Villa San Isidro National High School

School Grade Level 9

GRADES
1 to 10 Teacher Nazareno R. Reforma Learning Areas Science
Daily Teaching
Lesson Date and Quarter Fourth
Log Time
Day 13

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of conservation of mechanical energy
B. Performance Standards Create a device that shows conservation of mechanical energy
C. Learning Competencies At the end of the lesson, the students should be able to:
and Objectives Competency Code: LC6 S9FE-IVc-39
 Explain energy transformation in various activities/events (e.g.,
waterfalls, archery, amusement rides
Objectives:
 Identify the energy forms present in the operation of simple
toys, and
 Describe the energy transformations in different toys

Module No. 2 Work Power and Energy

II. CONTENT Lesson No. 13 Changes in Form of Mechanical Energy
Topic: Changes in Form of Mechanical Energy
Subtopic: Transformation of Energy (Part I)

III. LEARNING RESOURCES

Teacher’s Guide Pages 193 - 196
Learner’s Materials Pages 281 - 284
Other Learning Resources

IV. PROCEDURE
Students will identify the toys on the table as they play with them.
A. ELICIT 1. Yoyo
2. Friction toy car
3. Drum
4. Battery operated toy car
5. Portable hair blower
What are the forms of energy present in each of the toy it is operated?
B. ENGAGE The teacher will explain how to do Activity 1: Little Shop of Toys.
Students will demonstrate the Activity 1: Little Shop of Toys.
C. EXPLORE And let the learners answer the questions in the Guide Questions.

Guide Questions
1. What does the toy or object do?
2. What energy changes take place as this toy or object operates?
3. What form does the stored energy start out in?
4. What form does the stored energy turn into?
5. What form is the energy output in when it stops?
6. What made each object to move a certain displacement and what
made each object to come to a stop?
Each group of students will report the outcomes of their activity.
D. EXPLAIN Ask: Explain how energy is transform from one form to another.
 Construct a flowchart that shows the
E. ELABORATE energy transformation in the given
pictures.

A B
What energy transformations took place in the situation shown in picture 1?
How about in picture 2?

F. EVALUATE Directions: Give a situation that shows the following energy

transformations:

1. Chemical to mechanical to heat

Answer: car engine (answers may vary)

1. Potential to Kinetic
Answer: falling objects (answers may vary)

2. Electrical to Mechanical
Answer: Electric fan (answers may vary)

G. EXTEND The teacher will assign the class to construct a turbine model.
They will work as a group. Please refer to Science 9 LM pp. 285 – 288.

V. REMARKS

VI. REFLECTION
1. No. of learners who earned
80% in the evaluation
2. No. of learners who require
additional activities for
remediation who scored
below 80%
3. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
4. No. of learners who continue
to require remediation
5. Which of my teaching
strategies worked well? Why
did these worked?
6. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
7. What innovation or localized
materials did I
Use or discover which I wish
to share with other teachers?

Prepared by:
 NAZARENO R. REFORMA,RN,LPT
Teacher

Noted by:

__________________________
MT/HT/Principal

School Villa San Ididro National High School Grade Level 9

GRADES
1 to 10 Teacher Nazareno R. Reforma Learning Areas Science
Daily Teaching
Lesson Date and Quarter Fourth
Log Time
Day 14

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of conservation of mechanical energy
B. Performance Standards Create a device that shows conservation of mechanical energy
C. Learning Competencies At the end of the lesson, the students should be able to:
and Objectives Competency Code: LC6 S9FE-IVc-39
 Explain energy transformation in various activities/events (e.g.,
waterfalls, archery, amusement rides
Objectives:
 Explain how a hydroelectric power plant operates through
mechanical energy transformations, and
 Demonstrate Hydroelectric Power (HEP) using a water reservoir
system

Module No. 2 Work Power and Energy

II. CONTENT Lesson No. 14 Changes in Form of Mechanical Energy
Topic: Changes in Form of Mechanical Energy
Transformation of Energy (Hydroelectric Power
Plant Operation)

III. LEARNING RESOURCES

Teacher’s Guide Pages 196 - 199
Learner’s Materials Pages 285 - 293
Other Learning Resources

