectile?
- 19. G. Finding practical applications to concepts and skills in daily living H. Making generalization and abstraction ELABORATE Did you try to play sports like basketball, volleyball and badminton? What motion can be seen from the balls as well as in the shuttle cock? Projectile motion is a form of motion experienced by an object or particle that is thrown near the Earth’s surface and moves along a curved path under the action of gravity only. I. Evaluating learning EVALUATION 1. How can a full trajectory of projectile (motion) of a ball in an inclined plane can be captured? 2. What is the relationship between the angle of release and the height, the range and the time of travel of a projectile? J. Additional Activities for application or remediation EXTEND Study about Impulse and Momentum. 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? PREPARED BY: CHECKED: JEMELIE G. BATATA____ Name of Teacher _ MELINDA B. RULONA_ Critic Teacher
- 20. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 02-04-19 Quarter 4th 7:30-8:30 a.m 10:00-11:00 a.m 11:00-12:00 a.m I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation of linear momentum. B. Performance Standards The learners shall be able to propose ways to enhance sports related to projectile motion. C. Learning Competencies Investigate the relationship between the angle of release and the height and range of the projectile; S9FE-Iva-35 Lesson Objectives 1. Solve for the a. Time of fall. b. Square of calculated time of fall of horizontally launched projectile (marble). II. CONTENT Unit 4. Module 1 Forces and Motions (Trajectory of projectile Motion) Topic: Activity 4B ( Curve me on an incline) projectile motion. 111 LEARNING RESOURCES A. References Science Learner’s Module 1. Teacher’s Guides 169-176 2. Learner’s Materials pages 242-248 3. Textbook Pages 242-248 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT Ask the students: 1. What was our lesson yesterday? 2.What is Projectile motion? B. Establishing a purpose for the lesson Tell the students the objective of the lesson: 1. Solve for the: a. Time of fall. b. Square of calculated time of fall of horizontally launched projectile (marble). C. Presenting examples/ instances of the new lesson ENGAGE Derived the formula: ℎ = 1 2 𝐴𝑔𝑡2 D. Discussing the new concepts and practicing new skills #1 1. Calculated time of fall formula: t=√ 2ℎ 𝐴𝑔 E. Discussing the new concepts and practicing new skills #2 Solve for the Calculated time of fall and Square of the calculated time of fall. F. Developing mastery ( Leads to formative assessment ) EXPLAIN
- 21. G. Finding practical applications to concepts and skills in daily living H. Making generalization and abstraction ELABORATE I. Evaluating learning EVALUATION 1. At which height of fall is the calculated time of fall the longest? Shortest? J. Additional Activities for application or remediation EXTEND Read about the Concept check on page 248 in the book. 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? PREPARED BY: CHECKED: JEMELIE G. BATATA____ Name of Teacher _ MELINDA B. RULONA_ Critic Teacher
- 22. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 02-06-19 Quarter 4th 7:30-8:30 a.m 10:00-11:00 a.m 11:00-12:00 a.m I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation of linear momentum. B. Performance Standards The learners shall be able to propose ways to enhance sports related to projectile motion. C. Learning Competencies Investigate the relationship between the angle of release and the height and range of the projectile; S9FE-Iva-35 Lesson Objectives 1. Set a ball in projectile motion to match pre-drawn parabolic trajectories; 2. Observe the motion of the ball and describe the path it follows. II. CONTENT Unit 4. Module 1 Forces and Motions (Trajectory of projectile Motion) Topic: Activity 5 (Curve a like) 111 LEARNING RESOURCES A. References Science Learner’s Module 1. Teacher’s Guides 174-175 2. Learner’s Materials pages 249-150 3. Textbook Pages 249-250 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT Ask the students: 1. What was our lesson yesterday? 2.What is trajectory of Projectile motion? B. Establishing a purpose for the lesson Tell students about the objectives of the lesson: 1. Set a ball in projectile motion to match pre-drawn parabolic trajectories; 2. Observe the motion of the ball and describe the path it follows. C. Presenting examples/ instances of the new lesson ENGAGE Show a picture of an example of a trajectory of Projectile motion. D. Discussing the new concepts and practicing new skills #1 By Group do the Activity No. 5 (Curve a like), and present it in front.( 5 minutes Only). E. Discussing the new concepts and practicing new skills #2 Discuss the result of the activity. Answer the guide question 19 -31. F. Developing mastery ( Leads to formative assessment ) EXPLAIN How would you describe the ball’s path and motion following trajectory. What are parabolic trajectories? G. Finding practical applications to concepts and skills in daily living 1. How would you describe the path and motion of a soccer ball as the player kicked it at ground land at an angle of 450 to the horizontal?
