10

Quarter
Lesson 12
Quarter 1
Lesson Exemplar Lesson

for Science 1

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 10
Quarter 2: Lesson 1
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
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Development Team

Writer: Amber Dea Marie P. Opeda (Philippine Normal University Mindanao)

Validator: Marc Vener C. Del Carmen (Philippine Normal University)

Management Team
Philippine Normal University
Research Center for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [Link]@[Link].
 LESSON EXEMPLAR TEMPLATE

SCIENCE / QUARTER 2 / GRADE 10

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:

Standards 1. Newton’s laws can be used to explain projectile motion and collisions.

B. Performance By the end of the Quarter, learners display critical thinking in describing the factors that affect the trajectory of
Standards projectiles. They distinguish between different types of collisions and describe the impacts on the motion of objects.
They carry out investigations using models to identify relationships that affect the motion of objects and apply their
understanding to real-life situations. Learners gather information from secondary sources to identify, describe, and
explain how science impacts human activities and the environment.

C. Learning Learning Competency: investigate and describe the relationship among the projectile variables including the angle and
Competencies velocity of release, and projectile height and range, using everyday activities such as shooting basketballs or kicking
and Objectives footballs;
Lesson Objective 1: describe the properties of projectile motion and determine the independent horizontal and
vertical components of the projectile motion
Lesson Objective 2: investigate the effect of initial angle of release to the maximum height and range of the
projectile

D. Content A projectile is any object that has an initial velocity when thrown or launched into the air at an angle relative to a
horizontal surface. It then follows a curved path, called trajectory, and continues its motion subjected only to the
downward effects of gravitational acceleration.

The parabolic trajectory of a projectile is a superposition of horizontal and vertical motion:

(1) constant-velocity horizontal motion; and
(2) free-fall vertical motion.
Each component motion is independent of each other and thus can be analyzed separately.

The initial velocity of the projectile in the x-direction (vxi) is equal to the final velocity in the x-direction (vxf). Thus, vxi=
vxf, that means, the motion along the x-component of the projectile covers equal distances in equal intervals of time
ax=0. In addition, the constant horizontal-component of velocity (vx) for a projectile is not affected by gravitational force.

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 The vertical component of the velocity (vy) is not constant throughout the flight of the projectile. Initially when directed
upward, its magnitude steadily decreases to zero until it reaches its maximum path height where vy=0. and depends
only on the initial vertical velocity. The vertical distances of travel would also decrease with time. When its path
reverses downward, its velocity increases with time and the distance covered for each successive second increases.
Throughout the entire flight, there is a constant downward gravitational acceleration ay=-g=-9.8 m/s2.

Different projectile variables influence the projectile path. Bigger angle of initial release would result to greater height.
As the angle of release approaches to 45°, the range would also increase. If the angle of release approaches to 90° but
more than 45°, the range would decrease. The greatest range can be found when the projectile is launched at 45
degrees. Complementary angles would have the same range.

E. Integration Projectile motion in sports

II. LEARNING RESOURCES

● ABS-CBN Sports. Palarong Pambansa 2023 Volleyball Championship Highlights ([Link]

● Titus, A. (2013). Chapter 3: Two-dimensional Kinematics Illustration 3.4: Projectile Motion. Physlet Physics 3rd Edition. Retrieved from:
[Link]

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

a. Activating Prior Day 1 In order to teach this lesson, the

Knowledge 1. Short Review learners should already know the
Activity A. Definitions. ff. concepts:
List down below each phrase some of the concepts or descriptions you can 1. 1 dimensional uniform
accelerated motion
associate with it:
2. free fall and downward effects of
gravity
1-dimensional uniform motion Free-fall
You may divide the class into
groups of four to five members so
that they would work collaborately
and accomplish the task faster.

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 KEY Words (Sample)
Any of the following phrases or key words may do. You may add more details
when correcting the student’s work.
1-dimensional uniform motion
 If the acceleration is zero, then the final velocity equals the initial velocity
(v=v0), i.e., velocity is constant as the object moves along a straight motion
Free fall
 motion of an object subject solely to the force of gravity
 object on Earth in free fall (in a vacuum or if air resistance and friction are
negligible) will accelerate downward (g) at approximately 9.8 m/s2,
independent of its mass
 Galileo Galilei verified his observations using round objects experiment
 demonstrated by astronaut David Scott on August 2, 1971 with a hammer
and a feather from the same height above the Moon's surface

b. Establishing 1. Lesson Purpose

Lesson Purpose The Palarong Pambansa is an annual multi-sports festival that showcase the
best athletes from the different regions of the Philippines. The athletic
competitions are participated by students enrolled in secondary and elementary
levels. Watch the event video sampled from the 63rd Paralong Pambansa held in
Marikina City and observe the motion of the ball on the video:

ABS-CBN Sports. Palarong Pambansa 2023 Volleyball Championship

Highlights ([Link]

You may cut the video shorter

(from 0:16 sec to 01:17 min) as
similar ball motions can be
observed throughout the video.
You may also opt to use the
following screen capture of the
video to point the same motion
observed throughout the video:
The yellow dot in each picture represents the ball and is used to emphasize the
movement of the ball through time. You may also capture other plays made in
the video. However, an appropriate class-size illustration of each screenshot is
recommended for use during class presentation.

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 What is the motion path of the ball? KEY
Draw and describe the motion of the ball. Possible sketch:

Whenever a player hits the ball,

the ball would follow a parabolic
(arc, U-shaped or curved) path
that goes up and then eventually
falls down.

Alternate follow up question (in

case the student will have a
different verbally answer):
From your sketch of the motion of
the ball, what is the shape of the
path?

2. Unlocking Content Area Vocabulary You may divide the class into
Directions: With the given group of letter clues, unscramble them to reveal the groups of three to work on the
mystery word described and illustrated in each item. given activity.

KEY to Vocabulary
Illustration Description Letter Clues
You may also opt for these
Geometrical curve of alternate definitions below or you
a quadratic function a r p b a l o a may add this as an additional clue:
in which all points in
the curve are Parabola:
equidistant to the A plane curve graph generated by
focus an intersection of a right circular
In a coordinate cone with a plane parallel to its
plane, this line is o i n h o t r a z l side.
parallel to the x-axis.
Horizontal:
A line that is wider than they are
tall.

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 In a coordinate
plane, this line is e t r c i l a v Vertical:
parallel to the y-axis. A line that is taller than they are
wide.

horizontal distance Range:

that an object can a r e n g Upper and lower distance limits
travel
Height:
Tallness, altitude
distance from the
surface to the top t h g i e h

c. Developing and SUB-TOPIC 1: Curved motion of the Projectile

Deepening 1. Explicitation
Understanding Activity No. 1: Motion Path of a Projectile (30 mins) It is preferred to have students
Use the learning activity sheet (see pages 1 – 4). draw their own time-lapse of the
simulation. It would be similar to
this:
KEY:
d. The cannonball had a parabolic (curved, arc, U-shaped or curved) path that
goes up and then eventually falls down.
e. Before it reached the top After it reached the top

f. The force and acceleration vectors both acts vertically downward. This is what
gravity does.

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g. Just after its ascent Before it reached the top

Just after its descent Right before it lands

h. The horizontal vector (x-component) did not change. It stayed constant

throughout the flight of the cannonball. While the vertical vector (y-
component) changes throughout the flight.

DAY 2
2. Worked Example
Construct a trajectory diagram (similar to a free-body diagram) for a projectile
at is rises towards its peak, at its peak and as it falls from its peak.

Try to analyze the two-dimensional

projectile motion by considering the
motions into separate motion axes,
that is motions along the (a) vertical
and (b) horizontal axes. Graphing
independently the motion along each
axes would result to:

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Observe the velocity of the projectile in the vertical direction (vy) as it rises
and falls. The orange arrow represents the velocity vector. As the ball rises,
its velocity slowly decreases until it reaches to vy=0 at the topmost height. In
other words, lesser vertical displacement is covered in each successive equal
time interval as the object is projected upward. Meanwhile as the ball
descends, its velocity slowly increases until it reaches its initial vertical
position and initial velocity. That is as the ball goes down, the vertical
displacement increases in equal time. Thus, vy changes with time which is
similar to the motion of a free-falling object in whereby gravity acts vertically
downward.
𝑣𝑦 = 𝑣0𝑦 − 𝑔𝑡
Observe the velocity of the projectile in the horizontal direction (vx).
Throughout the flight of the projectile, vx is constant. This is similar to the
motion of an object freely rolling along the frictionless surface.
𝑣𝑥 = 𝑣0𝑥
It is preferred to have students
When these motions are recombined, this would result into the projectile’s draw their own time-lapse of the
characteristic parabolic trajectory: animation. You may also opt for
the students to take a screengrab
of the interface.
However in case the link cannot be
accessed or there is no available
gadget or internet connection, you
may also opt to only present the
time-lapse diagrams below to the
students.

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 You may explain to the students
that the ghost images placed in the
screen represents ball movement
for every second.

