0SCHOOL: DON CARLOS LEDESMA NATIONAL HIGH SCHOOL

TEACHER: LENIE V. BACALSO GRADE LEVEL : GRADE 9

DATE: DECEMBER 03,2018 QUARTER : THIRD QUARTER
I. CONTENT/ TOPIC: Effects of Volcanic Eruption to Society
CONTENT STANDARD : The learners demonstrate an understanding of Volcanoes found in
the Philippines
LEARNING COMPETENCY: Illustrate how energy from volcanoes may be tapped for human
use.
CODE: S9ES-IIIc-d-29
II. OBJECTIVE(S) :
At the end of the lesson, the students should be able to:
a. Identify the positive and negative effects of volcanic eruptions to society and;
c. Give ways on how to reduce the negative effects of volcanic eruptions

III. LEARNING RESOURCES: TG. p. 141

LM p. 177-178
Text book: Discover Science K to 12 Edition (2014), DIWA
Learning System, pp. 225-226
Pictures about the effects of volcanic eruption in the internet
IV. LEARNING TASKS
A. ELICIT
Picture Analysis: ( Effects of Volcanic Eruption )
B. ENGAGE
Show pictures on the effects of volcanic eruption
Key Questions:
1. What can you say about the picture?
2. What are the effects of volcanic eruption?
3. Is there advantages/ disadvantages?
C. EXPLORE
Working in groups.
Students will follow the guided questions in identifying the positive and negative effects of
volcanic eruption.
D. EXPLAIN
Key Questions:
1.) What are the negative effects of volcanic eruption?
2.) What are the positive effects of volcanic eruption?
E. ELABORATE
Despite the advantages that people get from volcanic eruption, What are the ways to reduce
the negative effects of volcanic eruption?
F. EVALUATE
Direction: In a 1/2 sheet of paper. Read the questions carefully.
I. Identify the effects of volcanic eruption, write POSITIVE whether it is positive effect and
write NEGATIVE if it is negative effect.
____________1. Volcanic Eruption fertile soils.
____________2. It created lava lahar that can destroy the properties
____________3. The strong winds during its eruption spread the aerosol particles from the
plume around the globe.
____________4. Places close to volcano activities tend to have higher potential for
geothermal energy, which can be advantage to the town and cities.
____________5. It can cause loss of lives.

II. Write TRUE if the statement is true of what to do if there is a volcanic eruption, and write
FALSE if it is not true.
 1. If there is an eruption, it is safe to leave the main power switch on and the house open.
2. Wear mask and goggles when there is an ash fall.
3. An indication that a volcano is about to erupt is the deformation of the ground near it.
4. After an eruption, sweep ash using water to clean the area faster.
5. An evacuation plan should be prepared during volcanic eruption.

G. EXTEND
In your activity notebook, what are the precautionary measures you must observe before,
during and after volcanic eruption?

SCHOOL: DON CARLOS LEDESMA NATIONAL HIGH SCHOOL

TEACHER: LENIE V. BACALSO GRADE LEVEL : GRADE 9
DATE: QUARTER : FOURTH QUARTER
I. CONTENT/ TOPIC: Motion In Two Dimensions: Uniformly Accelerated Motion: Horizontal Dimension
CONTENT STANDARD: The Learners demonstrate an understanding of: Projectile motion, impulse and
momentum, and conservation of linear momentum.
LEARNING COMPETENCY: Describe the horizontal and vertical motion of projectile.
CODE: S9FE-IVa-34
II. OBJECTIVE(S) :
At the end of the lesson, the students should be able to:
a. Describe the uniformly accelerated motion qualitatively and quantitatively in horizontal dimension.
III. LEARNING RESOURCES: G9 TG, pp. 164-168
G9 LM, pp. 233-240

IV. LEARNING TASKS

A. ELICIT
Ask the students the prior knowledge about speed, velocity and acceleration
B. ENGAGE
Using a schematic diagram, plot on the board the possible position of airplane for every second.
Key Questions:
1. What do you think should be the position of the airplane preparing for takeoff?
2. 2. How will you describe the speed of the plane from rest until it takes off?
C. EXPLORE
The students will work in group and perform an activity entitled “Roll, Roll and Away.”
Essential Question:
How will you describe uniformly accelerated motion qualitatively and quantitatively in horizontal dimension?

D. EXPLAIN
Key Questions:
1. Show the derivation of equations.
2 .What are the derived equations for problems involving UMA in horizontal dimension?
3. Show illustrative example involving Uniformly Accelerated Motion in Horizontal Dimension
E. ELABORATE
Let the students solve sample problems relating to UMA in horizontal dimension.