- 23. H. Making generalization and abstraction ELABORATE The displacement d and velocity v are vector quantities. Projectile motion can be understood by analyzing the horizontal and the vertical components of the displacement and velocity which add as vectors. I. Evaluating learning EVALUATION 1. How many tries did you make to match the curved paths in your drawing and in your actual performance? J. Additional Activities for application or remediation EXTEND Have a copy of kinematic equations for projectile motion in you notebook. Memorize the kinematic equations. V. REMARKS Study about the SOH-CAH-TOA in Projectile motion. 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? PREPARED BY: CHECKED: JEMELIE G. BATATA____ Name of Teacher _ MELINDA B. RULONA_ Critic Teacher
- 24. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 02-07-19 Quarter 4th 7:30-8:30 a.m 10:00-11:00 a.m 11:00-12:00 a.m I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation of linear momentum. B. Performance Standards The learners shall be able to propose ways to enhance sports related to projectile motion. C. Learning Competencies Investigate the relationship between the angle of release and the height and range of the projectile; S9FE-Iva-35 Lesson Objectives 1.Write and explain the kinematic equations for projectile motions. 2. Use kinematic equations in solving problems on projectile motion. II. CONTENT Unit 4. Module 1 Forces and Motions (Kinematic Equation for projectile Motion) 111 LEARNING RESOURCES A. References Science Learner’s Module 1. Teacher’s Guides 174-175 2. Learner’s Materials pages 249-150 3. Textbook Pages 249-250 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT Ask the students: 1. What was our lesson yesterday? 2.What is trajectory of Projectile motion? B. Establishing a purpose for the lesson Tell students about the objectives of the lesson: 1.Write and explain the kinematic equations for projectile motions. 2. Use kinematic equations in solving problems on projectile motion. C. Presenting examples/ instances of the new lesson ENGAGE Present the Pythagorean Theorem and how it is derived in a right triangle. Explain the SOH-CAH-TOA and how it is related to the kinematic equations for the vertical motion of a projectile. D. Discussing the new concepts and practicing new skills #1 Give and discuss the kinematic equation for horizontal and vertical motion. E. Discussing the new concepts and practicing new skills #2 Discuss the components of SOH − CAH − TOA angles. sin 𝜃 = 𝑉𝑦 𝑉 tan 𝜃 = 𝑉𝑦 𝑉𝑥 cos 𝜃 = 𝑉𝑥 𝑉 𝑉2 = 𝑉 𝑥 2 + 𝑉 𝑦 2 F. Developing mastery ( Leads to formative assessment ) EXPLAIN Explain further how kinematic equations are derived and the components for SOH-CAH-TOA angles. G. Finding practical applications to concepts and skills in daily living Apply kinematic equation in solving a problem.
