GRADE 1 to 12 School Grade Level 9

DAILY LESSON LOG Teacher Learning Area SCIENCE

Teaching Dates and Time WEEK 4 Quarter 4

CLASS SESSION 1 CLASS SESSION 2 CLASS SESSION 3 CLASS SESSION 4

I. OBJECTIVES

The learners demonstrate understanding of...

A. Content Standards
projectile motion, impulse and momentum, and conservation of linear momentum.

The learners should be able to...

B. Performance Standards
propose ways to enhance sports related to projectile motion.

Infer that the total momentum before and after collision is equal. S9FE-IVb-37.

C. Learning
Competencies/Objectives At the end of the lesson, you should be able to:
Write the LC code for each.
K: state what momentum conservation means.
S: compare the total momentum of two objects in a system before and after collision.
A: display knowledge of conservation of momentum through its application to practical situations.

II. CONTENT CONSERVATION OF MOMENTUM

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

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 3. Textbook pages

4. Additional Materials from

Learning Resources (LR) portal

B. Other Learning Resources

IV. PROCEDURES

a. Briefly review the concept of a. Briefly review the concept of a. Briefly review the concept of Briefly review the topics that were
force and motion from the inertia (resistance to change momentum (p = mv) and its discussed within the week ready
previous lesson. in motion). units. for the assessment.
b. Introduce the concept of b. Introduce the concept of
b. Introduce the term
momentum (mass x velocity) conservation of momentum:
A. Reviewing previous lesson or "momentum" and explain it's as a quantitative measure of In an isolated system (no
presenting the new lesson a combination of mass and an object's inertia.
external forces), the total
velocity. c. Highlight that momentum is
momentum before a collision
a vector quantity, having
is equal to the total
both magnitude and
momentum after the
direction.
collision.

a. Ask students: "Imagine a. Explain that collisions are a a. Briefly review the concept of Remind the learners that today’s
throwing a ball against a wall. common occurrence in our momentum (p = mv) and its agenda is to assess their learning
What happens to the ball and world, and understanding units. via quiz.
the wall?". momentum helps us predict b. Introduce the concept of
b. Lead a discussion about how their outcomes. conservation of momentum:
B. Establishing a purpose for the the moving ball interacts with b. Today's lesson will focus on In an isolated system (no
the wall and how comparing the total external forces), the total
lesson
understanding momentum momentum of two objects in momentum before a collision
can help explain that is equal to the total
a system before and after a
interaction. momentum after the
c. Pose the question: "Is there a
collision. collision.
rule about how momentum
behaves in these situations?"

C. Presenting examples/instances of a. Show a short video clip of a a. Show real-life examples of a. Briefly review the concept of Give more instances or examples
the new lesson billiard ball collision collisions (billiard balls, car momentum (p = mv) and its of situations related to the topic of
([YouTube billiard balls crash videos with units.
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 collision ON youtube.com]). disclaimers). b. Introduce the concept of the week.
b. Ask students to describe what
b. Discuss the concept of an conservation of momentum:
they observe. isolated system (no external In an isolated system (no
c. Introduce the concept of a forces acting on it).
external forces), the total
"closed system" where no
external forces act on the momentum before a collision
objects colliding. is equal to the total
momentum after the
collision.

a. Introduce the concept of a. Introduce the Law of a. Divide students into pairs. Allow learners to review their
momentum conservation: In a Conservation of Momentum: Provide playdough (or lesson.
closed system, the total In an isolated system, the similar material) and ask
momentum before a collision total momentum before a them to create objects of
is equal to the total collision is equal to the total different masses (e.g., a
momentum after the collision. momentum after the large ball and a small ball).
b. Use an analogy: Think of collision. b. Challenge them to simulate
momentum like money in a b. Present the formula for elastic and inelastic
bank account. You can add or momentum (p = mv) and collisions by manipulating
remove money (change the explain its components. their playdough objects.
momentum of individual c. Show a simple example of
D. Discussing new concepts and objects), but the total amount two carts colliding on a c. After each simulation, have
practicing new skills # 1 in the bank (total momentum them calculate the
frictionless track (diagrams
in the system) stays the momentum (p = mv) of each
and calculations). object before and after the
same.
c. Show a simple animation or collision.
simulation of a one- d. Guide them to discuss their
dimensional elastic collision observations and how they
(use "[PhET sims momentum relate to conservation of
ON University of Colorado momentum.
phet.colorado.edu]")
highlighting momentum
calculations before and after.

