PROMISEDLAND EDUCATIONAL ACADEMY, INC.

Nurture Park National Road, Brgy.San Isidro 6538

Palompon, Leyte

1st Quarter
WEEKLY LESSON PLAN 4C’s-(B)
SCIENCE 9 (Lecture & Lab)
Lesson 1

Weeks/Day/s: 1-2

Room: Grade 9- Kindness Time: 9:15-10:00 A.M

I. Learning Competencies: Describe the horizontal and vertical motions of a

projectile.(S9FE-IVa-34)

II. Learning Materials: Phoenix You and the Natural World 9, pp 225-240
Chalk
Laptop power point

The learners demonstrate an understanding of:

III. Overview
Projectile and Satellite motion
CONTENT

At the end lesson the learners are expected to;

● Explain motion in two dimensions.
● Specify why the horizontal motion of a projectile is independent
of its vertical motion.
CONNECT ● Demonstrate projectile motion.

Key concept to be developed:

CONCEPT
The motion of a projectile is influenced only by a downward force of
gravity. How would you describe the motion of the water in a river? How
does it compare to the motion of the water coming out of the Merlion
Park, Singapore?
The water in the river is flowing horizontally and in one direction. This
motion is referred to as motion in one dimension. On the other hand, the
water coming out of the Merlion’s mouth follows a curved path, and can
therefore be resolved by horizontal and vertical components. This
motion is referred to as motion in two dimensions. Motion in two
dimensions can be described by using vector quantities such as force,
displacement, velocity and acceleration. Each vector may be resolved
into two components: x- component (horizontal) and y- component
(vertical).The x- component is the projection of the vector on the x-axis,
while the y-component is the projection on the y-axis. Projectile Motion
I- projectile is any object which continues in motion once projected
upward or dropped because of its own inertia and the influence of the
downward force of gravity.
Trajectory- is the path that a projectile follows through space as a
function of time.

Projectile Motion II- is launched at an angle with an initial velocity that

has two components: vertical and horizontal.
 Activity No. 1 “Projectile Motion Simulation”
Activity No. 2 “Ball Toss Experiment”
CONSEQUENCE/ CONTEXTUALIZATION
"A soccer player kicks a ball at an angle of 45 degrees with an initial
velocity of 20 m/s. Calculate the horizontal distance the ball will travel
before hitting the ground."

Ecclesiastes 1:4
"Generations come and generations go,but the earth remains forever."
BIBLICAL PRINCIPLES

IV. ASSESSMENT Essay

Problem Solving

V. ASSIGNMENT Give an example where the understanding of horizontal and vertical

motions of a projectile is crucial.

VI. REMARKS

VII. REFLECTION

A. No. of students who earned 80% in

the formative assessment.

B. No. of students who require additional

activities for remediation.

C. Did the remedial lessons work? No. of

learners who had caught up with the
lesson.

D. No. of learners who continue to require

remediation.

E. Which of my teaching strategies work

well? Why did this 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 by:

KIMBERLY C. ORIAS CHRISTIANE JOY C. ROSALES

Science Teacher School Head
 PROMISEDLAND EDUCATIONAL ACADEMY, INC.
Nurture Park National Road, Brgy.San Isidro 6538
Palompon, Leyte

1st Quarter
WEEKLY LESSON PLAN 4C’s-(B)
SCIENCE 9 (Lecture & Lab)
Lesson 2

Weeks/Day/s: 1-2

Room: Grade 9- Kindness Time: 9:15-10:00 A.M

I. Learning Competencies: Investigate the relationship between the angle of release and the
height and range of the projectile.(S9FE - IVa -35)

II. Learning Materials: Phoenix You and the Natural World 9, pp 232-238
Chalk
Laptop power point

The learners demonstrate an understanding of:

III. Overview
Height and Range of a projectile
CONTENT

At the end lesson the learners are expected to;

● Describe the relationship between the initial velocity and the
height and range of the projectile with constant angle of
release.
CONNECT ● Explain the relationship between the angle of release and the
height and range of the projectile with constant initial velocity.
● Demonstrate the release height and range of the projectile
with constant initial velocity.