- 25. H. Making generalization and abstraction ELABORATE Ask students to give the summary of the lesson. Kinematic equation Components of SOH-CAH-TOA angles. I. Evaluating learning EVALUATION 1. What are kinematic equations for projectile motion? a. Horizontal Motion b. Vertical Motion J. Additional Activities for application or remediation EXTEND Study about Impulse and Momentum. 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? PREPARED BY: CHECKED: JEMELIE G. BATATA____ Name of Teacher _ MELINDA B. RULONA_ Critic Teacher
- 26. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 02-11-19 Quarter 4th 7:30-8:30 a.m 10:00-11:00 a.m 11:00-12:00 a.m I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation of linear momentum. B. Performance Standards The learners shall be able to propose ways to enhance sports related to projectile motion. C. Learning Competencies Investigate the relationship between the angle of release and the height and range of the projectile; S9FE-Iva-35 Lesson Objectives 1. Draw the velocity components vector diagram for projectile fired horizontally. 2. Solve and Copy the sample problems with solution on Projectile motion. II. CONTENT Unit 4. Module 1 Projectile Launched Horizontally 111 LEARNING RESOURCES A. References Science Learner’s Module 1. Teacher’s Guides 174-175 2. Learner’s Materials pages 249-150 3. Textbook Pages 249-250 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT Ask the students: 1. What was our lesson yesterday? 2.What is trajectory of Projectile motion? B. Establishing a purpose for the lesson Tell students about the objectives of the lesson: 1. Draw the velocity components vector diagram for projectile fired horizontally. 2. Solve and Copy the sample problems with solution on Projectile motion. C. Presenting examples/ instances of the new lesson ENGAGE Present the figure 11. Path of a projectile fired with initial velocity 𝑉𝑖 At angle 𝜃𝑖 to the horizontal. D. Discussing the new concepts and practicing new skills #1 E. Discussing the new concepts and practicing new skills #2 Apply kinematic equation in solving a problem. F. Developing mastery ( Leads to formative assessment ) EXPLAIN Explain further how kinematic equations are derived. G. Finding practical applications to concepts and skills in daily living 1. How would you describe the path and motion of a shatom stick as the player push it at ground level at an angle of 450 to the horizontal?
- 27. H. Making generalization and abstraction ELABORATE The projectile moves forward horizontally with uniformly velocity, its vertical velocity is also accelerated creating a trajectory that is a parabola. I. Evaluating learning EVALUATION 1. What are kinematic equations for projectile motion? a. Horizontal Motion J. Additional Activities for application or remediation EXTEND Study about Impulse and Momentum. 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? PREPARED BY: CHECKED: JEMELIE G. BATATA____ Name of Teacher _ MELINDA B. RULONA_ Critic Teacher
- 28. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 02-12-19 Quarter 4th 7:30-8:30 a.m 10:00-11:00 a.m 11:00-12:00 a.m I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation of linear momentum. B. Performance Standards The learners shall be able to propose ways to enhance sports related to projectile motion. C. Learning Competencies Relate Impulse and momentum to collision of objects (e.g., Vehicular collision); S9FE-IVb-36 Lesson Objectives 1. Explain What is Impulse and Momentum. 2. Identify the factors that affect momentum. II. CONTENT Unit 4. Module 1 Impulse and Momentum Topic: Activity No. 4 “Investigate Momentum” 111 LEARNING RESOURCES A. References Science Learner’s Module 1. Teacher’s Guides 184-185 2. Learner’s Materials pages 256-258 3. Textbook Pages 256-258 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT Ask the students: 1. What was our lesson yesterday? 2. What is an Impulse and Momentum? B. Establishing a purpose for the lesson Tell students about the objectives of the lesson: 1. Explain What is Impulse and Momentum. 2. Identify the factors that affect momentum. C. Presenting examples/ instances of the new lesson ENGAGE Show a video about Impulse and Momentum. D. Discussing the new concepts and practicing new skills #1 By Group do the activity No. 6 “Investigating Momentum” within 5 minutes only. E. Discussing the new concepts and practicing new skills #2 Discuss the results of the Activity. Answer the guide question 32-36. F. Developing mastery ( Leads to formative assessment ) EXPLAIN Discuss what an Impulse and Momentum is. What are those factors that affect Momentum? G. Finding practical applications to concepts and skills in daily living What is a momentum of the 2500 kg bus from Laguna moves at 25 m/s to Makati.
