SAN JOSE NATIONAL

School Grade 9
HIGH SCHOOL
KARL ANTHONY A. Learnin
Teacher SCIENCE
MATEO g Area
Teaching Date February 17, 2025
and Time
2:55 pm – 3:35 pm (G9-
MOUNT HALCON) Quarter 4th Quarter
5:55 pm - 6:35 pm (G9-
MOUNT ORO)

DAY: 1

Objectives must be met over the week and connected to

the curriculum standards. To meet the goals, necessary
procedures must be followed and if needed, additional
lessons, exercises, and remedial activities may be done
to develop content knowledge and competencies. These
I. OBJECTIVE
are using Formative Assessment strategies. Valuing
objectives supports learning content and competencies
and enables children to find significance and joy in
learning the lessons. Weekly objectives shall be derived
from the curriculum guides.

The learners demonstrate an understanding of:

A. Content Standards Projectile motion impulse and momentum conservation of
linear momentum.

The learner should be able to:

B. Performance Standards
Propose ways to enhance sports related to the projectile.

Most Essential Learning

The learner should be able to:
C. Competencies (MELC)
Investigate the relationship between the angle of release
Write the LC code for
and the height and range of the projectile. (S9FE-Iva-35)
each

At the end of the lesson, the students are

expected to:

a) Describe the horizontal and vertical dimension

D. Learning Objective motions of a projectile.
b) Identify the factors that determine the projectile’s
flight
c) Determine the other factors that may affect the
motion of an object.

UNIFORM ACCELERATED MOTION:

II. CONTENT MOTION IN TWO DIMENSIONS (PROJECTILE
DIMENSION)

Lists the materials to be used on different days. Varied

III. LEARNING RESOURCES sources of materials sustain children’s interest in the
lesson and in learning. Ensure that there is a mix of

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 concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept
development.
A. References
1. Teacher's Guide
BOW page 137, MELC page 393
Pages
2. Learner's Materials
Quarter 4 ADM pages 32-36
Pages
3. Textbook Pages Quarter 4 ADM pages 32-36
4. Additional Material
from the Learning
Resource (LR) portal

Other Learning PowerPoint Presentation, Smart TV, Tablet, Pictures,

Resource Whiteboard

These steps should be done across the week. Spread out

the activities appropriately so that students will learn
well. Always be guided by demonstration of learning by
the students which you can infer from formative
assessment activities. Sustain learning systematically by
IV. PROCEDURES providing students with multiple ways to learn new
things, practice their learning, question their learning
processes, and draw conclusions about what they
learned about their life experiences and previous
knowledge. Indicate the time allotment for each step.

Daily Routine - Prayer

- Greetings
- Checking Attendance

A. Reviewing the
previous lesson or
- Recall for the last topic
presenting the new
- Motivation: Jumble Words
lesson

B. Establishing a - What is projectile motion, and what forces influence

Purpose for the it?
Lesson - How does projectile motion occur in everyday life,
such as sports, gardening, and recreation?

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C. Presenting
examples/instance The teacher will begin to discuss the topic.
s of the new lesson
Kinematics

- Branch of mechanics which deals with the study of

motion without considering the external factors
causing it.

Projectile

- Is a body given an initial velocity allowed to move

under the sole influence of gravity.
- Any object which projected by some means and
continues to move due to its inertia (mass).

Projectiles move in TWO dimensions

- Since a projectile moves in 2 dimensions, it,

therefore, has 2 components just like a resultant
vector.

Parabola

- the path followed by a projectile (such as a ball,

rocket, or any object thrown or launched into the
air) is often shaped like a parabola.

D. Discussing new
concepts and Read each problem carefully: Identify the given values
practicing such as the initial velocity.
(New Skills #1)
These will help you solve the problem.

1. A rock is thrown at a 45° angle with an initial

velocity of 20 m/s. Calculate the range, maximum
height, and time of flight.
2. A soccer ball is kicked at an angle of 60° with an
initial speed of 18 m/s. Find the time of flight and
the maximum height reached by the ball.
3. A water fountain sprays water at a 30° angle with
an initial velocity of 12 m/s. Calculate the horizontal
range and maximum height of the water.

E. Discussing
new concepts
and practicing - What is the initial velocity of the rock and at what
(New Skills #2) angle is it thrown?
- How will the angle of 45° affect the trajectory of the
rock? Why is it significant?
- How does a higher launch angle of 60° affect the
time the soccer ball spends in the air compared to

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 a smaller angle?
- What will the maximum height tell you about how
high the ball goes before starting to fall?

F. Development of
Mastery (Leading Before students move toward the final assessment, a
to Assessment #3) comprehensive review is essential. This will ensure all
foundational concepts are solidified.

Key Concepts to Review:

Projectile Motion Definition: An object in motion that

is subject only to the force of gravity and air resistance.

Key Forces: Gravity pulls the object downward, while

inertia keeps it moving in the direction of the initial
velocity.

Trajectory: The path of the projectile is parabolic.

G. Finding practical - When playing darts, aiming with the right trajectory
applications of makes all the difference.
concepts and skills - Understanding projectile motion helps when
in daily living calculating the stopping distance or when objects
fall off moving vehicles.

H. Making generalizations
and abstractions about - A projectile is any object thrown horizontally and
the lesson vertically in which the only force acting is gravity.
- No horizontal forces are acting upon projectiles and
thus no horizontal acceleration.

I. Evaluating
Learning
The student will answer the post-assessment given
by the teacher.

Quiz: Is It Projectile Motion?

For each scenario below, write Yes if it involves

projectile motion or no if it does not.

1. A basketball rolling across the floor at a constant

speed.
2. A stone thrown horizontally off a cliff.
3. A bird flying in a straight line at a constant altitude.
4. A bullet was fired at an angle into the air.
5. A leaf floating down from a tree.
6. A swimmer diving off a platform at an angle.
7. A car driving up a hill at a constant speed.
8. Water sprayed from a garden hose at an angle.
9. A rocket accelerates upwards into space.
10. A soccer ball kicked high into the air.

J. Additional
activities for
Assignment:
application or
(MAPEH-ARTS INTEGRATION)
remediation
Draw a situation about a projectile projected at an angle.
Explain your drawing.

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V. REMARKS

VI. REFLECT
Reflect on your teaching and assess yourself as a
teacher. Think about your student’s progress this week.
What works? What else needs to be done to help the
students learn?

Identify what help your instructional supervisors can

provide for you so that when you meet them, you can ask
them relevant questions.

A. No. of learners who

earned 80% in the
evaluation.

A. No. of learners who

require additional
activities for
remediation who
scored below 80%

B. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson

C. No. of learners who

continue to require
remediation

D. Which of my teaching
strategies worked
well? Why did these
work?

E. What difficulties did I

encounter that my
principal or
supervisor can help
me solve?

F. What innovation or
localized materials
did I Use or discover
which I wish to share
with other teachers.

Prepared by: Checked and Monitored by:

Karl Anthony A. Mateo Pesigie O. Alo

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 Student Teacher Cooperating Teacher

Noted by:

Donnel C. Dili-Dili/Marycel DL. Jacobe

Department Head/Head Teacher

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