3. Lesson Activity
Activity No. 2. Components of Projectile Motion
Link of the animation: Titus, A. (2013). Chapter 3: Two-dimensional Kinematics Illustration
3.4: Projectile Motion. Physlet Physics 3rd Edition. Retrieved from:
[Link]
Use the learning activity sheet (see pages 5-7).
Students may work individually or
KEY: you may divide the class into pairs
or groups of three to answer the
i. Midflight time-lapse or 4-seconds ii. End of flight time-lapse of the
activity sheet.
after launching the violet ball motion of the violet ball

Note:
It is important that student would
be able to realize that the projectile
motion is a combination of
horizontal and vertical components
of motion.

Possible Misconception:
 Changes in the horizontal
parameter affects the vertical
motion such that the two
KEY to Guide Questions:

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1. Yes, it is the same path taken by the volleyball in the video. The violet ball takes components of motion somehow
the same parabolic (curved, arc, U-shaped or curved) path that goes up and depend upon one another.
then eventually falls down.  Perpendicular components of
2. Yes, the blue ball travel the same distance for each second. motion are independent of each
other.
Alternate: The spacing (or displacement) between successive blue ball images is
the same (or constant).
3. The velocity along the x-axis vs. time graph produces a straight horizontal line. You may also require students to
Thus, the blue ball has constant velocity. (You may also emphasize later during provide you with sketches or
discussion that the blue ball and the horizontal component of the violet ball has screenshots of the simulation.
constant velocity throughout.)
4. No, the x-component of the velocity of the violet ball did not change. The motion
of the blue ball is the same as the motion of the violet ball along the horizontal
(or the x-component) axis. Alternate: The x coordinate of the purple ball
(projectile) is identical to the x coordinate of the blue object at every instant.
5. No, the red ball did not travel the same distance for each second. Alternate: The
spacing (or displacement) between successive red ball images gets smaller as
the object rises and gets larger as the object falls.
6. The red ball travels slower as it goes up and then travels faster as it goes down.
Alternate:
- The red ball decelerates upon ascent and accelerates upon descent.
- The motion of the red ball is not constant.
- The velocity of the ball seem to increase as the object would drop
considerably further away the maximum height and decreases as it reached
nearer the maximum height
- The y-component of the velocity changed throughout the flight.
7. When the red ball reached the top, the y-component of velocity is equal to zero.
Alternate: At the middle of the flight (or at 4 seconds into the flight), the vertical
velocity (vy) becomes zero.
Note: At the peak, vy is zero but vx is not zero. Since velocity has two
components, vx and vy, then velocity at the peak is not zero.
8. Yes, the motion of the violet ball along the vertical axis is the same as the motion
of the red ball. The ball eventually drops due to the downward force of gravity.
Alternate: The y-coordinate of the violet (projectile) is identical to the y-
coordinate of the red ball at every instant.
9. Yes, the red ball images are the vertical or y-component (vy) of the velocity of the
violet ball (projectile) whereas the blue ball images is the horizontal or the x-

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 component (vx) of the velocity of the violet ball (projectile). Thus, the projectile
has horizontal and vertical components.

DAY 3
SUB-TOPIC 2: Initial Angle and Projectile Motion
1. Explicitation
Activity No. 3: Effect of Initial Angle to the Projectile Motion (15 mins)
Use the learning activity sheet (see pages 8 – 9).

KEY to the table

KEY to Guide Questions

1. The range is greatest at 45°.
2. The height is greatest at 85°.
3. The angles with the same range are 25° and 65°, 30° and 60°, 35° and 55°, 40°
and 50°. These are complementary angles.

KEY to Process Questions

1. As the initial angle increases, the maximum height of the projectile also
increases.
2. As the initial angle increases towards 45°, the maximum range of the projectile
increases.
3. As the initial angle increases from 45° towards 90°, the maximum range of the
projectile decreases.

2. Worked example
Problem:

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 With an initial velocity of 15 m/s, what would be the maximum height (h)
and horizontal range (R) of a projectile launched with angle of: (a) 5°, (b) 10°,
(c) 15°, and (d) 20°?