- 29. H. Making generalization and abstraction ELABORATE The total momentum of a system does not change of there are no net external force acting on it. I. Evaluating learning EVALUATION 1. What is an Impulse and Momentum? 2. What are the factors that affect momentum? J. Additional Activities for application or remediation EXTEND Study further about the concept of Impulse and Momentum. 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? PREPARED BY: CHECKED: JEMELIE G. BATATA____ Name of Teacher _ MELINDA B. RULONA_ Critic Teacher
- 30. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 02-13-19 Quarter 4th 7:30-8:30 a.m 10:00-11:00 a.m 11:00-12:00 a.m I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation of linear momentum. B. Performance Standards The learners shall be able to propose ways to enhance sports related to projectile motion. C. Learning Competencies Relate Impulse and momentum to collision of objects (e.g., Vehicular collision); S9FE-IVb-36 Lesson Objectives 1. Explain What affects Momentum. 2. Solve problems about momentum. II. CONTENT Unit 4. Module 1 Impulse and Momentum Topic: What affects momentum 111 LEARNING RESOURCES A. References Science Learner’s Module 1. Teacher’s Guides 186 2. Learner’s Materials pages 258=259 3. Textbook Pages 258-259 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT Ask the students: 1. What was our lesson yesterday? 2. What affects momentum? B. Establishing a purpose for the lesson Tell students about the objectives of the lesson: 1. Explain What are the factors affecting momentum of the object. 2. Solve worded problems about momentum. C. Presenting examples/ instances of the new lesson ENGAGE Show a video lesson about factors affecting momentum: Emphasize the concepts and formulas: P=mvm= p v v= p m D. Discussing the new concepts and practicing new skills #1 Group the students into 5. Let each group compute the momentum applying the formula P=mv in the given exercises on Page 259 in a long bond paper and paste it in front and the teacher will choose one member to explain. E. Discussing the new concepts and practicing new skills #2 Guide students to remember the equations and quantities (factors) affecting momentum tabulated form: Equation to Use If you are looking for… If you know… P=mv Momentum Mass and Velocity
- 31. m= p v Mass Momentum and Velocity v= p m Velocity Momentum and Mass F. Developing mastery ( Leads to formative assessment ) EXPLAIN Discuss what affects momentum. G. Finding practical applications to concepts and skills in daily living H. Making generalization and abstraction ELABORATE If you were running on the field and suddenly you bump on the tree what would happened? For objects moving at the same velocity, a more massive object has a greater inertia in motion therefore a greater momentum. I. Evaluating learning EVALUATION From the concepts that the student learned. Answer the check up questions in a 1 whole sheet of paper. J. Additional Activities for application or remediation EXTEND Study about causes the change in momentum? 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? PREPARED BY: CHECKED: JEMELIE G. BATATA____ Name of Teacher _ MELINDA B. RULONA_ Critic Teacher
- 32. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 02-15-19 Quarter 4th 7:30-8:30 a.m 10:00-11:00 a.m 11:00-12:00 a.m I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation of linear momentum. B. Performance Standards The learners shall be able to propose ways to enhance sports related to projectile motion. C. Learning Competencies Relate Impulse and momentum to collision of objects (e.g., Vehicular collision); S9FE-IVb-36 Lesson Objectives 1. Explain what Impulse is and how it is related to momentum. 2. Identify the factor that affect the force of impact on moving objects. 3. Solve worded problems applying Impulse and Momentum formulas. II. CONTENT Unit 4. Module 1 Forces and Motions Topic: Impulse and Momentum Activity No. 7 “Playing Egg Volleyball”. A. References Science Learner’s Module 1. Teacher’s Guides 186 2. Learner’s Materials pages 261-263 3. Textbook Pages 261-263 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT Ask the students about the yesterday’s lesson. What are the factors that affecting momentum of an object? Do you have idea what is Impulse? B. Establishing a purpose for the lesson Tell students about the objectives of the lesson: 1. Explain what Impulse is. 2. Identify the factor that affect the force of impact on moving objects. 3. Solve worded problems applying Impulse and Momentum formulas. C. Presenting examples/ instances of the new lesson ENGAGE Show a figure of an Egg hitting a brick wall and the other one hitting a curtain. Ask the students: What happened to the egg hitting the brick wall and egg hitting a curtain? Why is it that they don’t have the same outcome? D. Discussing the new concepts and practicing new skills #1 By pair, do the Activity No. 7 “Playing Egg Volleyball”, and identify the factors that affect the force of Impact on the egg. Answer the guide question number 37 to 40 in a One whole sheet of paper.