F. EVALUATE
Solve the following problem involving the Uniformly Accelerated Motion in Horizontal Dimension
1. A car has a uniformly accelerated motion of 5 m/s2 . Find the speed acquired and distance traveled in 4
seconds from rest. (Vf = 20 m/s, d = 40m)

G. EXTEND
Solve the problem:
1. A train accelerates to a speed of 20m/s over a distance of 150m. Determine the acceleration (assume
uniformly of the train. ( a = 1.3 m/s )
SCHOOL: DON CARLOS LEDESMA NATIONAL HIGH SCHOOL
TEACHER: LENIE V. BACALSO GRADE LEVEL : GRADE 9
DATE: QUARTER : FOURTH QUARTER
I. CONTENT/ TOPIC: Motion In Two Dimensions: Uniformly Accelerated Motion: Vertical Dimension
CONTENT STANDARD: The Learners demonstrate an understanding of: Projectile motion, impulse and
momentum, and conservation of linear momentum.
LEARNING COMPETENCY: Describe the horizontal and vertical motion of projectile.
CODE: S9FE-IVa-34
II. OBJECTIVE(S) :
At the end of the lesson, the students should be able to:
a. Describe the uniformly accelerated motion qualitatively and quantitatively in vertical dimension.
III. LEARNING RESOURCES: G9 TG, pp. 164-168
G9 LM, pp. 235 - 242

IV. LEARNING TASKS

A. ELICIT
Recall their knowledge about free falling bodies.
1. What is gravity?
2. What is the acceleration due to gravity on earth?
3. Is the rate of gravity (acceleration) the same for all objects on earth?
B. ENGAGE
Consider Figure 2 a stone dropped from a cliff.
Key Questions:
1. What happen to the distance travelled of the stone for equal time interval? In figure 3, the ball is thrown
upward, what happen to the ball when it reaches the maximum height. Why?

C. EXPLORE
Let us try to find out in the next activity.
Do the activity 2 “Drop me”
Essential Question:
1. How will you describe uniformly accelerated motion qualitatively and quantitatively in vertical dimension?
Key Questions:
1. What is the velocity of the ball just before it hits the ground?
2. Using a very long string, get the actual height of the building
3. How will you compare the actual height of the building from the result of the experiment?
4. What is the percentage error?
D. EXPLAIN
1. How are equations involving UAM in vertical dimension derived?
Illustrative Example:
The acceleration of gravity on the moon is 1.62 m/𝑠 2 . A ball is dropped on the moon from a height of 1.5m.
Determine the time for the ball to fall to the surface of the moon.
E. ELABORATE
Let the students solve sample problems relating to UMA in vertical dimension.
Bryan is bouncing in a trampoline while holding a bowling ball. As his feet leave the trampoline, he lets go of
the bowling ball. If Bryan held on to the ball as his feet leave the trampoline, will he go higher, the same or at
lower height? Why?

F. EVALUATE
Solve the following problem involving the Uniformly Accelerated Motion in Vertical Dimension
Maria throws the ball straight up with an initial velocity of 5m/s.
1. What is its velocity at the highest point?
2. What is its acceleration at the highest point?
3. What is its velocity when it returned to the elevation from where it was thrown?
4. What is its acceleration just before it hits the ground?
5. After 2 seconds, what is the acceleration of the ball?
G. EXTEND
Solve the problem:
Solve the problem: A carpenter on the roof accidentally drops a nail that hits the ground after 2.5 seconds. 1. How high
is the roof? ( d=31m) 2. What is the velocity of the nail just before hitting the ground? ( 𝑣𝑓 = 25m/s )
SCHOOL: DON CARLOS LEDESMA NATIONAL HIGH SCHOOL
TEACHER: LENIE V. BACALSO GRADE LEVEL : GRADE 9
DATE: QUARTER : FOURTH QUARTER
I. CONTENT/ TOPIC: Motion In Two Dimensions: Uniformly Accelerated Motion: Vertical Dimension
CONTENT STANDARD: The Learners demonstrate an understanding of: Projectile motion, impulse and
momentum, and conservation of linear momentum.
LEARNING COMPETENCY: Describe the horizontal and vertical motion of projectile.
CODE: S9FE-IVa-34
II. OBJECTIVE(S) :
At the end of the lesson, the students should be able to:
a. Describe the uniformly accelerated motion qualitatively and quantitatively in vertical dimension.
b. Solve problems involving the uniformly accelerated motion qualitatively and quantitatively in vertical
dimension.
III. LEARNING RESOURCES: G9 TG, pp. 164-168
G9 LM, pp. 235 - 242

IV. LEARNING TASKS

A. ELICIT
Recall their knowledge about free falling bodies.
1. What is gravity?
2. What is the acceleration due to gravity on earth?
3. Is the rate of gravity (acceleration) the same for all objects on earth?
B. ENGAGE
Consider Figure 2 a stone dropped from a cliff.
Key Questions:
1. What happen to the distance travelled of the stone for equal time interval? In figure 3, the ball is thrown
upward, what happen to the ball when it reaches the maximum height. Why?