Execute:
y-component of initial velocity:
𝑣0𝑦 = 𝑣0 sin 𝜃

The maximum height can be derived from:

𝑣0𝑦 2 (𝑣0 sin 𝜃)2
ℎ= =
2𝑔 2𝑔

Thus, for the angles:

[(15 𝑚/𝑠)(sin 5°)]2
ℎ5° = 2(9.81 𝑚/𝑠 2 )
= 0.087 𝑚
[(15 𝑚/𝑠)(sin 10°)]2
ℎ10° = = 0.34 𝑚
2(9.81 𝑚/𝑠 2 )
[(15 𝑚/𝑠)(sin 15°)]2
ℎ15° = = 0.77 𝑚
2(9.81 𝑚/𝑠 2 )
[(15 𝑚/𝑠)(sin 20°)]2
ℎ20° = 2(9.81 𝑚/𝑠 2 )
= 1.34 𝑚

Meanwhile, the range can be computed from:

𝑣𝑜2 sin 𝜃
𝑅= 𝑔

Thus for the angles:

(15 𝑚/𝑠)2 (sin 5°)
𝑅5° = 9.81 𝑚/𝑠 2
= 3.98 𝑚
(15 𝑚/𝑠)2(sin 5°)
𝑅10° = 9.81 𝑚/𝑠 2
= 7.85 𝑚
(15 𝑚/𝑠)2(sin 5°)
𝑅15° = = 11.47 𝑚
9.81 𝑚/𝑠 2
(15 𝑚/𝑠)2(sin 5°)
𝑅20° = 9.81 𝑚/𝑠 2
= 14.74 𝑚

DAY 4
3. Lesson Activity
Activity No. 2: Water blast! (15 mins)

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 Use the learning activity sheet (see page 10).

KEY to table:
 As initial angle becomes bigger, time of flight increases.
 30 and 60 produced the same maximum height and range.

KEY to Guide Questions:

1. 45 degrees produces the maximum height and range.
2. 20 and 80, 30 and 60 produced the same values.

i. Making 1. Learners’ Takeaways

Generalizations A. Fill up the boxes with your ideas about the projectile motion. Write your
definition of projectile motion on the upper left box and its characteristics
on the upper right box. Meanwhile, list examples from the real life of
projectile motion in the lower left box and what could not qualify as
projectile motion in the lower right box.

2. Reflection on Learning
Complete the sections of the chart below.
What Do I Know What I Want to Know What Have I Learned

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment Answer key:

Learning A. Choose the letter that best describes the concept for each item. Part A.
Refer to this motion path. 1. b
2. b
3. c
4. b
5. b

1. An object is launched upward at an angle and follows a parabolic path shown on

the diagram. As the object moves from point A to B, the magnitude of its Part B.
horizontal velocity (vx) ___________. 𝑥 = 𝑥0 + 𝑣𝑥0 𝑡
a.) decreases 𝑥 = 0 + (𝑣0 cos 𝜃)(𝑡)
b.) remains constant 𝑥 = [(12 𝑚/𝑠)(cos 60 °)](2.12 𝑠)
c.) increases 𝑥 = 12.72 𝑚/𝑠
2. Which of the following statements is true at point B?
a.) the horizontal velocity (vx) is 0 m/s 1
b.) the vertical velocity (vy) is 0 m/s 𝑦 = 𝑦0 + 𝑣𝑦0 𝑡 − 𝑔𝑡 2
2
c.) the horizontal velocity (vx) value is larger than all other locations 𝑡 1 𝑡 2
𝑦 = 0 + (𝑣0 cos 𝜃)(2) − 2 𝑔 (2)
2.12 𝑠
3. As the projectile moves from point B to C, the magnitude of its vertical velocity 𝑦 = (12 𝑚/𝑠)(sin 60 °)] ( )
(vy) ____________. 2
a.) decreases
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 b.) remains constant 1 𝑚 2.12 𝑠 2
c.) increases − (9.81 2 ) ( )
2 𝑠 2
𝑦 = 5.50 𝑚
4. How many seconds does the projectile travel from point B to C if it takes 2.5
seconds for it to rise from point A to B?
a.) less than 2.5
b.) exactly 2.5
c.) more than 2.5

5. An object is launched with the launch speed of v0 and twice from the height y0=0.
The first launch angle is 30° and the next launch is at 60°. What would be the
range (R) for both cases
a.) R is larger at the launch angle of 30°
b.) R is the same for both cases
c.) R is larger at the launch angle of 60°

B. Show your solution to the problem below.

1. A cannonball is fired with an initial velocity of 12 m/s and at an angle of
60°. What would be the maximum height and maximum horizontal range of
the cannonball after 2.12 s?

A. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

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 B. Teacher’s Reflection guide or prompt can be on:
Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by: Amber Dea Marie P. Opeda Validated by: Marc Vener C. Del Carmen

Institution: Philippine Normal University Mindanao Institution: Philippine Normal University

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