- 33. E. Discussing the new concepts and practicing new skills #2 Discuss the results of the Activity. Answer the guide questions. F. Developing mastery ( Leads to formative assessment ) EXPLAIN Discuss what is Impulse in terms of Force and time (I=FxT) and how Impulse is related to momentum.. Identify the factor that affect the force of impact on moving objects. Solve problems related to Impulse and Momentum. G. Finding practical applications to concepts and skills in daily living H. Making generalization and abstraction ELABORATE If you’re going to punch the wall with your hand and the curtain with your other hand, what would happen to your both hands? The egg is a naturally-fragile material. However, the choice of material may prevent the egg from breaking by increasing the time of impact, therefore lessening the impact force. I. Evaluating learning EVALUATION 1. What is Impulse? How is Impulse related to Momentum? 2. What are the factors that affect the force of impact on moving objects? 3. Solve problems. J. Additional Activities for application or remediation EXTEND Study the Formula F=ma and try to familiarize on how to derived the formulas. 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? PREPARED BY: CHECKED: JEMELIE G. BATATA___ Name of Teacher _ MELINDA B. RULONA_ Critic Teacher
- 34. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 02-19-19 Quarter Fourth 7:30-8:30 a.m 10:00-11:00 a.m 11:00-12:00 a.m I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation of linear momentum. B. Performance Standards The learners shall be able to propose ways to enhance sports related to projectile motion. C. Learning Competencies Infer that the total momentum before and after collision is equal; S9FE-IVb-37 Lesson Objectives 1. Explain What Collision is. 2. Describe the difference between the Elastic and Inelastic Collision. 3. Solve Problems that is related toElastic and Inelastic Collision. II. CONTENT Unit 4. Module 1 Forces and Motions Topic: Collision ( Elastic and Inelastic Collision) A. References Science Learner’s Module 1. Teacher’s Guides 187 2. Learner’s Materials pages 268-270 3. Textbook Pages 268-270 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, Physics books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT Ask the students about the yesterday’s lesson. What is the conservation of momentum? Do you have any idea about collision? The students will play a game called “The boat is sinking”. All the students must participate in the game. The teacher will say the word The boat is sinking group your selves with a given number and the students will get their classmates to have the same number of student that the teacher said. B. Establishing a purpose for the lesson Tell the students about the objectives of the lesson: 1. Explain What Collision is. 2. Describe the difference between the Elastic and Inelastic Collision. 3. Solve Problems that is related toElastic and Inelastic Collision. C. Presenting examples/ instances of the new lessonENGAGE By group the student will choose their best player that can play the game called “Shoot Me in “. In this game the student will be given many marbles all they have to do is to shoot it on the cup. The player that can shoot many marbles within 1 minute will be the winner.
- 35. D. Discussing the new concepts and practicing new skills #1 Collision is an encounter between two objects resulting in exchange of impulse and momentum. Because the time of impact is usually small, the impulse provided by external force like friction during this time is negligible. If we take the colliding bodies as one system, the momentum of the system is therefore approximately conserved. The total momentum of the system before collision is equal to the total momentum of the system after collision is called Isolated system. Explain the formula: Elastic Collision m1 v1 + m2 v2 = m1 v1 ‘ + m2 v2 ‘ (momentum) And ½ m1 (v1)² + ½ m2 (v2) ² = ½ m1 (v1 ‘)² + ½ m2 (v2’)² ( Kinetic energy) Inelastic Collision m1 v1 + m2 v2 = ( m1 + m2) v E. Discussing the new concepts and practicing new skills #2 1. Elastic Collision- one in which the total kinetic energy of the system does not change and colliding objects bounce off after collision. (show examples) 2. Inelastic collision- one in which the total kinetic energy of the system changes. Objects that stick together after collision is said to be perfectly inelastic.(Show examples) Show a video about Elastic and Inelastic collision. Try to solve problems about Elastic and Inelastic collisions. Group students into 5. Let each Group to compute elastic and Inelastic equations applying the formula: F. Developing mastery ( Leads to formative assessment ) EXPLAIN Discuss what collision is and the difference between elastic collision and Inelastic collision. G. Finding practical applications to concepts and skills in daily living H. Making generalization and abstraction ELABORATE If you’re walking on the street and suddenly you bump on the person. What is this kind of collision? Collisions are categorized according to whether the total kinetic energy of the system changes. Kinetic energy may be lost during collisions when (1) it is converted to heat or other forms like binding energy, sound, light (if there is spark), etc. and (2) it is spent in producing deformation or damage, such as when two cars collide. The two types of collision are: 1. Elastic Collision- one in which the total kinetic energy of the system does not change and colliding objects bounce off after collision. 2. Inelastic collision- one in which the total kinetic energy of the system changes. Objects that stick together after collision is said to be perfectly inelastic. I. Evaluating learning EVALUATION Ask the students what have they learned in the lesson: 1. Explain What Collision is. 2. Describe the difference between the Elastic and Inelastic Collision. 3. Solve Problems that is related toElastic and Inelastic Collision. J. Additional Activities for application or remediation EXTEND On a 1/2 sheet of paper solve this problem: 1. A 0.25 kg arrow with a velocity of 15 m/s to the east strikes and pierces the bull’s eye of a 7.0 kg target. What is the Final velocity of the combined mass?
