7-Es-Daily-Lesson-plan-matter.docx

Daily Lesson Plan
School Aspang High School Grade 8
Teacher Jemelie G. Batata Learning Area SCIENCE
Date/Time 02-03-2022 Quarter 3rd
1:00-2:00 Pm
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of; the particle nature
of matter as basis for explaining properties, physical changes, and
structure of substances and mixtures.
B. Performance Standards The learners shall be able to; present how water behaves in its
different states within the water cycle.
C. Learning Competencies The learners should be able to: explain the properties of solids,
liquid and gases based on the particle nature of matter.
Lesson Objectives • Identify the states of matter if its solid, liquid or gas.
• Differentiate the characteristics of solid, liquid and Gas.
II. CONTENT Unit III. Module 1
Topic: States of matter: Solid, Liquid and Gas.
111 LEARNING RESOURCES
A. References Science Learners Module
1. Teacher’s Guides 151-152
2. Learner’s Materials pages 6-9
3. Textbook Pages 6-9
4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books.
B. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
ELICIT
1. What was our lesson last meeting?
2. What are the states of matter?
B. Establishing a purpose for the lesson Tell the students the objective of the lesson:
• Identify the properties of matter if its solid, liquid or gas.
• Differentiate the characteristics of solid, liquid and Gas.
C. Presenting examples/ instances of the new
lesson
ENGAGE
Directions: Look at the picture and describe it.
D. Discussing the new concepts and practicing
new skills #1
By Pair do the Activity No. 3 “select my box!”
E. Discussing the new concepts and practicing new
skills #2
Discuss the result of the activity.
Answer the questions given.
F. Developing mastery ( Leads to formative
assessment ) EXPLAIN
Discuss what is Matter?
What is solid? Liquid? Gas?
G. Finding practical applications to concepts and
skills in daily living
Have you experience drinking hot coffee?

H. Making generalization and abstraction
ELABORATE
Matter is every thing we see or even not seen in the universe is
matter. Matter is
anything that occupies space and has mass.
Matter is made of tiny particles.
Solid
It has definite shape and volume because its particles are closely
packed together in a fixed position. These particles vibrate and are
held
together by strong attractive forces. It is difficult to compress the
particles.
Liquid
It has a definite volume and takes the shape of the container. Liquid
flows easily because its particles have enough space and have less
attractive force. The spaces in the particles allows particles to be
compressed a little bit.
Gas
It takes the volume and shape of the container. Gas particles are far
from each other that is why they have the weak attractive force and
can
flow easily. They occupy the entire space available. The large spaces
in
between particles allows particles to be compressed easily.
I. Evaluating learning
EVALUATION
Directions: Write S if the statement describes a solid, L if liquid and
G if gas.
_______ 1. Has definite shape and volume
_______ 2. Does not flow easily
_______3. Has no definite shape and volume
_______4. Flows easily
_______ 5. Has no definite shape but has definite volume
_______ 6. perfume in air
_______ 7. Can be poured.
_______ 8. steam produced in cooking rice
_______ 9. raindrops
_______ 10. Solids take this state when they melt.
J. Additional Activities for application or
remediation
EXTEND
• Explain why a stone is compact, water has the ability to flow
and the fragrance of perfume spreads?
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 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:
CHECKED:
JEMELIE G. BATATA____
Teacher-1 DELSA R. ANGELES ED.D-PE
School Head

Daily Lesson Plan
School Labangal National High School Grade 9
7:30-8:30 a.m
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of factors that affect
climate and effects of changing climate and hot to adapt accordingly.
B. Performance Standards The learners shall be able to participate in activities that reduce risks
and lessen effects of climate change.
C. Learning Competencies Describe certain climatic phenomena that occur on a global level.
S9ES-IIIf-31
Lesson Objectives 1. Demontrate how closed spaces trap heat.
2. Explain how greenhouse gases trap heat.
Topic: Greenhouse effect
4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, books
III. PROCEDURES
new lesson
ELICIT
2. What is greenhouse effect?
B. Establishing a purpose for the lesson Tell the students the objective of the lesson: a.) Demonstrate how
closed space trap heat. b.) Explain how greenhouse gases trap heat.
lesson
ENGAGE
Show a video about Greenhouse gases>
new skills #1
Individual, do the Activity No. 8 “It’s Getting’ Hot in here”.
skills #2
Discuss what Greenhouse effect is.
ELABORATE
Have you seen a Greenhouse?
Greenhouse gases prevent heat from escaping the earth thus making
earth’s temperature higher.
EVALUATION
1. What are the three Greenhouse gases?
2. What do you mean by Greenhouse effect?

