Department of Education

Region VI – Western Visayas

Division of Iloilo City
Andres Bonifacio Integrated School
Ledesma St., Iloilo City

SUBJECT: Science 9 DATE: June 5, 2023

GRADE AND SECTION: 9 QUARTER: 4th Quarter

I. OBJECTIVE
Content Standards: The learners demonstrate an understanding of: Projectile motion, impulse
and momentum, and conservation of linear motion.
Performance Standard: The learners should be able to: Propose ways to enhance sports related to
projectile motion

Learning Competency: Describe the horizontal and vertical motions of a projectile S9FE - IVa -34

Specific Objective: A. Describe Projectile Motion

B. Illustrate the difference of Horizontal Motion of Projectile from Vertical
Motion of Projectile
C. Propose ways to enhance sports related to projectile motion

II. CONTENT
A. Topic: Projectile Motion
B. Materials: Laptop, manila paper, marker, brown envelope
C. References: Science 9 Learner’s Materials, Science 9 Melcs, Science 9 Teacher’s Guide
D. Process skills: Observing, Identifying, Classifying, Teamwork, Critical Thinking
E. Values Integration: Honesty, Teamwork, Perseverance
III. LEARNING TASKS
Teacher’s Activity
ELICIT
A. Reviewing
previous lesson or
presenting the
new lesson.

Showing photo of a man diving.

Let the learners describe the photo and the motion of the man as he diving.

ENGAGE Direction: Use 3 words to describe a projectile.

B. Establishing a
purpose for the
lesson
PROJECTILE

EXPLORE  Provide students with a scenario involving a projectile, such as a ball being
C. Presenting thrown horizontally off a cliff.
examples/instanc  Ask the learners to observe and describe the motion they think will occur.
es of the new  Then, conduct a demonstration using a model or interactive simulation to
lesson showcase the motion of a projectile.
 Encourage students to make predictions and observations.

EXPLAIN  Introduce the concepts of horizontal and vertical motion of a projectile.

D. Discussing  Explain that the horizontal motion is constant and unaffected by gravity, while
new concepts and the vertical motion is affected by gravity.
practicing new  Use diagrams, visual aids, and real-world examples to support the explanation.
skills  Discuss the role of gravity and how it influences the trajectory of a projectile
EXPLAIN Group Activity
E. Developing  Divide the students into small groups and provide them activity related to the
mastery (Leads to projectile.
Formative Materials needed:
Assessment 3) Catapult (you can use a small wooden or plastic catapult)
Soft projectiles (such as small foam balls or beanbags)
Targets (such as buckets, cups, or cardboard cutouts)
Measuring tape or meterstick
Open space or outdoor area
Instructions:
 Set up the targets: Place the targets at various distances from the catapult,
creating a range of target distances. You can start with targets placed at
different increments, such as 50 cm, 1 meters, and 2 meters.
 Measure the distances: Use a measuring tape or meterstick to measure and
record the horizontal distances from the catapult to each target. This will be
used later to analyze the accuracy of the projectiles.
 Load the catapult: Load a soft projectile onto the catapult. Make sure it is
securely positioned and ready to launch.
 Adjust the catapult angle: Experiment with different angles of the catapult by
adjusting the position of the launch arm. Start with a lower angle and
gradually increase it for subsequent launches. Keep the force applied
consistent throughout the experiment.
 Launch the projectile: Release the catapult to launch the projectile towards
the targets. Observe the trajectory of the projectile and where it lands in
relation to the targets.
 Record the results: Keep track of which targets were hit and missed by the
projectiles. Note down the distances at which the successful hits occur.
 Analyze the data: Plot a graph with the distance to the targets (x-axis) versus
the accuracy of hitting the targets (y-axis). Analyze the relationship between
the two variables and discuss the factors affecting projectile accuracy, such as
angle and force of launch.
 Repeat and refine: Repeat the activity, making adjustments to the angle and
force of launch. Challenge participants to hit specific targets or create their
own scoring system based on distance and accuracy.

ELABORATE Identify the following if it Horizontal or Vertical Launched Projectile.

F. Finding 1. coin toss
Practical 2. marble roll from the table
applications of 3. ball being thrown upward
concepts and 4. a man diving
skills in daily 5. a baseball hit by a bat.
living
G. Making How does projectile enhance sports?
generalizations
and abstractions
about the lesson
H. Evaluating Directions: Choose the letter of the best answer. Write the chosen letter on a
learning separate sheet of paper.
(Evaluation)
1. A ball is launched with an initial velocity of 20 m/s at an angle of 45 degrees above
the horizontal. Which of the following statements is true regarding the ball's motion?
A) The horizontal component of velocity remains constant throughout the motion.
B) The vertical component of velocity remains constant throughout the motion.
C) The acceleration of the ball is only in the vertical direction.
D) The maximum height reached by the ball is independent of the launch angle.
2.Which of the following is an example of projectile motion?
a. a bullet being fired from a gun
b. a jet lifting off a runway
c. a space shuttle orbiting Earth
d. dropping an aluminum can into the recycling bin
3. What is the path of a projectile?
a. a hyperbola b. Projectiles do not follow a predictable path. c. a wavy line d. a
parabola
4.Which of the following is the motion of objects moving in two dimensions under the
influence of gravity?
a. horizontal velocity c. parabola b. projectile motion d. directrix
5. A bullet is fired into the air at an angle of 30° to the horizontal. At the same time
and from the same height, a bullet is dropped. If we neglect the effects of air
resistance, how will the time the two bullets spend in the air compare?
a. there is not enough information to determine this
b. the bullet that is fired will spend longer in the air, hitting the ground after the
dropped bullet.
c. the bullet that is fired will spend less time in the air, hitting the ground first.
d. both bullets will spend the same amount of time in the air, hitting at the same time.
EXTEND Assign a project or research task that encourages students to explore real-world
I. Additional applications of projectile motion. They could investigate topics such as projectile
activities for motion in sports, the physics of fireworks, or the trajectory of projectiles in different
application or environments. This will allow them to deepen their understanding and see the
remediation relevance of the concepts they have learned.
Values Honesty, Teamwork, Perseverance
Integration
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 lesson
work? No. of
learners who have
caught up with
the lesson.
D. No. 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
innovations or
localized
materials did I
use/discover
which I wish to
share with other
teachers?

PREPARED BY:

ROSE ANN M. CHAVEZ

Teacher

REVIEWED BY:

JAYLORD S. LOSABIA

Master Teacher 1