TUBO-TUBO NATIONAL HIGH Baitang/ 9- ANEMONE

Paaralan SCHOOL Antas

DAILY
Guro WINZELL S. FELONGCO Asignatur SCIENCE
LESSON a
PLAN Petsa/ July 4, 2023; 9:45-10:45 Markahan 4TH QUARTER
Oras

I. OBJECTIVES At the end of the lesson, the students will be able to;

1. Explain energy transformation in various activities/ events (e.g.,

waterfalls, archery, amusement rides)
2. Perform activities to demonstrate Conservation of Mechanical
Energy.
3. Infer that the total mechanical energy remains the same during any
process.
The learners demonstrate the usage of Law of Conservation of
A. CONTENT Mechanical Energy in various different activities.
STANDARDS
The learners shall be able to:
B. PERFORMANCE Create a device that shows conservation of mechanical energy.
STANDARDS
C.LEARNING Explain energy transformation in various activities/ events (e.g., waterfalls,
COMPETENCIES/
archery, amusement rides) - S9FE-IVc-39
OBJECTIVES
WORK, POWER AND ENERGY: ENERGY TRANSFORMATIONS
II. CONTENT
III. LEARNING
RESOURCES
A. References Internet

SLM Q4 M3 PDF Copy
1. Teacher’s Guide
pages SCIENCE 9 TG pg. 193-194
2. Learner’s Materials
SCIENCE 9 LM Pg. 282-284
pages
3. Textbook pages
4. Additional Materials Power point Presentation about Law of Conservation of Mechanical
from Learning Resource Energy.
(LR) portal
B. Other Learning Internet sources
Resources
IV. PROCEDURES PRELIMINARY ACTIVITIES:

Note: For students who are in difficult circumstances, before the lesson
starts, students will be given copy of the lesson materials. They will be
reach out via messenger of Facebook chat. Alternative methods are
initiated by sending the SLM or conducting google meet. These things will
be done a day/s the lesson starts.

 Start a session with a prayer by playing audio-video presentation or

self-improvised prayer by a student.
 Checking of Attendance

Classroom rules will be established. (Everyone is encouraged to

 participate in the class discussion, praise or motivating words will be
given, respect opinions of others, be attentive in the class discussion, and
avoid cyber or any kind of bullying during online class session).

Directions: Figure out the words that will complete the answer to the
questions below. Write your answers in your notebook/on separate sheets
of paper.
A. Reviewing a
previous 1. What happens to a ball when thrown?
lesson It is set in m __ __ __ __ n and it m __v e__ __w__ y from the hand.

2. What happens to a sturdy wall when pushed? The wall does not move.
It s __ a __ s __ __ e r e __ __ is.

3. What do we exert on heavy objects so we can carry them?

We exert f o __ __ __ on them.

4. What do people require to perform their work?

In order to do work, people require __ __ e __ g y.

Let's figure out how much you know about your answer to item number 4!
Make use of all the letters you supplied on the blanks from item numbers 1
to 3. Arrange the jumbled letters to form a definition of your answer to item
number 4 above.

E __ e __ g y __ s t __ __ c __ p __ c i __ __ t __ d __ __ o__
k

Call 2-3 students to share their answer by asking the following questions:

 What are the following words that you’ve discovered in this activity?
 How does these words relate to our discussion later?
 How will you trace and explain energy transformation in various
activities?

Very Good!
B. Establishing a ENGAGE (10 minutes)
purpose for the
Directions: Study the illustrations below. Which of the following illustrates
lesson WORK that is being done? Explain your answers in your notebook/on
separate sheets of
paper.
C. Discussing new EXPLORE (15 minutes)
concepts and
Essential Question:
practicing skills.
How will you trace and explain energy transformation in various activities?

(refer to the latter activity being demonstrated)

EXPLAIN (10 minutes)

Guide Questions:
 Identify all forms of energy involved in each of the processes in the
1. How do energy activity.
 Trace the energy transformations by sketching and labelling the
and work relate
objects while in motion.
to each other?  Explain the energy transformation in each process.

2. What are the After explaining the lesson, the learners will be asked the following
energy questions.
transformations
occur in our 1. How can we able to determine if energy is being stored or in
motion? (English)
environment?
2. How can we able to calculate the said energy transformations
through using potential and kinetic energy formula?
(Mathematics)
 Exactly! Very Good!
ELABORATE (10 MINUTES)
D. Finding practical
application of Discuss students’ responses in the beginning of the class. Explain the
concepts and skills in energy transformation involved in each situation being shown earlier in the
lesson.
daily living

NOTE:
Every student can participate and express their desired answers with no
limitations and discriminations. Any evidences of the said discouragement
towards students are not allowed to participate.

E. Making Ask a student of what has transpired in today’s lesson.

Generalization and
Abstraction about the  Energy transformations can be classified as KINETIC and
lesson POTENTIAL ENERGY depending on it’s required interaction for
both matter.

 Mechanical energy is the sum of the potential and kinetic energies

in a system. The principle of the conservation of mechanical energy
states that the total mechanical energy in a system (i.e., the sum of
the potential plus kinetic energies) remains constant as long as the
only forces acting are conservative forces. We could use a circular
definition and say that a conservative force is a force that does not
change the total mechanical energy, which is true but might not
shed much light on what it means. The benefits may predominate
the harm if precautionary measures before, during and after
volcanic eruptions are carefully observed.
F. Evaluating EVALUATE (10 minutes)
Learning Directions: Put a checkmark ( /) in the given situation below to illustrate the
work being done. Then, briefly illustrate and explain why the work is done
in those items.

Write your answers in your notebook/on a separate sheet of paper.

1. A waiter carrying a tray full of local fruits like durian, lanzones and
mangosteen
above his head with one arm straight and moving across the room at a
constant
speed.

2. A lady going to the second floor using the elevator.

3. A girl kicking a small ball that flew towards the field.

4. A vendor securing a basket of puto and bibingkang kanin items on his

head.

5. A body-builder holding a heavy barbell above his head for 5 minutes.

G. Additional EXTEND (5 minutes)

activities or
remediation Directions: Read and analyze the given situation. Answer the questions that
follow
and write them in your notebook/on a separate sheet of paper.

A pendulum is hanging from a point and its total mechanical energy is

10,000 J. Neglecting friction, if energy is conserved, what values should
you put in the blanks?
 1. By looking at
the values
above, at which
point/s in the
pendulum'
s motion do you
think it is most difficult to stop?
2. At which point/s would the pendulum be easiest to stop?
3. If friction were not present, how much total mechanical energy would
the
pendulum have at:
a. point A? d. point D?
b. point B? e. point E?
c. point C?

V. REMARKS Students performed well in the activity and class discussion.

VI. REFLECTION Reflection Journal:

Students will write the things that they have learned and the things that
they find difficult. They will submit their journal thru email, Messenger or
during the distribution of self -learning modules.

A. No. of learners who

earned 80% in the
evaluation
B. (No. of learners who
require additional
activities for remediation
who scored below 80%)
C (Did the remedial
lesson work? No. of
learners who caught up
with the lesson)
D. (No. of learners who
continue to require
remediation)
E. Which of my teaching
strategies worked well?
Why these did work?
F. (What difficulties did I
encounter which my
principal or supervisor
can help me solve?)
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: CHECKED AND OBSERVED BY:

WINZELL S. FELONGCO PANCRACIO T. VISAYA

Teacher I School Principal III

DATE: _________________

Observer’s Note:

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