remediation
EXTEND
Study about the relationship of Carbon dioxide (CO2) and
temperature.
V. REMARKS
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
PREPARED BY:
CHECKED:
Name of Teacher MELINDA B. RULONA

Daily Lesson Plan
7:30-8:30 a.m
I. OBJECTIVES
S9ES-IIIf-31
Lesson Objectives 1. Identify the cause and effects of climate change.
2. Appreciate the importance of the environment.
Topic: Impacts of climate change.
1. Teacher’s Guides
III. PROCEDURES
new lesson
ELICIT
2. What are the cause and effects of climate change?
B. Establishing a purpose for the lesson Tell the students the objective of the lesson: a.) Identify the cause
and effects of climate change. b.) Appreciate the importance of the
environment.
lesson
ENGAGE
Show a video about the impacts of climate change.
new skills #1
Show a video (song) entitled “ Masdan mo ang Kapaligiran by. Ain”
then ask the students on what is the song all about.
skills #2
By group do an activity. The teacher will present a picture in front,
and the student will form a word that connected to the picture
presented.
Discuss the Impacts of Climate change.
ELABORATE
Did you do something that can help our environment.
Cutting trees, burning plastics and throwing garbage everywhere are
one of the causes of climate change. As a human being we must help
our environment, start doing good for it because if we take care of
our environment, our environment will also take good care of us.

EVALUATION
What are the impacts of climate change?
remediation
EXTEND
Research about the programs of the government of how to take care
of our environment.
V. REMARKS
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
PREPARED BY:
CHECKED:

Daily Lesson Plan
7:30-8:30 a.m
I. OBJECTIVES
S9ES-IIIf-31
Lesson Objectives Explain how ocean currents affect climate
Topic: Ocean current
III. PROCEDURES
new lesson
ELICIT
2. How ocean current affect climate?
B. Establishing a purpose for the lesson Tell the students the objective of the lesson: Explain how ocean
current affect climate?
lesson
ENGAGE
Show pictures and videos about ocean currents.
new skills #1
By group do the activity No. 6 “Ocean currents”
skills #2
Discuss How ocean currents affect climate.
ELABORATE
If the Ocean has cold water, what air did it brings?
An Ocean current is the movement of surface water. When ocean
current carries cold water, the air above it becomes colder. When
the Ocean current moves toward the coastal region, the
temperature of that area becomes lower.
EVALUATION How ocean Current affect climate?

remediation
EXTEND
Study about climate change.
V. REMARKS
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
PREPARED BY:
CHECKED:

Daily Lesson Plan
7:30-8:30 a.m
I. OBJECTIVES
S9ES-IIIf-31
Lesson Objectives Interpret the relationship of carbon dioxide and temperature.
Topic: Relationship of carbon dioxide and temperature.
III. PROCEDURES
new lesson
ELICIT
2. What is the relationship between carbon dioxide and
temperature?
B. Establishing a purpose for the lesson Tell the students the objective of the lesson: Interpret the
relationship of carbon dioxide and temperature.
lesson
ENGAGE
Show a graph about carbon dioxide and temperature.
new skills #1
Individually do the Activity No. 9 “CO2) is the reason!
skills #2
Discuss the relationship of carbon dioxide and temperature.
ELABORATE
Have you ever try burning plastics?
When the industrial revolution began, more emissions of carbon
dioxide and other greenhouse gases threatened all living things.
Burning of fossil fuels is one of the main sources of carbon dioxide
emission.
EVALUATION
What is the relationship between carbon dioxide and temperature?

