This document provides a weekly blended learning plan for a Grade 9 science class covering impulse and momentum. The plan includes both face-to-face and home-based learning tasks. Face-to-face tasks involve a review of mass and velocity, presenting the concepts of momentum and impulse, and having students solve examples. Home-based tasks involve reviewing the module materials and answering additional questions applying the concepts. The goals are for students to understand and be able to relate impulse and momentum to collisions, and recognize safety devices that use these principles such as seatbelts.
This document provides a weekly blended learning plan for a Grade 9 science class covering impulse and momentum. The plan includes both face-to-face and home-based learning tasks. Face-to-face tasks involve a review of mass and velocity, presenting the concepts of momentum and impulse, and having students solve examples. Home-based tasks involve reviewing the module materials and answering additional questions applying the concepts. The goals are for students to understand and be able to relate impulse and momentum to collisions, and recognize safety devices that use these principles such as seatbelts.
This document provides a weekly blended learning plan for a Grade 9 science class covering impulse and momentum. The plan includes both face-to-face and home-based learning tasks. Face-to-face tasks involve a review of mass and velocity, presenting the concepts of momentum and impulse, and having students solve examples. Home-based tasks involve reviewing the module materials and answering additional questions applying the concepts. The goals are for students to understand and be able to relate impulse and momentum to collisions, and recognize safety devices that use these principles such as seatbelts.
This document provides a weekly blended learning plan for a Grade 9 science class covering impulse and momentum. The plan includes both face-to-face and home-based learning tasks. Face-to-face tasks involve a review of mass and velocity, presenting the concepts of momentum and impulse, and having students solve examples. Home-based tasks involve reviewing the module materials and answering additional questions applying the concepts. The goals are for students to understand and be able to relate impulse and momentum to collisions, and recognize safety devices that use these principles such as seatbelts.
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RAISEPlus Weekly Plan For Blended Learning in SCIENCE GRADE 9
LEARNING TASKS LEARNING TASKS
MATERIALS/ LEARNING LEARNING DAY/TIME LESSON REFERENCES COMPETENCIES FACE-TO-FACE COMPETENCIES HOME-BASED FLOW Science9-Q4 Relate impulse and Review Teacher gives a short review or asks on what Relate impulse and Science9 Quarter4 Module 3 momentum to the students know about mass and velocity. momentum to Module 1 (Impulse and Thursday collision of objects collision of objects Momentum) pp. 9-12 (12:40-1:30) Physics book (e.g., vehicular (e.g., vehicular collision) collision) (S9FE - IVb -36) (S9FE - IVb -36) Activate 1. Ask students: Which is harder to stop - a massive truck or a bicycle moving at the same speed? Why?
2. Present the concept of momentum. Ask
discussion questions. Give sample problem. 3. Present the concept of Impulse. Ask discussion questions. Give sample problem. Immerse Students do “Let’s Solve” of your module page 4. Synthesize Teacher asks: 1. What is momentum and impulse? Evaluate Using the concept of momentum and impulse, how could seatbelt save the passenger’s life during crash? Plus Answer the following: 1. There is a mechanical failure in the plane. I need to jump off the plane before it crashes. What do I need to land safely? 2. I got a head-on collision with an electrical post. I was not thrown forward towards the windshield. What keeps me from my seat? 3. My car is out of control. There are just two options to collide with, mango tree or a banana stalk. What will I choose? 4. My car gets a head-on collision, and our cars are both crumpled instead of rebounding. Both of us are not seriously harmed because crumpling increases the time of changing our momentum thus reducing the impact force. What did car manufacturers design into our cars that reduces injury? 5. My car accidentally hit the motorcycle that was trying to overtake me. The driver was knocked over along with his motorcycle. What did he use to avoid serious head injury?