Key concept to be developed:

CONCEPT

The projectile motion is the combination of horizontal motion with

constant velocity and vertical motion with constant acceleration. The
horizontal component of projectile motion (with respect to the x-axis)
has an acceleration equal to zero (𝑎𝑥 = 0) since the horizontal
component of the velocity of projectiles is constant. On the other
hand, the vertical component of acceleration is constant which is
equal to the acceleration due to gravity of objects on earth (𝑎𝑦 = −𝑔).
Hence, the equations of motion with respect to x and y-axis
becomes, 𝑥 = 𝑥0 + 𝑣𝑜𝑥𝑡 and 𝑦 = 𝑦0 + 𝑣0𝑦𝑡 − 1 2 𝑔𝑡 2 , for the positions
where: x – final position along x 𝑥0 - initial position along x 𝑣𝑜𝑥 – initial
velocity along the x-axis y – final position along y 𝑦0 - initial position
along x 𝑣𝑜𝑦 – initial velocity along the y-axis t – time g – acceleration
due to gravity (9.81 m/s2). The conditions for projectile motion to
happen is that an object is thrown with an initial velocity 𝑣⃑ 𝑜 at an
angle of launch 𝜃. Now, let us trace the trajectory of the projectile
following a symmetric trajectory (we shall only be dealing with
symmetric trajectories for discussion purposes) by neglecting air
resistance. The body starts at the point origin O.
 As shown in the figure, the trajectory of the body is parabolic. The
figure above shows the position of the body is ascending since the
vertical component of velocity 𝑣0𝑦 is going up. The peak of the
parabola is the highest point where the body could be in its trajectory
(y = H). The peak of the parabola is where the vertical component of
velocity is zero (𝒗𝒚 = 𝟎)

Applying this to the y-component of the velocity, at the peak of flight

of the projectile 𝑣𝑦 = 𝑣0 sin 𝜃 − 𝑔𝑡 = 0 The time when the projectile
reached its highest point is then, 𝑡 = 𝑣0 sin 𝜃 𝑔 To find the maximum
height H, we substitute 𝑡 to the equation of position along the y-axis.
The equation then becomes, 𝐻 = (𝑣0 sin 𝜃) 𝑣0 sin 𝜃 𝑔 − 1 2 𝑔 ( 𝑣0 sin
𝜃 𝑔 ) 2 = 𝑣0 2 sin2 𝜃 𝑔 − 1 2 𝑣0 2 sin 2 𝜃 𝑔 𝐻 = 𝑣0 2 sin2 𝜃 2𝑔 The time
it takes for a projectile to go down to the same level (tdown) is equal
to the time it takes when it was rising (tdown) to its maximum height,
tup = tdown = t

Activity No. 1 “ Throwing a piece of paper Experiment ”

The ideal angle of release for most basketball shooters is at 45⁰. Dirk
CONSEQUENCE/ CONTEXTUALIZATION Nowitski has a release with an angle of 55⁰. Given an initial velocity
of 6 m/s, compare the maximum heights of the shots between the
shooters.

Hebrews 11:1
BIBLICAL PRINCIPLES
"Now faith is confidence in what we hope for and assurance about
what we do not see"
 IV. ASSESSMENT
Problem Solving

V. ASSIGNMENT What is momentum?

VI. REMARKS

VII. REFLECTION

C. No. of students who earned 80% in the

formative assessment.

D. No. of students who require additional

activities for remediation.

C. Did the remedial lessons work? No. of

learners who had caught up with the
lesson.

D. No. of learners who continue to require

remediation.

E. Which of my teaching strategies work

well? Why did this 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 by:

KIMBERLY C. ORIAS CHRISTIANE JOY C. ROSALES

Science Teacher School Head
 PROMISEDLAND EDUCATIONAL ACADEMY, INC.
Nurture Park National Road, Brgy.San Isidro 6538
Palompon, Leyte

1st Quarter
WEEKLY LESSON PLAN 4C’s-(B)
SCIENCE 9 (Lecture & Lab)
Lesson 3

Weeks/Day/s: 1-2

Room: Grade 9- Kindness Time: 9:15-10:00 A.M

I. Learning Competencies: Relate impulse and momentum to collision of objects (e.g., vehicular
collision).
(S9FE - IVb -36)

II. Learning Materials: Phoenix You and the Natural World 9, pp

Chalk
Laptop power point

The learners demonstrate an understanding of:

III. Overview
Linear Momentum and Collision
CONTENT

At the end lesson the learners are expected to;

● Determine the momentum of an object.
● Compare the momentum of an object with the momentum of
other objects.
CONNECT ● Apply how the momentum of an object works.