remediation
EXTEND
Study about the Impacts of Climate change.
V. REMARKS
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
PREPARED BY:
CHECKED:

Daily Lesson Plan
7:30-8:30 a.m
I. OBJECTIVES
A. Content Standards The learners demonstrate on understanding of: The relationship
between visible constellations in the sky and Earth’s position along
its orbit.
B. Performance Standards The learners shall be able to: Discuss whether or not popular beliefs
and practices with regard to constellations and astrology have
scientific basis.
C. Learning Competencies Infer the characteristics of stars based on the characteristics of the
Sun.
Lesson Objectives a. Explain the characteristics of stars.
b. Relate color with temperature of a star.
c. Explain the factors that may affect the brightness of a star.
Topic: Characteristics of Stars
A. References Science Learner’s Module
1. Teacher’s Guides 160
III. PROCEDURES
new lesson
ELICIT
1. What is climate?
2. What are those factors that affect climate?
a. Explain the characteristics of stars.
b. Relate color with temperature of a star.
c. Explain the factors that may affect the brightness of a star.
lesson
ENGAGE
Show a video about the Characteristics of Stars.
new skills #1
Each Group will be given a Different Color and sizes of star. All they
have to do is to arrange it in a Construction paper according to its
level and paste it in front.
skills #2
By Group do the Activity No. 1 “Characteristics of Stars”.
Discuss the result of the Activity and Answer the given questions.
Discuss what the characteristics of stars are.
Did you try to do Star gazing? What have you notice?

ELABORATE
When we look at the night sky, we see thousands of stars. In reality,
there are approximately 400 billion stars in our galaxy, and there are
about 170 billion galaxies. A person can see only about 3,000 stars
on the average.
Stars have different sizes, brightness and color.
EVALUATION
1. What are the different characteristics of stars?
remediation
EXTEND
Study about Constellations.
V. REMARKS
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
PREPARED BY:
CHECKED:
Name of Teacher _ MELINDA B. RULONA_
Critic Teacher

Daily Lesson Plan
7:30-8:30 a.m
I. OBJECTIVES
its orbit.
scientific basis.
C. Learning Competencies Infer that the arrangement of stars in a group (constellations) does
not change.
Lesson Objectives a. Explain What is constellation.
b. Group together in a recognizable pattern.
Topic: Constellations
2. Learner’s Materials pages 211
3. Textbook Pages 211
III. PROCEDURES
new lesson
ELICIT
1. What are the characteristics of stars?
2. What are those factors that affect brightness of a star?
a. Explain what is constellation.
b. Group together in a recognizable pattern.
lesson
ENGAGE
Show a video about Constellations.
new skills #1
Each Group will be given a Word Puzzles. All they have to do is to
find the words that are needed.
skills #2
By Group do the Activity No. 2 “Patterns in the sky”.
Discuss the result of the activity. And answer the given questions.
Discuss what is constellation.
ELABORATE
When you look at sky at night what have you notice? Are there
different patterns?
Constellation is a group of stars forming a recognizable pattern that
is traditionally named after its apparent form or identified with a
mythological figure. Modern astronomers divide the sky into eighty-
eight constellations with defined boundaries.

EVALUATION
1. How can we know that it is a constellation?
remediation
EXTEND
V. REMARKS
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
PREPARED BY:
CHECKED:
Critic Teacher

Daily Lesson Plan
7:30-8:30 a.m
10:00-11:00 a.m
11:00-12:00 a.m
I. OBJECTIVES
its orbit.
scientific basis.
C. Learning Competencies Show which constellations may be observed at different times of the
year using models.
Lesson Objectives a. Explain how early people used the constellations.
Topic: How early people used the constellations
1. Teacher’s Guides
III. PROCEDURES
new lesson
ELICIT
2. How early people used the constellations?
a. Explain how early people used the constellations
lesson
ENGAGE
Show a video about the other uses of constellation as navigation.
new skills #1
Each Group will do an activity, the students will be given a different
kind of constellations and all they have to do is to give the related
agricultural activity.
skills #2
Discuss how early people used the constellations.
ELABORATE
How are we going to know if it’s time to sow or harvest?
Before the calendars, people had no way of determining when to
sow or harvest except by looking these patterns in the sky.