- 36. V. REMARKS Study about Work Energy. 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? PREPARED BY: CHECKED: JEMELIE G. BATATA___ Name of Teacher _ MELINDA B. RULONA_ Critic Teacher
- 37. Daily Lesson Plan School Labangal National High School Grade 9 Teacher Jemelie G. Batata Learning Area SCIENCE Date/Time 02-21-19 Quarter Fourth 7:30-8:30 a.m 10:00-11:00 a.m 11:00-12:00 a.m I. OBJECTIVES A. Content Standards The learners demonstrate the understanding of conservation of mechanical energy. B. Performance Standards The learners shall be able to create a device that shows conservation of mechanical energy C. Learning Competencies Explain energy transformation in various activities/ events (e.g., waterfalls, archery, amusement rides); S9FE-IVc-39 Lesson Objectives 1. Explain what mechanical energy is. 2. Describe the two different form of mechanical energy (potential energy and Kinetic energy) 3. Give the formulas for potential energy and kinetic energy II. CONTENT Unit 4- Module 2 Work, Power and Energy Topic: Mechanical energy A. References Science Learner’s Module 1. Teacher’s Guides 193 2. Learner’s Materials pages 281-282 3. Textbook Pages 281-282 4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, Physics books B. Other Learning Resources III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson ELICIT Ask the students about the yesterday’s lesson. What is the Mechanical energy? B. Establishing a purpose for the lesson Tell the students about the objectives of the lesson: 1. Explain what mechanical energy is. 2. Describe the two different form of mechanical energy (potential energy and Kinetic energy) 3. Give the formulas for potential energy and kinetic energy C. Presenting examples/ instances of the new lesson ENGAGE Show a video about Mechanical energy. Ask the students what they have learned from the video presented. D. Discussing the new concepts and practicing new skills #1 Potential Energy -It is the energy in matter due to arrangements of its parts, its composition, location and structure. It is commonly considered as a stored energy having the potential to do
- 38. mechanical work. -The various forms of potential energy: Gravitational Elastic Kinetic energy -It is energy in moving matter and wave. -Some forms of kinetic energy: Motion Radiant Sound Thermal Wave E. Discussing the new concepts and practicing new skills #2 Potential energy PE grav= mgh PE elas= 1 2 𝑘𝑥2 Where: PE grav= gravitational potential energy m= mass of object g= acceleration due to gravity h= height or elevation difference Where: PE elas= elastic potential energy k= spring constant X= compression or extension length Kinetic energy KE= 1 2 𝑚𝑣2 Where: KE= kinetic energy m= mass of object v= velocity of object F. Developing mastery ( Leads to formative assessment ) EXPLAIN Discuss what Mechanical energy is and describe the two forms of mechanical energy (potential energy and kinetic energy). G. Finding practical applications to concepts and skills in daily living H. Making generalization and abstraction ELABORATE When you kick a football, you give what energy for it to move? Mechanical energy- it is the sum of potential and kinetic energy. It is the energy associated with the motion and position of an object. Potential energy- is the energy stored in an object due to its position above the earth’s surface. Kinetic energy- is the energy that is possesses due to its motion. It is defined as the work needed to accelerate a body of a given mass from rest to its stated velocity. I. Evaluating learning EVALUATION Ask the students what have they learned in the lesson: 1. Explain what mechanical energy is. 2. Describe the two different form of mechanical energy (potential energy and Kinetic energy) J. Additional Activities for application or remediation EXTEND Give 5 Examples of Potential energy and 5 examples Kinetic energy on a ½ sheet of paper.
- 39. V. REMARKS Study about the Energy transformations. 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? PREPARED BY: CHECKED: JEMELIE G. BATATA___ Name of Teacher _ MELINDA B. RULONA_ Critic Teacher