Republic of the Philippines

Department of Education
Region IV-A CALABARZON
City Schools Division of Dasmariñas
PALIPARAN II INTEGRATED HIGH SCHOOL

JUNIOR HIGH SCHOOL DEPARTMENT

Lesson Exemplar/Outline (IDEA Instructional Process)

Learning Area SCIENCE Grade Level 9 (IX)

Teacher MARILYN A. ONGKIKO Learning Quarter Third (3rd)
Learning Delivery Modality FULL Face to Face Instructional Dates/Time Remediation Week
April 24 – 28, 2022

Instructional Process Day 1 Day 2 Day 3 Day 4

a. Content Standards LEARNERS DEMONSTRATE UNDERSTANDING OF PROJECTILE MOTION.
b. Performance Standards Propose ways to enhance sports and other activities using the concept of projectile motion.
c. Learning Competency Describe the horizontal and vertical motion of a projectile.
d. Topic/Learning Objectives Modular Distance Learning INTRODUCTORY LESSON TO PROJECTILE MOTION
STUDENTS PERFORM ACTIVITY #1 – Roll, Roll and Away 1. Describe “Uniform Accelerated Motion” qualitatively and quantitively.
refer to SLM pp. 233-234 2. Analyze and solve word problems involving UAM using the basic kinematics formula.
3. Relate UAM to daily life.
e. Learning Resources Science 9 Learner’s Module pp.233-241| PPT | Instructional video - https://youtu.be/U141_scGfWg & https://youtu.be/qRR_1Gj6Kzw |Teacher-made Learning Activity Sheets
f. Inclusive Strategies Individualized/Small-group discussion.
g. Subject Integration English – analysis of word problem in ESL
Math – integration of algebraic and basic math principles, analysis of linear graphs
Values – taking responsibility of one’s action
II. PROCEDURE Day 1 Day 2 Day 3 Day 4
Introduction *Some class will be met only once this week; continuation of tasks will be delivered through MDL format*
Students perform Activity #1 – Roll, Roll and Away
Activity Goals: Students will… Review the results of the Take-home Activity – Roll, Roll and Away.
 Observe and describe uniform accelerating motion. Guide Questions:
 Tabulate, analyze data, and create a graph with their 1. What have you observed about the motion of the can as it is dropped higher above the plank?
collected data. 2. When placed in the graph (DvsT, DvT 2), what similarities and differences have your observed? Why do you
 Describe motion based on graphs. think it happened?
3. Do you know what kind of motion you have observed, based on the experiment?
SLM pages 233 – 234.
Development Prompt: Let us analyze the picture. What are the things you have
observed? Can you give an example of motions similar to what you have
observed?

Expected Answer: The picture illustrates a motion- a moving person. The

man is diving from the top of the cliff. The man is moving faster as he gets
closer to the ocean/waters. The man is moving both horizontally and
MODULAR LEARNING MODALITY vertically downward from the cliff.
Page 2 of 2

Sample Examples: a race car moving faster and faster, an airplane moving faster to create a lift, a marathon athlete
Expected Outputs: moving faster and faster as he reaches the finish line
Engagement  Activity Sheet – Illustration, Data Table and Answers to Types of Uniformly Accelerating Motion
Guide Questions - Horizontal UAM – ex. Car moving on a leveled ground or inclined position (ex. hill or stairs), a flying bird.
 Motion Graphs based on the data collected. - Vertical UAM (Freefall) – falling objects, upward/downward motion (ex. Elevator, hot air balloon, .
- Projectile motion – an arrow shot from a distance, an airplane leaving the ground.
Distance vs Displacement
- Distance is the total length covered by the object, while displacement is the change in position. Distance is used
to calculate speed, while displacement is used to calculate velocity.
Activity Rubric:
Clarity of Data, Procedural Illustration and Explanation/Answer on Formula in Computing for UAM:
the Guide Questions – 40% Vf2 = vi2 + 2ad d = vit + at2 h = ½ agt2
Ability to translate collected data to graphical illustration with 2
detailed discussion/analysis – 30% a = vf – vi vave = vf + vi vf = √ 2agh
Neatness of work and completeness of work – 20% t 2
Punctuality of submission – 10% vave = velocity d = displacement h = height
vf = final velocity t = time g = acceleration due to gravit (9.8
*T/N: Each guide question is worth 5 points, amounting to 15 points vi = initial velocity a = acceleration m/s2)
out of 40%.
Analyze and solve for the sample problems on SLM pp. 234 – 241 (Horizontal and Vertical)
Assimilation Solve for the following problems:
1. One of the wheels in a cart was detached from its frame, forcing the cart to accelerating at a rate of 5m/s 2 for
5s and travelling 8m before stopping. How fast was the cart moving before it stops?
2. A carpenter on the roof drops a nail that hits the ground after 2.5s. (a) how high was the roof? (b) what is the
velocity of the nail before it lands on the ground?
Homework Activity: For week 2 – May 8 and 9, perform Activity # 2 Drop Me! and Activity # 3 You raise me up! (SLM pp 238 – 240).

Prepared by: Checked/Received by:

MARILYN A. ONGKIKO MARICRIS D. PABLO
Teacher I School Head, Principal II