EVALUATION
1. How early people used the constellations?
remediation
EXTEND
V. REMARKS
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
PREPARED BY:
CHECKED:
Critic Teacher

Daily Lesson Plan
Date/Time 01-31-19 Quarter 4th
7:30-8:30 a.m
10:00-11:00 a.m
11:00-12:00 a.m
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of projectile motion,
impulse and momentum, and conservation of linear momentum.
B. Performance Standards The learners shall be able to propose ways to enhance sports related
to projectile motion.
C. Learning Competencies Investigate the relationship between the angle of release and the
height and range of the projectile; S9FE-Iva-35
Lesson Objectives a. Capture a full trajectory of projectile motion of a ball on an
inclined surface.
b. Investigate the relationship between the projectile angle, the
height, the range, and the time travel of a projectile.
II. CONTENT Unit 4. Module 1 Forces and Motions (Trajectory of projectile
Motion)
Topic: Activity 4A ( Curve me on an incline) projectile motion.
III. PROCEDURES
new lesson
ELICIT
Ask the students:
1. What was our lesson yesterday?
2.What is projectile motion?
a. Capture a full trajectory of projectile motion on an inclined
surface.
b. Investigate the relationship between the projectile angle, the
height, the range, and the time travel of a projectile.
lesson
ENGAGE
Show a video about projectile Motion its trajectory and the range
covered.
new skills #1
By Group let the student do the activity No. 4 “Curve me on an
incline” by following the procedures of the book ( 5 minutes only).
skills #2
Answer the guide questions.
assessment ) EXPLAIN Discuss What projectile motion is. What is trajectory of Projectile?

ELABORATE
Did you try to play sports like basketball, volleyball and badminton?
What motion can be seen from the balls as well as in the shuttle
cock?
Projectile motion is a form of motion experienced by an object or
particle that is thrown near the Earth’s surface and moves along a
curved path under the action of gravity only.
EVALUATION
1. How can a full trajectory of projectile (motion) of a ball in an
inclined plane can be captured?
2. What is the relationship between the angle of release and the
height, the range and the time of travel of a projectile?
remediation
EXTEND
Study about Impulse and Momentum.
V. REMARKS
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
PREPARED BY:
CHECKED:
Critic Teacher

Daily Lesson Plan
7:30-8:30 a.m
10:00-11:00 a.m
11:00-12:00 a.m
I. OBJECTIVES
Lesson Objectives 1. Solve for the
a. Time of fall.
b. Square of calculated time of fall of horizontally launched projectile
(marble).
Motion)
Topic: Activity 4B ( Curve me on an incline) projectile motion.
III. PROCEDURES
new lesson
ELICIT
Ask the students:
2.What is Projectile motion?
B. Establishing a purpose for the lesson
Tell the students the objective of the lesson:
1. Solve for the:
a. Time of fall.
b. Square of calculated time of fall of horizontally launched projectile
(marble).
lesson
ENGAGE
Derived the formula:
ℎ =
1
2
𝐴𝑔𝑡2
new skills #1
1. Calculated time of fall formula:
t=√
2ℎ
𝐴𝑔
skills #2
Solve for the Calculated time of fall and Square of the calculated
time of fall.

ELABORATE
EVALUATION
1. At which height of fall is the calculated time of fall the longest?
Shortest?
remediation
EXTEND
Read about the Concept check on page 248 in the book.
V. REMARKS
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
PREPARED BY:
CHECKED:
Critic Teacher

