Republic of the Philippines

Department of Education
Region XII
Division of Cotabato
Amas, Kidapawan City

DAILY DETAILED LESSON PLAN

School: MATALAM HIGH SCHOOL Subject: SCIENCE

Teacher: ASHEA S. EBRAHIM DATE: APRIL 03, 2024
CLASS/Section/TIME:
wednesday
GRADE 9/G/ 7:30-9:30 AM
GRADE 9/A/ 9:50-11:50 AM
Thursday
GRADE 9/D/ 1:00-3:00 PM

The learners demonstrate an understanding of projectile

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

The learners shall be able to propose ways to enhance sports

B. Performance Standards/
related to projectile motion.
C. Learning
S9FE-IVa-35: investigate the relationship between the angle
Competencies/
of release and the height and range of the projectile
Objectives
At the end of the lesson, the students should be able to:
Cognitive: a. identify the relationship of angle of projection to
height and range of a projectile;
Psychomotor: b. solve problems involving projectile motion; and

c. practice the use of projectile motion in sports and

Affective:
daily activities.
II. CONTENT/SUBJECT
Projectile Motion
MATTER
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
K to 12 Science Curriculum Guide (May 2016) pp. 161
pages
2. Learner’s Material Science – Grade 9 Learner’s Material First Edition 2014
pages pp.217-225
Science – Grade 9 Learner’s Material First Edition 2014
3. Textbook pages
pp.217-225
4. Additional Materials
from the Learning None
Resource Portal
B. Other Learning Laptop, PowerPoint presentation, and monitor
Resources
IV. PROCEDURE
A. Reviewing Previous  Prayer
Lesson or Presenting the  Greetings
New Lesson  Checking of Attendance
 Classroom Management

Instruction: Identify the following pictures if

they are examples of uniformly accelerated
motion.
B. Establishing a Purpose
for the Lesson A. Motivation

GUESS WHAT!
 B. Unlocking of Terms

1. Pattern - A configuration or arrangement.

2. Relative - Related or associated with other things.
3. Prominent - Easily seen or noticeable.
4. Visible - Able to be seen or perceived.
5. Figure - The shape or form .
6. Visualize - To imagine or form a mental picture.
7. Overpower - To dominate or be stronger than others.
8. Revolve - To move or orbit around a central point or
axis.

C. Reading of Objectives
At the end of the lesson, the students should be able
to:
a. identify the relationship of angle of projection to
height and range of a projectile;
b. solve problems involving projectile motion; and
c. practice the use of projectile motion in sports
and daily activities.
C. Presenting Examples /
Instances of the New Lesson

Activity 1. Word Search. Circle the 10 words listed

below. Words appear straight, across, back-word straight
across, up and down, down and up, and diagonally.
 Projectile Motion
- a curve that naturally happens when an object called a
projectile , moves in two dimensions - having both
horizontal and vertical motion components, acted by
gravity only.
- Is the motion of an object thrown or projected into the
air, subject to only the acceleration of gravity.

D. Discussing New
Concepts and Practicing
New Skills #1
Projectile - The object undergoing projectile motion.
Trajectory - The arc/ curve-like motion or path
undergone by a projectile.
Angle - A numerical value in degrees ( o) expressing the
orientation of the projectile to be thrown/projected.
Range - The horizontal displacement; horizontal
distance covered by a projectile.

Vy - vertical velocity responsible for the projectile to

travel at a vertical distance.
Vx - horizontal velocity responsible for the projectile to
travel at a horizontal distance.
Maximum height (Ymax) - The maximum vertical distance
a projectile can reach.

VARIABLES INVOLVE IN PROJECTILE LAUNCHED

AT AN ANGLE

FACTS ABOUT PROJECTILE LAUNCHED AT AN

ANGLE
 An object is projected from rest at an upward angle
(θ).
 Its initial velocity can be resolved into two
components.
 The horizontal velocity is constant due to gravity.
 The amount of time the object takes to come to a
stop at its highest point is the same amount of time it
takes to return to where it was launched from.
 The initial velocity upward will be the same
magnitude (opposite in direction) as the final velocity
when it returns to its original height.

 The angle of release affects the range and height of

a projectile.
 The maximum range is achieved if the projectile is
fired at an angle of 45O with respect to the horizontal
component.
 As the angle of projection becomes greater than 45
degrees, its height becomes higher and its range
becomes shorter.
 As the angle of projection becomes smaller than 45
degrees, its height becomes lower and its range
becomes longer.
 An object launched at an angle of 300 will also be the
same if it is launched at 60O.
 The angles 30O and 60O are called complementary
angles because the add up to 90O.
 As the angle of launch increases, the vertical
displacement of the projectile will also increase. At
the highest point, the vertical component of velocity
is zero and the time to reach the maximum height is
half of the total time of flight.

