School Pambujan National High School Grade Level / Section Grade 9 – Proton (STE)
Daily Lesson
Teacher Eufemio D. Adarayan, Jr. Learning Area Science 9
Log
Teaching Dates and Time March 10, 2023 Quarter Second
Based on the Procedure Part of the Daily Lesson Log Activity
(DLL) (May be spread out across a week)
Review of the Previous Lesson/s or Presenting New Lesson Begin with a few recap questions to gauge students' understanding:
ENGAGE 1. "What do we know about how objects move?" UNI
2. "Can anyone give an example of an object that can move on its own?" UNI and MULTI
3. "What do we do to make something start moving, stop, or change its direction?" MULTI and RELATIONAL
Establishing a Purpose for the New Lesson Acknowledge students' answers and build a bridge to today’s topic by explaining that today they’ll learn specifically about the forces we
use to move objects.
1. Define force as “push” and “pull” UNI
2. Explain the effects of force on objects RELATIONAL
Presenting Examples/ Instances of the New Lesson Demonstrate examples of pushes and pulls in everyday life. Use common objects like chairs and tables.
ENGAGE After the demonstration, ask:
1. "What pushes or pulls did you see?" MULTI
2. "Did anyone see how a push or pull changed how something moved?" MULTI
Tell students that today, they’ll explore how they can use pushes and pulls to move objects in different ways.
Discussion of New Concept # 1 On the whiteboard, write “Push” and “Pull.”
EXPLORE Use a small toy car as an example and demonstrate a push by gently pressing the car forward. Explain, “This is a push because I’m using
force to move the car away from me.”
Next, attach a string to the toy car and pull it toward you. Explain, “This is a pull because I’m using force to bring the car closer to me.”
Invite a few volunteers to try pushing or pulling the toy car and ask them to describe what they’re doing.
Questions for Discussion:
1. "What did you notice about the car’s movement when you pushed it versus when you pulled it?" UNI and MULTI
2. "Do you think we use more force when we push something hard or gently? Why?" MULTI and RELATIONAL
Discussion of New Concept # 2
Developing Mastery Leading for Formative Assessment Divide students into pairs and give each pair a small object like a toy car, an eraser, or a ball.
EXPLORE Instruct them to:
1. First, try pushing the object gently and observe how far and fast it moves.
2. Then, try pushing it harder and compare the differences.
3. Experiment with pulling the object and changing its direction.
As they experiment, encourage students to talk to their partner about what they see. Ask them to think about how a gentle push compares
to a strong push in terms of speed and distance.
Finding Practical Applications of concepts and Skills in Daily Ask: “What instances in daily life can you observe push and pull?” RELATIONAL / EXTENDED ABSTRACT
Living
ELABORATE
Making Generalization/Abstraction About the Lesson Gather the class and ask:
ELABORATE 1. "What did we learn today about pushes and pulls?"
2. "Can you think of a way you might use a push or pull at home or on the playground?"
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Write some of their observations on the whiteboard and reinforce key points:
1. "A push moves something away from us, and a pull brings it closer."
2. "Pushes and pulls can make things move faster, slower, or change direction."
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Evaluating Learning ASSESSMENT OF SCIENCE PROCESS SKILLS:
EVALUATE Observation Skills:
_____Identified whether the force is push or pull.
_____Differentiated between push and pull.
_____Compared the direction of motion with reference to the person in pushing and pulling.
Inference/Interpretation Skills:
_____Explained the difference between push and pull.
ASSESSMENT OF CONCEPT
A. Unistructural Level
Question: How is force exerted on objects?
Expected Answer: Force is exerted by pushing and pulling.
B. Multi-structural Level
Question: List two examples of pushes and two examples of pulls that you use in everyday life.
Expected Answer: Examples of pushes might include pushing a door open or pushing a shopping cart. Examples of pulls could be pulling
a wagon or pulling a drawer open.
C. Relational Level
Question: Imagine you are pulling a toy car with a string. Describe what would happen if you pull it gently versus if you pull it harder.
How does the strength of the pull affect the car’s movement?
Expected Answer: Pulling the car gently will make it move slowly and cover less distance. Pulling it harder will make the car move faster
and go farther. The stronger the pull, the faster and farther the car will go.
Additional activities for application or remediation
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