Daily Lesson Plan
7:30-8:30 a.m
10:00-11:00 a.m
11:00-12:00 a.m
I. OBJECTIVES
Lesson Objectives 1. Set a ball in projectile motion to match pre-drawn parabolic
trajectories;
2. Observe the motion of the ball and describe the path it follows.
Motion)
Topic: Activity 5 (Curve a like)
III. PROCEDURES
new lesson
ELICIT
Ask the students:
2.What is trajectory of Projectile motion?
Tell students about the objectives of the lesson:
1. Set a ball in projectile motion to match pre-drawn parabolic
trajectories;
2. Observe the motion of the ball and describe the path it follows.
lesson
ENGAGE
Show a picture of an example of a trajectory of Projectile motion.
new skills #1
By Group do the Activity No. 5 (Curve a like), and present it in front.(
5 minutes Only).
skills #2
Answer the guide question 19 -31.
How would you describe the ball’s path and motion following
trajectory.
What are parabolic trajectories?
1. How would you describe the path and motion of a soccer ball as
the player kicked it at ground land at an angle of 450
to the
horizontal?

ELABORATE
The displacement d and velocity v are vector quantities. Projectile
motion can be understood by analyzing the horizontal and the
vertical components of the displacement and velocity which add as
vectors.
EVALUATION
1. How many tries did you make to match the curved paths in your
drawing and in your actual performance?
remediation
EXTEND
Have a copy of kinematic equations for projectile motion in you
notebook. Memorize the kinematic equations.
V. REMARKS Study about the SOH-CAH-TOA in Projectile motion.
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
PREPARED BY:
CHECKED:
Critic Teacher

Daily Lesson Plan
7:30-8:30 a.m
10:00-11:00 a.m
11:00-12:00 a.m
I. OBJECTIVES
Lesson Objectives 1.Write and explain the kinematic equations for projectile motions.
2. Use kinematic equations in solving problems on projectile motion.
II. CONTENT Unit 4. Module 1 Forces and Motions (Kinematic Equation for
projectile Motion)
III. PROCEDURES
new lesson
ELICIT
Ask the students:
1.Write and explain the kinematic equations for projectile motions.
2. Use kinematic equations in solving problems on projectile motion.
lesson
ENGAGE
Present the Pythagorean Theorem and how it is derived in a right
triangle. Explain the SOH-CAH-TOA and how it is related to the
kinematic equations for the vertical motion of a projectile.
new skills #1
Give and discuss the kinematic equation for horizontal and vertical
motion.
skills #2
Discuss the components of SOH − CAH − TOA angles.
sin 𝜃 =
𝑉𝑦
𝑉
tan 𝜃 =
𝑉𝑦
𝑉𝑥
cos 𝜃 =
𝑉𝑥
𝑉
𝑉2
= 𝑉
𝑥
2
+ 𝑉
𝑦
2
Explain further how kinematic equations are derived and the
components for SOH-CAH-TOA angles.
skills in daily living Apply kinematic equation in solving a problem.

ELABORATE
Ask students to give the summary of the lesson.
 Kinematic equation
 Components of SOH-CAH-TOA angles.
EVALUATION 1. What are kinematic equations for projectile motion?
a. Horizontal Motion
b. Vertical Motion
remediation
EXTEND
V. REMARKS
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
PREPARED BY:
CHECKED:
Critic Teacher

Daily Lesson Plan
7:30-8:30 a.m
10:00-11:00 a.m
11:00-12:00 a.m
I. OBJECTIVES
Lesson Objectives 1. Draw the velocity components vector diagram for projectile fired
horizontally.
2. Solve and Copy the sample problems with solution on Projectile
motion.
II. CONTENT Unit 4. Module 1 Projectile Launched Horizontally
III. PROCEDURES
new lesson
ELICIT
Ask the students:
1. Draw the velocity components vector diagram for projectile fired
horizontally.
2. Solve and Copy the sample problems with solution on Projectile
motion.
lesson
ENGAGE
Present the figure 11. Path of a projectile fired with initial velocity 𝑉𝑖
At angle 𝜃𝑖 to the horizontal.
new skills #1
skills #2 Apply kinematic equation in solving a problem.
Explain further how kinematic equations are derived.
1. How would you describe the path and motion of a shatom stick as
the player push it at ground level at an angle of 450
to the
horizontal?