Key concept to be developed:

CONCEPT Momentum
Any moving object with a quantity of matter has momentum.
Momentum simply means "mass in motion." It is equal to the product of
mass and velocity.Mathematically, it is expressed as

where:
p is the momentum in kilogram ∙ meter per second (kg ∙ m/s)
m is the mass of the moving object in kilogram (kg)
ν refers to velocity of the moving object in meter per second (m/s)

If any object of any mass is not moving, it has zero momentum since
its velocity is zero. Suppose you ride a bus from Iligan City to Cagayan
de Oro City. What do you think will happen to the bus after if it passes
along a curvy road? a. The bus will slow down. b. The bus will speed
up or move faster. c. The velocity of the bus will not change. After
passing a curvy road, the bus travels in a straight road. How will you
describe the velocity of the bus? a. it increases b. it decreases c. it
does not change at all There were only 25 passengers in the bus.
Along the way, 5 passengers drop at Laguindingan bus stop, and
another 4 passengers dropped-off at Opol bus stop. What can you say
about the mass of the bus? a. it increases b. it decreases c. it does not
change at all If your answered (a) the bus slows down on the first
question and (a) it increases on the second, and (b) it decreases on
the third question, then all your answers are correct. Therefore, when
the object slows down or moves faster, its velocity decreases or
increases. If there is a change in the velocity or the mass of an object,
there is also a change in momentum. That change of momentum is
called Impulse.

Impulse = Change in Momentum

Constant means there is no change. Therefore, there is no impulse or
zero impulse for objects moving with constant momentum.

CONSEQUENCE/ CONTEXTUALIZATION Activity No. 1 “Word Box”

Activity No.2 “Crossword Puzzle”
 Give at least 3 activities in real life situations which involve the
concepts of momentum and impulse. Example: Bird flying, driving a
motorcycle along a muddy road

Proverbs 14:16
BIBLICAL PRINCIPLES
"The wise fear the Lord and shun evil, but a fool is hotheaded and yet
feels secure."

IV. ASSESSMENT
Problem Solving

V. ASSIGNMENT

VI. REMARKS

VII. REFLECTION

E. No. of students who earned 80% in the

formative assessment.

F. No. of students who require additional

activities for remediation.

C. Did the remedial lessons work? No. of

learners who had caught up with the
lesson.

D. No. of learners who continue to require

remediation.

E. Which of my teaching strategies work

well? Why did this 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 by:

KIMBERLY C. ORIAS CHRISTIANE JOY C. ROSALES

Science Teacher School Head
 PROMISEDLAND EDUCATIONAL ACADEMY, INC.
Nurture Park National Road, Brgy.San Isidro 6538
Palompon, Leyte

1st Quarter
WEEKLY LESSON PLAN 4C’s-(B)
SCIENCE 9 (Lecture & Lab)
Lesson 4

Weeks/Day/s: 1-2

Room: Grade 9- Kindness Time: 9:15-10:00 A.M

I. Learning Competencies: Infer that the total momentum before and after collision is equal
(S9FE - IVb -37)

II. Learning Materials: Phoenix You and the Natural World 9, pp 208-216
Chalk
Laptop power point

The learners demonstrate an understanding of:

III. Overview
Linear Momentum and Collision
CONTENT

At the end lesson the learners are expected to;

CONNECT ● Describe the relationship of impulse and momentum to collision

of objects.
● Determine the effects of collision of an object.
● Solve the problems involving impulse and momentum.

Key concept to be developed:

Suppose you are playing billiards in which all the balls are of the same
mass. The cue ball and Ball #1 is initially at rest. Then, you use the cue
(long tapered stick or tako) to hit Ball #1. After the collision, Ball #1 had
a greater velocity than the cue ball.

CONCEPT

Since the cue ball and Ball #1 have a change in velocity after collision,
then both balls have a change in momentum. The Ball #1 has a greater
change of momentum because it has greater change in velocity. In
collisions, an object that experiences a greater change in momentum
has a greater impulse. Therefore, this shows the relationship between
impulse and momentum, that a change in momentum is equal to
impulse.

CONSEQUENCE/ CONTEXTUALIZATION Activity No. 1 “Collision investigation”

A skateboarder of mass 50 kg is moving at a speed of 4 m/s when he

collides with a stationary wall. After the collision, he bounces back at a
speed of 2 m/s. Calculate the momentum before and after the collision
and determine if momentum is conserved."

Luke 8:38
BIBLICAL PRINCIPLES
"For with the measure you use, it will be measured to you."
 IV. ASSESSMENT
Problem Solving

V. ASSIGNMENT Describe the situation, the objects involved, and calculate the
momentum before and after the event using hypothetical values.(e.g.,
car crashes, sports, etc.

VI. REMARKS

VII. REFLECTION

G. No. of students who earned 80% in

the formative assessment.

H. No. of students who require additional

activities for remediation.

C. Did the remedial lessons work? No. of

learners who had caught up with the
lesson.

D. No. of learners who continue to require

remediation.

E. Which of my teaching strategies work

well? Why did this 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 by:

KIMBERLY C. ORIAS CHRISTIANE JOY C. ROSALES

Science Teacher School Head