C. EXPLORE
Let us try to find out in the next activity.
Do the activity 2 “Drop me”
Essential Question:
1. How will you describe uniformly accelerated motion qualitatively and quantitatively in vertical dimension?
Key Questions:
1. What is the velocity of the ball just before it hits the ground?
2. Using a very long string, get the actual height of the building
3. How will you compare the actual height of the building from the result of the experiment?
4. What is the percentage error?
D. EXPLAIN
1. How are equations involving UAM in vertical dimension derived?
Illustrative Example:
The acceleration of gravity on the moon is 1.62 m/𝑠. 2 . A ball is dropped on the moon from a height of 1.5m.
Determine the time for the ball to fall to the surface of the moon.
E. ELABORATE
Let the students solve sample problems relating to UMA in vertical dimension.
Bryan is bouncing in a trampoline while holding a bowling ball. As his feet leave the trampoline, he lets go of
the bowling ball. If Bryan held on to the ball as his feet leave the trampoline, will he go higher, the same or at
lower height? Why?

F. EVALUATE
Solve the following problem involving the Uniformly Accelerated Motion in Vertical Dimension
Maria throws the ball straight up with an initial velocity of 5m/s.
1. What is its velocity at the highest point?
2. What is its acceleration at the highest point?
3. What is its velocity when it returned to the elevation from where it was thrown?
4. What is its acceleration just before it hits the ground?
5. After 2 seconds, what is the acceleration of the ball?
G. EXTEND
Solve the problem:
Solve the problem: A carpenter on the roof accidentally drops a nail that hits the ground after 2.5 seconds. 1. How high
is the roof? ( d=31m) 2. What is the velocity of the nail just before hitting the ground? ( 𝑣𝑓 = 25m/s )
 Lesson Plan Exemplar:
Inquiry-based Science Teaching Approach
Topic/Title Projectile Motion
Grade Level and Section
Date and Time
Time Allotment 60 minutes
Prepared by LENIE V. BACALSO
Learning Competencies/Objectives
Content Standard: Projectile motion, impulse and momentum, and conservation of linear momentum.
Performance Standard: Propose ways to enhance sports related to projectile.
Learning Competencies: Investigate the relationship between the angle of release and the height and range
of the projectile.

Specific Objective/s:
At the end of the lesson, the students should be able :
1. Describe the trajectory of horizontally fired projectile and the projectiles fired at an angle.
Elicit (2 minutes)
A. Show the linear horizontal graph, v-t graph for objects rolling horizontally
and acceleration – time graph for objects rolling down an incline.
Complete the sentence: A ball rolling horizontally has a velocity that is
______ and an acceleration that is _____. B. Refer to Linear motion down
an incline plane, v-t graph and a-t graph for objects rolling straight down an
incline.
Complete the sentence: A ball rolling straight down an incline has a velocity
that is ___________ and an acceleration that is _________.

Engage (8 minutes)
Improvised Dart Game Mark a target on the board. Challenge the students
to hit the target by throwing chalk to it from the back of the classroom. G9 LM, pp 242-245
Allow 10 students to try. After the activity, ask the students about the
manner of throwing the chalk so that they can hit the target. Guide
students to realize that in order to hit the target the chalk must be thrown
slightly higher than target because as it flies, it will be affected by gravity
thus instead of going straight to the target, it will trace a path curving
downward. Tell the students that this is an example of projectile motion.

Teacher will post the learning objectives for the lesson.

Explore (20 minutes)

Perform the following activity:

How will you describe the trajectory of horizontally fired projectile? What is the
shape of the trajectory fired projectiles at an angle along an incline plane?
Demonstration An Object Launched horizontally and Projectile at an angle.

Explain(5 minutes)
Presentation of outputs. The students will present their work to the class and let them
check and compare their answers.

Key Question:
Sketch the trajectory horizontally fired projectile. How will you describe the
trajectory fried projectile? Sketch the trajectory fired projectile at an angle. What
is the shape of the trajectory for projectiles fired at an angle along?
Horizontal projections and projections at arbitrary angles
Elaborate (10 minutes)
Show some video clips on youth sports events. Let the students observe the different kind of motion demonstrated.
What are the two dimensional motions you have noticed from the sports events?