ELABORATE
The projectile moves forward horizontally with uniformly velocity, its
vertical velocity is also accelerated creating a trajectory that is a
parabola.
EVALUATION 1. What are kinematic equations for projectile motion?
a. Horizontal Motion
remediation
EXTEND
V. REMARKS
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
PREPARED BY:
CHECKED:
Critic Teacher

Daily Lesson Plan
7:30-8:30 a.m
10:00-11:00 a.m
11:00-12:00 a.m
I. OBJECTIVES
C. Learning Competencies Relate Impulse and momentum to collision of objects (e.g., Vehicular
collision); S9FE-IVb-36
Lesson Objectives 1. Explain What is Impulse and Momentum.
2. Identify the factors that affect momentum.
II. CONTENT Unit 4. Module 1 Impulse and Momentum
Topic: Activity No. 4 “Investigate Momentum”
III. PROCEDURES
new lesson
ELICIT
Ask the students:
2. What is an Impulse and Momentum?
1. Explain What is Impulse and Momentum.
2. Identify the factors that affect momentum.
lesson
ENGAGE
Show a video about Impulse and Momentum.
new skills #1
By Group do the activity No. 6 “Investigating Momentum” within 5
minutes only.
skills #2
Discuss the results of the Activity.
Answer the guide question 32-36.
Discuss what an Impulse and Momentum is.
What are those factors that affect Momentum?
What is a momentum of the 2500 kg bus from Laguna moves at 25
m/s to Makati.

ELABORATE
The total momentum of a system does not change of there are no
net external force acting on it.
EVALUATION 1. What is an Impulse and Momentum?
2. What are the factors that affect momentum?
remediation
EXTEND
Study further about the concept of Impulse and Momentum.
V. REMARKS
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
PREPARED BY:
CHECKED:
Critic Teacher

Daily Lesson Plan
7:30-8:30 a.m
10:00-11:00 a.m
11:00-12:00 a.m
I. OBJECTIVES
Lesson Objectives 1. Explain What affects Momentum.
2. Solve problems about momentum.
II. CONTENT Unit 4. Module 1 Impulse and Momentum
Topic: What affects momentum
2. Learner’s Materials pages 258=259
III. PROCEDURES
new lesson
ELICIT
Ask the students:
2. What affects momentum?
1. Explain What are the factors affecting momentum of the object.
2. Solve worded problems about momentum.
lesson
ENGAGE
Show a video lesson about factors affecting momentum: Emphasize
the concepts and formulas:
P=mvm=
p
v
v=
p
m
new skills #1
Group the students into 5. Let each group compute the momentum
applying the formula P=mv in the given exercises on Page 259 in a
long bond paper and paste it in front and the teacher will choose
one member to explain.
skills #2
Guide students to remember the equations and quantities (factors)
affecting momentum tabulated form:
Equation to Use If you are looking
for…
If you know…
P=mv Momentum Mass and Velocity

m=
p
v
Mass Momentum and
Velocity
v=
p
m
Velocity Momentum and
Mass
assessment ) EXPLAIN Discuss what affects momentum.
ELABORATE
If you were running on the field and suddenly you bump on the tree
what would happened?
For objects moving at the same velocity, a more massive object has a
greater inertia in motion therefore a greater momentum.
EVALUATION From the concepts that the student learned. Answer the check up
questions in a 1 whole sheet of paper.
remediation
EXTEND
Study about causes the change in momentum?
V. REMARKS
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
PREPARED BY:
CHECKED:
Critic Teacher

