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SCIENCE LESSON PLAN

GRADE/ LEVEL- 9
QUARTER / DOMAIN-4TH/PHYSICS& Science
DATE: May 6,2024

I. OBJECTIVES

A. Content The learners demonstrate an understanding of…

Standards  The learners demonstrate understanding
of projectile motion, impulse and
momentum, and conservation of linear
momentum.

B. Performance The learners should be able to…

Standards  Propose ways to enhance sports related to
projectile motion

C. Learning The learners should be able to:

Competencies  Relate impulse and momentum to
/ Objectives collision of objects (e.g., vehicular
(Write the LC collision). (S9FE-IVb-36)
code)  Solve Problems using momentum concepts

II. CONTENT Momentum

III. LEARNING
RESOURCES

A. References

1. Teacher’s Grade 9 Science Teacher’s Module, Department

Guide pages of Education, Philippines, p. 223

2. Learner’s Grade 9 Science Learner’s Module, Department

Materials pages of Education, Philippines, p. 320–322

3. Textbook
pages

4. Additional
Materials
from
Learning
Resource
(LR) portal
 B. Other http://www.cpalms.org/uploads/resources/
Learning 46111/Momentum %20Practice.pdf
Resources https://www.ck12.org/physics/momentum/lesson/
momentum-ms-ps/

IV. PROCEDURES

Teacher’s Activity Learners Activity

A. Reviewing ELICIT Students
previous expected
lesson or Teacher’s reminders before
answers.
presenting the start of the class.
the new  Set an enjoyable mood
lesson  Classroom and learners
preparation and
instruction (notebooks
for notetaking)
 Remind learners to
actively participate in
class discussion

REVIEWING PAST LESSON

Integration of Arts, PE
and English
“SPIN AND ACT “

Teacher will Spin the wheel and

the learners will read and act
out the sport related words that
are
depicted in the spinning wheel.
The learner that can act out
well the word will be given a
privileged to tell when the
wheel will stop.
Ask the learners the
following question:
The motion of
an object
1.How would you describe thrown
the motion of the object? (projected) into
the air.
2.What is the shape of the parabola
path of the different sports
you act out?

Very good! It seems that

you really master our
lesson.

Projectile motion is very

common in sports, since most
 sports involve the motion of a
projectile .

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B. Establishing 1. Identify factors affecting Present the

a purpose for momentum objectives of
the lesson 2. Cite situations where and
momentum is involved. expectations for
3. Calculate the mass, the learners at
velocity and momentum the end of the
of an object lesson.
 a. Presenting ENGAGE Expected
examples/inst Answers
ances of the (3 minutes)
new lesson Have the students watch an
animation of two vehicles
approaching each other at an
intersection. Ask the following guide
questions:
(Two vehicles
a. What did you observe in the video approaching each
clip? (Two vehicles approaching other)
each other)
b. What do you think would happen if
both vehicles continue moving
toward the intersection? (They
would hit each other.) (They would hit
c. Which vehicle do you think would each other.)
have greater damage? Why?
(The lighter vehicle would have
greater damage because it has (The lighter vehicle
lesser mass than the other would have greater
vehicle.) damage because it
has lesser mass
than the other
Say: Let’s verify this answer as vehicle.)
we discuss our lesson today,
which is all about momentum.

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b. tyDiscussing EXPLORE
new concepts
and (10 minutes)
Got it! Here's the revised
practicing
exploration section with
new skills #1
students divided into two
groups for the Momentum
Relay game:

III. Game: Momentum Relay

1. Materials Needed
- Maceballs (or any suitable
weighted object)
- Bucket
- Stopwatch or timer
- Open space for
movement
- Jug of Water

2. Game Setup
c. Discussing - Divide the class into two
groups.
new concepts
- Place the maceball and
and
Bucket with a level of
practicing water in front of the group
new skills #2 each group, representing
different levels of
difficulty.

3. Rules of the Game

- Each group member
takes turns swinging the
maceball/Bucket to
another member within
their group.
- The goal is to maintain a
constant momentum
throughout the relay.
- Start with an easy level
where the
maceball/Bucket is
swung gently, then
progress to moderate and
difficult levels with faster
swings and longer
distances.
- Use a stopwatch or timer
to measure the time
taken for each round.
 4. Learning Objectives
- Apply the concept of
momentum in a practical
and fun activity.
- Understand how changes
in mass and velocity
affect momentum.
- Observe the conservation
of momentum as the
maceball is passed
between group members.

5. Guided Exploration
- Demonstrate the game's
first round to both groups,
explaining the objective
and safety precautions.
- Let each group complete
several rounds, gradually
increasing the difficulty
level.
- Encourage students to
discuss and analyze their
observations during the
game, focusing on how
momentum is transferred
and conserved within
their respective groups.

6. Debriefing
- After the game, gather
both groups for a
debriefing session.
- Write the experiences and
challenges faced during
the game.
- Relate the game's
mechanics to the
principles of momentum
conservation and
collisions.
- Emphasize the
importance of mass,
velocity, and direction in
determining momentum.

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Part 1 Bucket Swing

Q1. Differentiate Which of the
following swing attempts and
level of the challenge do you
think the pale of water
possessed greater
 momentum? Why?
__________________________
__
__________________________
__ ___________________
Part 2.
Maceball/Crowbar swing
Guide questions:
Q.1 .
Which among the two
distances from the heavy end
of the crowbar when swung
possessed greater
momentum? Explain.

_________________________
__
_________________________
__
________________________
Q2. How do you think mass
and velocity affects
momentum? Notice how you
swing and snatched in position
the crowbar/macebell
________________________
__
_________________________
__
_________________________
_

Correct misconceptions

d. Developing EXPLAIN Expected Answers

mastery Discuss the concept of
(leads to momentum using PowerPoint
Formative presentation and the following
Assessment 3) guide questions:
a. From the PPT presented
earlier, what are the two
factors that affect the (mass and
momentum of an object? velocity)
(mass and velocity)
b. How does mass affect an
(The greater the
object’s momentum? (The
mass, the
greater the mass, the
greater the
greater the momentum of
momentum of
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f. Evaluating Ask the students to solve the

learning following using GUFSA
METHOD:
a. A 5.0 kg ball is launched
with a speed of 2.0 m/s.
Find the momentum of the
ball.
b. A 500 kg car is driving with a
speed of 4 m/s. Find the
momentum of the car.
c. Two students are running in
a cross-country race. One
has a mass of 60 kg, while
the other has a mass of 70
kg. If they are both running
with a speed of 7 m/s,
which has more
momentum? Why?

ANNOTATIONS
The questions are intended to
measure learning outcomes
and achievement of learning
objectives.
 g. Additional EXTEND
activities for
application Learners will choose one
or activity according to their
remediation interest.

1. Momentum
Crossword Puzzle
2. Momentum Word
Problems
3. Momentum Reading
Passage

ANNOTATIONS

This activity will cater

diverse learners to explore
different
activities that suits them

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V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

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:
VON GABRIEL FAELDAN
Preservice Teacher
Checked by:

REYNAN DORADO
Coordinating Science Teacher