Evaluate (10 minutes)

Make a sketch and describe the shape of the trajectory of the following: ( 5pts
each)
1. Horizontally fired projectile
2. Projectiles fired at an angle
Rubrics: 5 points – Made a correct sketch and complete description of the Paper and pen
trajectory
4 points – Made a correct sketch but incomplete description of the trajectory
3 points – Made an incorrect sketch but complete description of the trajectory.
2 points – Made an incorrect sketch and incomplete description of the trajectory.
1 point – tried to answer
Extend
What are the projectile motions in the sports events like basketball, volleyball and baseball you have noticed?
(Making free throws, serving a volleyball and batting a baseball)
 Lesson Plan Exemplar:
Inquiry-based Science Teaching Approach
Topic/Title Projectile Motion
Grade Level and Section
Date and Time
Time Allotment 60 minutes
Prepared by Lenie V. Bacalso
Learning Competencies/Objectives
Content Standard:
Performance Standard:
Learning Comptencies:

Specific Objective/s:
At the end of the lesson, the students should be able :
1.

Lesson Plan Exemplar:

Elicit (2 minutes) Inquiry-based Science Teaching Approach
Topic/Title Projectile Motion
Grade Level and Section
Date and(8
Engage Time
minutes)
Time
Teacher will post the learning60objectives
Allotment minutes for the lesson.
Prepared by Lenie V. Bacalso
Learning Competencies/Objectives
Content(20
Explore Standard:
minutes)
Performance Standard:
Perform the following activity:
Learning Comptencies:

Specific Objective/s:
At the end of the lesson, the students should be able : Learner’s module pp. 233-235
1.
Explain(5 minutes)
Manila paper, pentil pen
Elicit (2 minutes)

Engage (8 minutes)
Teacher
Elaboratewill
(10post the learning objectives for the lesson.
minutes)

Explore (20 minutes)

Perform the following activity:
Evaluate (10 minutes)

Learner’s module pp. 233-235

Explain(5 minutes)
Paper
Manilaand pen pentil pen
paper,

Extend
.
Elaborate (10 minutes)

Evaluate (10 minutes)

Paper and pen

Extend
.
 Lesson Plan Exemplar:
Inquiry-based Science Teaching Approach
Topic/Title Projectile Motion
Grade Level and Section
Date and Time
Time Allotment 60 minutes
Prepared by Lenie V. Bacalso
Learning Competencies/Objectives
Content Standard:
Performance Standard:
Learning Comptencies:

Specific Objective/s:
At the end of the lesson, the students should be able :
1.

Elicit (2 minutes)

Engage (8 minutes)
Teacher will post the learning objectives for the lesson.

Explore (20 minutes)

Perform the following activity:

Learner’s module pp. 233-235

Explain(5 minutes)
Manila paper, pentil pen

Elaborate (10 minutes)

Evaluate (10 minutes)

Paper and pen

Extend
.
 Lesson Plan Exemplar:
Inquiry-based Science Teaching Approach
Topic/Title Projectile Motion
Grade Level and Section
Date and Time
Time Allotment 60 minutes
Prepared by Lenie V. Bacalso
Learning Competencies/Objectives
Content Standard:
Performance Standard:
Learning Comptencies:

Specific Objective/s:
At the end of the lesson, the students should be able :
1.

Elicit (2 minutes)

Engage (8 minutes)
Teacher will post the learning objectives for the lesson.

Explore (20 minutes)

Perform the following activity:

Learner’s module pp. 233-235

Explain(5 minutes)
Manila paper, pentil pen

Elaborate (10 minutes)

Evaluate (10 minutes)

Paper and pen

Extend
.
 Lesson Plan Exemplar:
Inquiry-based Science Teaching Approach
Topic/Title Projectile Motion
Grade Level and Section
Date and Time
Time Allotment 60 minutes
Prepared by Lenie V. Bacalso
Learning Competencies/Objectives
Content Standard:
Performance Standard:
Learning Comptencies:

Specific Objective/s:
At the end of the lesson, the students should be able :
1.

Elicit (2 minutes)

Engage (8 minutes)
Teacher will post the learning objectives for the lesson.

Explore (20 minutes)

Perform the following activity:

Learner’s module pp. 233-235

Explain(5 minutes)
Manila paper, pentil pen

Elaborate (10 minutes)

Evaluate (10 minutes)

Paper and pen

Extend
.
 Lesson Plan Exemplar:
Inquiry-based Science Teaching Approach
Topic/Title Projectile Motion
Grade Level and Section
Date and Time
Time Allotment 60 minutes
Prepared by Lenie V. Bacalso
Learning Competencies/Objectives
Content Standard:
Performance Standard:
Learning Comptencies:

Specific Objective/s:
At the end of the lesson, the students should be able :
1.

Elicit (2 minutes)

Engage (8 minutes)
Teacher will post the learning objectives for the lesson.

Explore (20 minutes)

Perform the following activity:

Learner’s module pp. 233-235

Explain(5 minutes)
Manila paper, pentil pen

Elaborate (10 minutes)

Evaluate (10 minutes)

Paper and pen

Extend
.