Daily Lesson Plan
7:30-8:30 a.m
10:00-11:00 a.m
11:00-12:00 a.m
I. OBJECTIVES
Lesson Objectives 1. Explain what Impulse is and how it is related to momentum.
2. Identify the factor that affect the force of impact on moving
objects.
3. Solve worded problems applying Impulse and Momentum
formulas.
II. CONTENT Unit 4. Module 1 Forces and Motions
Topic: Impulse and Momentum
Activity No. 7 “Playing Egg Volleyball”.
III. PROCEDURES
new lesson
ELICIT
Ask the students about the yesterday’s lesson.
What are the factors that affecting momentum of an object? Do you
have idea what is Impulse?
1. Explain what Impulse is.
2. Identify the factor that affect the force of impact on moving
objects.
3. Solve worded problems applying Impulse and Momentum
formulas.
lesson
ENGAGE
Show a figure of an Egg hitting a brick wall and the other one hitting
a curtain. Ask the students: What happened to the egg hitting the
brick wall and egg hitting a curtain? Why is it that they don’t have
the same outcome?
new skills #1
By pair, do the Activity No. 7 “Playing Egg Volleyball”, and identify
the factors that affect the force of Impact on the egg.
Answer the guide question number 37 to 40 in a One whole sheet of
paper.

skills #2
Discuss the results of the Activity.
Answer the guide questions.
Discuss what is Impulse in terms of Force and time (I=FxT) and how
Impulse is related to momentum..
Identify the factor that affect the force of impact on moving objects.
Solve problems related to Impulse and Momentum.
ELABORATE
If you’re going to punch the wall with your hand and the curtain with
your other hand, what would happen to your both hands?
The egg is a naturally-fragile material. However, the choice of
material may prevent the egg from breaking by increasing the time
of impact, therefore lessening the impact force.
EVALUATION
1. What is Impulse? How is Impulse related to Momentum?
2. What are the factors that affect the force of impact on moving
objects?
3. Solve problems.
remediation
EXTEND
Study the Formula F=ma and try to familiarize on how to derived the
formulas.
V. REMARKS
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
PREPARED BY: CHECKED:
JEMELIE G. BATATA___
Critic Teacher

Daily Lesson Plan
Date/Time 02-19-19 Quarter Fourth
7:30-8:30 a.m
10:00-11:00 a.m
11:00-12:00 a.m
I. OBJECTIVES
C. Learning Competencies Infer that the total momentum before and after collision is equal;
S9FE-IVb-37
Lesson Objectives 1. Explain What Collision is.
2. Describe the difference between the Elastic and Inelastic Collision.
3. Solve Problems that is related toElastic and Inelastic Collision.
II. CONTENT Unit 4. Module 1 Forces and Motions
Topic: Collision ( Elastic and Inelastic Collision)
4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, Physics books
III. PROCEDURES
new lesson
ELICIT
What is the conservation of momentum? Do you have any idea
about collision?
The students will play a game called “The boat is sinking”. All the
students must participate in the game. The teacher will say the word
The boat is sinking group your selves with a given number and the
students will get their classmates to have the same number of
student that the teacher said.
Tell the students about the objectives of the lesson:
1. Explain What Collision is.
lessonENGAGE
By group the student will choose their best player that can play the
game called “Shoot Me in “. In this game the student will be given
many marbles all they have to do is to shoot it on the cup. The
player that can shoot many marbles within 1 minute will be the
winner.

new skills #1
Collision is an encounter between two objects resulting in exchange
of impulse and momentum. Because the time of impact is usually
small, the impulse provided by external force like friction during this
time is negligible. If we take the colliding bodies as one system, the
momentum of the system is therefore approximately conserved. The
total momentum of the system before collision is equal to the total
momentum of the system after collision is called Isolated system.
Explain the formula:
Elastic Collision
m1 v1 + m2 v2 = m1 v1 ‘ + m2 v2 ‘
(momentum)
And
½ m1 (v1)² + ½ m2 (v2) ² = ½ m1 (v1 ‘)² + ½ m2 (v2’)²
( Kinetic energy)
Inelastic Collision
m1 v1 + m2 v2 = ( m1 + m2) v
skills #2
1. Elastic Collision- one in which the total kinetic energy of the
system does not change and colliding objects bounce off after
collision. (show examples)
2. Inelastic collision- one in which the total kinetic energy of the
system changes. Objects that stick together after collision is said to
be perfectly inelastic.(Show examples)
Show a video about Elastic and Inelastic collision.
Try to solve problems about Elastic and Inelastic collisions.
Group students into 5. Let each Group to compute elastic and
Inelastic equations applying the formula:
Discuss what collision is and the difference between elastic collision
and Inelastic collision.
ELABORATE
If you’re walking on the street and suddenly you bump on the
person. What is this kind of collision?
Collisions are categorized according to whether the total kinetic
energy of the system changes. Kinetic energy may be lost during
collisions when (1) it is converted to heat or other forms like binding
energy, sound, light (if there is spark), etc. and (2) it is spent in
producing deformation or damage, such as when two cars collide.
The two types of collision are:
1. Elastic Collision- one in which the total kinetic energy of the
system does not change and colliding objects bounce off after
collision.
2. Inelastic collision- one in which the total kinetic energy of the
system changes. Objects that stick together after collision is said to
be perfectly inelastic.
EVALUATION
Ask the students what have they learned in the lesson:
1. Explain What Collision is.
remediation
EXTEND
On a 1/2 sheet of paper solve this problem:
1. A 0.25 kg arrow with a velocity of 15 m/s to the east strikes and
pierces the bull’s eye of a 7.0 kg target. What is the Final velocity of
the combined mass?