F. Developing Mastery
(leads to Formative
Assessment)
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
H. Making Generalizations
and Abstractions about the
Lesson
I. Evaluating Learning
Activity 2: Solve Me
1. A firefighter aims a fire hose upward, toward a fire in a
building. The water leaving the hose with a velocity of
32.0 meters per second. If the firefighter holds the hose
at an angle of 78.5°, what is the maximum height of the
water stream?
Activity 3: Fill me up!
Direction: Complete the table below by filling in the
missing item.
1. What have you learn about Constellations?
2. What role does observation play in understanding the
positions and movements of constellations in the night
sky?
3. In what ways do modern technologies, such as star
charts and stargazing apps, impact our ability to observe
and interpret constellations?
Assessment
Multiple Choice
Directions: Choose the letter of the best answer. Write
your answers in a 1/4 sheet of paper.
1. How do ancient Greeks name stars within the
constellation?
a) according to distance
b) according to figure
c) according to brightness
d) according to their position in the constellation
2. Which of the following best describes constellations?
a) Patterns of stars that form recognizable
shapes in the night sky
b) Individual stars that are brighter and more
prominent than others.
c) Planets that are visible in the night sky.
d) Meteor showers that occur at specific times of the
year.
 3. Why are most of the constellations visible at night?
a) Because stars travel at night.
b) Because the sun is too bright.
c) Because they only appear at night.
d) Because of the motion of earth in its orbit
around the sun
4. Can you see the same stars every night?
a) Yes, stars do not change position.
b) Yes, we are seeing the same stars every night.
c) No, the stars travel from one place to another.
d) No, as the earth rotates the part of the sky
you can see changes
5. Why are some constellations not seen in certain
months?
a) Because the brightness of the sun outshines
their visibility.
b) Because of the gravity that affects the rotation
and revolution of the earth.
c) Because the earth revolves around the sun.
d) Because of the tidal waves attracting each other,
creating a huge tsunami that washed out the
constellation.

Assignment

Procedure:

1. Look up in the sky at night time and observe the stars

from 7 pm to 11 pm.

J. Additional Activities for
Application or Remediation
Guide Questions:
1. Compare the position of the stars in the sky. What do
you notice?
2. Are the stars visible at 7 pm still visible at 11 pm in
their "original position?" Why is this so?
3. How do stars move? Describe the movement of the
stars in the night sky.
4. How is the motion of stars similar to the motion of the
Sun?

V. REMARKS
VI. REFLECTION

A. No. of learners who 9-A: _____ 9-D: _____

earned 80% in the
evaluation 9-G: _____ 9-STE: _____

B. No. of learners who

require additional 9-A: _____ 9-D: _____
activities for
remediation who scored 9-G: _____ 9-STE: _____
below 80%
C. Did the remedial lesson
work? No. of learners Did the remedial lesson work? _______ YES __________ NO
who have caught up No. of learners who caught up with the lesson:
with the lesson
9-A: _____ 9-D: _____
 9-G: _____ 9-STE: _____

D. No. of learners who 9-A: _____ 9-D: _____

continue to require
remediation 9-G: _____ 9-STE: _____

E. Teaching Strategies that work well

___Games ___ Peer Teaching
___Group Activities/Group Collaboration ___ 4A’s Approach
___Convergent & Divergent Thinking ___Think-Pair-
Share
___ Problem-based Learning ___ Experiential
Learning
___ Reciprocal Teaching ___ Differentiated
Instruction
E. Which of my teaching
___ Inquiry-based Learning ___ Discussion
strategies worked well?
___Chalk & Talk Method (Lecture Mthod) ___ Case Method
Why did these works?
___ Power Point Presentation ___ Role
Playing/Drama

Why?
___ Complete IMs
___ Availability of Materials
___ Learners’ eagerness to learn
___ Group members’ cooperation in doing their tasks

F.
___ Bullying ___ Learners’
behaviour/attitude
F. What difficulties did I
___ Colorful IMs ___ Unavailable
encounter which my
Technology
principal or supervisor
___Equipment (AVR/LCD) ___ Reading Readiness
can help me solve? ___ Additional Clerical Work
___ Science Computer/Internet Lab

G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by:
Date :___________________________
ASHEA S. EBRAHIM
Intern

Checked and Observed by:

Date :___________________________
LINY F. SOBRENO
Cooperating Teacher

Checked and Approved by:

TITA P. RAYA, P-IV Date :___________________________

School Principal