E. Discussing new concepts and a. Divide students into pairs and a. Introduce the concept of a. Introduce the concept of
practicing new skills # 2 provide them with toy cars of elastic vs. inelastic collisions: impulse (J = Δp = FΔt) and
different masses. ● Elastic collisions: Objects its relation to momentum
b. Ask them to design a simple change. Briefly discuss the
"collision track" using books bounce apart completely concept of external forces
or ramps. (kinetic energy influencing momentum.
conserved)
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 c. Students will experiment with ● Inelastic collisions: b. Present real-world
different scenarios, recording applications where impulse
initial masses and velocities Objects stick together or plays a role (e.g., airbags in
of the cars before the collision lose some kinetic energy. cars, crumple zones in
and then observing the final b. Explain how the Law of vehicles).
velocities after the collision Conservation of Momentum
(estimating with visual applies to both types of
observations). collisions (total momentum
d. Encourage them to discuss conserved regardless).
their observations and relate c. Practice solving problems
them to the concept of with different scenarios:
momentum conservation. ● Two carts with different
masses moving in the
same direction.
● Two carts with different
masses moving in
opposite directions.

F. Developing mastery (leads to Momentum Marble Mayhem: a. Divide students into groups.
Formative Assessment 3) a. Set up a playing field with a Provide toy cars of similar
long track and several mass.
obstacles. b. Set up a mini "collision
b. Divide the class into teams. course" on the floor (using
c. Each team gets a set of tape or markers).
marbles with different c. Challenge each group to
masses. conduct experiments where
d. The challenge is to design a they vary the initial
series of "plays" using their momentum of one car (by
marbles to knock over a changing its speed) and
target at the end of the track observe the resulting motion
while staying within a specific of both cars after the
time limit. collision.
e. Teams can only use the initial d. Have them calculate the
push (applying force) to set momentum before and after
their marbles in motion. the collision for each
f. This activity encourages scenario.
students to experiment with e. Guide a class discussion to
different masses and analyze the results and
velocities to achieve their emphasize how the total
momentum remains constant
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 goal, reinforcing the concept despite changes in individual
of momentum conservation in velocities.
a fun and engaging way.

Discuss real-life applications of a. Discuss how understanding a. Discuss how the concept of
momentum conservation, such as momentum is important in conservation of momentum
airbags in cars (absorbing various real-world is used in various aspects of
applications: daily life (e.g., rocket
momentum for passenger safety),
b. Design of airbags in cars propulsion, functioning of
G. Finding practical application of rocket propulsion (ejecting mass (minimize momentum trampolines, tennis rackets).
concepts and skills in daily living for forward motion), and even transfer to passengers) b. Encourage students to share
playing sports (kicking a ball or c. Rocket propulsion their own examples.
tackling an opponent). (momentum is conserved in
the system)
d. Ballistic motion (projectiles
and their impact)

a. Lead a class discussion to a. Summarize the key concept: a. Summarize the key
summarize the concept of The total momentum of a takeaways from the lesson.
momentum conservation. closed system is conserved b. Reiterate the significance of
b. Revisit the analogy of the regardless of the type of conservation of momentum
H. Making generalizations and bank account to reinforce the collision. and its applications.
abstractions about the lesson idea of a constant total b. This principle helps us
momentum in a closed predict outcomes of
system. collisions and design
systems for safety and
efficiency.

I. Evaluating learning a. Exit Ticket: Students answer a. Conduct a short quiz with a
a. Distribute a worksheet with The teacher will prepare a quiz to
short questions about mix of multiple-choice and various practical scenarios assess the learnings of the
momentum conservation, for problem-solving questions involving collisions (e.g., a students.
example: related to momentum before swimmer jumping off a diving
● What is momentum? and after collisions. board, a skateboarder
b. Review student responses pushing off a wall).
● What does it mean for and address any b. Students need to analyze Make sure that the quiz covers all
momentum to be misconceptions. each scenario and explain the objectives of the topics that
conserved? how conservation of were discussed in class.
b. Provide an example of momentum is involved, using
momentum conservation in calculations (p = mv) where
everyday life.
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 c. Review the exit tickets to applicable.
assess student understanding
of the key concepts.

a. Provide online simulations or a. For advanced students: a. Provide online simulations or

interactive quizzes on Explore the concept of interactive activities related
momentum conservation for coefficient of restitution to conservation of
further practice. (measures elasticity of a momentum.
J. Additional activities for application b. Encourage students to find collision). b. Assign research projects
and share real-world b. For struggling students: where students explore
or remediation
examples of momentum Provide additional practice specific applications of
conservation in their daily problems with different conservation of momentum
lives.
collision scenarios. in different fields (e.g.,
c.
sports, engineering)

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs to
VI. REFLECTION be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them you can
ask them relevant questions.

A. No. of learners who earned 80%

in the evaluation

B. No. of learners who require

additional activities for
remediation who scored below
80%

C. Did the remedial lesson work?

No. of learners who have caught
up with the lesson

D. No. of learners who continue to

require remediation

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 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 by:

Approved by:

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