V. REMARKS Study about Work Energy.
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
Critic Teacher

Daily Lesson Plan
Date/Time 02-21-19 Quarter Fourth
7:30-8:30 a.m
10:00-11:00 a.m
11:00-12:00 a.m
I. OBJECTIVES
A. Content Standards The learners demonstrate the understanding of conservation of
mechanical energy.
B. Performance Standards The learners shall be able to create a device that shows conservation
of mechanical energy
C. Learning Competencies Explain energy transformation in various activities/ events (e.g.,
waterfalls, archery, amusement rides); S9FE-IVc-39
Lesson Objectives 1. Explain what mechanical energy is.
2. Describe the two different form of mechanical energy
(potential energy and Kinetic energy)
3. Give the formulas for potential energy and kinetic energy
II. CONTENT Unit 4- Module 2 Work, Power and Energy
Topic: Mechanical energy
4. Additional Reference from Learning Resources www. Google.com, www.youtube.com, Physics books
III. PROCEDURES
new lesson
ELICIT
What is the Mechanical energy?
Tell the students about the objectives of the lesson:
1. Explain what mechanical energy is.
3. Give the formulas for potential energy and kinetic energy
lesson ENGAGE
Show a video about Mechanical energy. Ask the students what they
have learned from the video presented.
new skills #1
Potential Energy -It is the energy in matter due
to arrangements of its parts, its
composition, location and
structure. It is commonly
considered as a stored energy
having the potential to do

mechanical work.
-The various forms of potential
energy:
Gravitational Elastic
Kinetic energy -It is energy in moving matter
and wave.
-Some forms of kinetic energy:
Motion Radiant Sound Thermal
Wave
skills #2
Potential energy
PE grav= mgh
PE elas=
1
2
𝑘𝑥2
Where:
PE grav= gravitational
potential energy
m= mass of object
g= acceleration due to
gravity
h= height or elevation
difference
Where:
PE elas= elastic potential
energy
k= spring constant
X= compression or
extension length
Kinetic energy KE=
1
2
𝑚𝑣2 Where:
KE= kinetic energy
m= mass of object
v= velocity of object
Discuss what Mechanical energy is and describe the two forms of
mechanical energy (potential energy and kinetic energy).
ELABORATE
When you kick a football, you give what energy for it to move?
Mechanical energy- it is the sum of potential and kinetic energy. It is
the energy associated with the motion and position of an object.
Potential energy- is the energy stored in an object due to its position
above the earth’s surface.
Kinetic energy- is the energy that is possesses due to its motion. It is
defined as the work needed to accelerate a body of a given mass
from rest to its stated velocity.
EVALUATION
Ask the students what have they learned in the lesson:
1. Explain what mechanical energy is.
remediation
EXTEND
Give 5 Examples of Potential energy and 5 examples Kinetic energy
on a ½ sheet of paper.

V. REMARKS Study about the Energy transformations.
VI. REFLECTION
for remediation.
remediation
Why did these work?
teachers?
Critic Teacher

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