IV. PROCEDURE
“4 Acts 1 Word”.
A. ELICIT This game is modified charade. The students will be given different energy
sources. Their task is to act out situations related to the energy sources.
The sources may include water, sun, wind, earth’s interior, etc

B. ENGAGE Let the students present their pre-constructed Turbine Model.

The teacher will explain how to do the Activity 2: HEP HEP Hooray

C. EXPLORE Let the students do the Activity 2: HEP HEP Hooray. And let them answer
the questions in the Guide Question.

Guide Questions:
1. What mechanical energy transformations took place when water got
projected out of the holes?
2. What is the effect of the stored water’s height to the water’s range?
3. The data collected showed the effect of the head of flow on the flow
range and not on the water’s force that powers the blades to rotate.
How would you relate the range to the water’s force?
 4. In the activity, the hydropower was to do mechanical work by
rotating the blades. What can be done to make good use of the
water’s power?

Reporting of the students response in the Guide Questions.

D. EXPLAIN
The teacher will asked the questions below.
How mechanical energy transformations took place in the waterfalls?

E. ELABORATE In a typical actual Hydroelectric Power (HEP) Plant, the turbines are fixed
and so the tail water level is constant (Refer to the figure).Only the head
water level from the reservoir varies depending on the stored water. How
would you modify this activity to model a real working HEP plant?

Explain the transformation of energy in a Hydroelectric Power Plant.

F. EVALUATE Fill in each box with the form of energy that completes the transformation of
energy in a hydroelectric power plant.

1.__________ 2.________ 3.________ 4.__________

_ ___ ___ _
Water in the Water hitting turbine generator
dam the turbine

G. EXTEND Create a model of the Energy Transformations in a Hydropower Dam. Be

sure you have labelled it correctly.

V. REMARKS

VI. REFLECTION
1. No. of learners who earned
80% in the evaluation
2. No. of learners who require
additional activities for
remediation who scored
below 80%
3. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
4. No. of learners who continue
to require remediation
5. Which of my teaching
strategies worked well? Why
did these worked?
6. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
7. What innovation or localized
 materials did I
Use or discover which I wish
to share with other teachers?

Prepared by:
Nazareno R. Reforma,RN,LPT
Teacher

Noted by:
__________________________
MT/HT/Principal

Villa San Isidro National High School

School Grade Level 9
GRADES
1 to 10 Teacher Nazareno R. Reforma Learning Areas Science
Daily Teaching
Lesson Date and Quarter Fourth
Log Time
Day 15

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of conservation of mechanical energy
B. Performance Standards Create a device that shows conservation of mechanical energy
C. Learning Competencies At the end of the lesson, the students should be able to:
and Objectives Competency Code: LC 7 S9FE-IVd-40
Perform activities to demonstrate conservation of mechanical energy
Objectives:
 Identify the positions where kinetic energy or potential energy is at
its maximum or minimum
 Explain the result of the demonstration using conservation of energy.
Module No. 2 Work Power and Energy
II. CONTENT Lesson No. 15 Conservation of Energy
Topic: Conservation of Energy
Subtopic: Conservation of Mechanical Energy

III. LEARNING RESOURCES

Teacher’s Guide Pages 203 - 205
Learner’s Materials Pages 292 – 295
Other Learning Resources

IV. PROCEDURE
The lesson will start with the game, Swing Race.
A. ELICIT Five volunteer students will play the game in a big area with cemented floor.
A ball will be tied with a string and will be hung from the waist of the student
such that the ball is 1 inch above the ground. The goal is to hit and move
the marble on the floor from the starting line to the finish line by swinging the
hanging ball. The one who reaches the finish line in the shortest time wins
the game.
After the activity, the teacher may ask the following questions:
B. ENGAGE 1. What was the technique to win this game?
2. Does it have any scientific basis? Explain.
The teacher will explain how to do the Activity 3: Bashing Ball!
Students will do the Activity 3: Bashing Ball!
C. EXPLORE And let the learners answer the Guide Questions.
Guide Questions:
1. Did the ball reach the tip of the nose of the student volunteer? Did it
rise higher or lower than its original height?
2. At what location(s) along the path of the ball is the ball’s kinetic energy
highest?
3. At what location(s) along the path of the ball is the ball’s gravitational
potential energy highest?
4. What happens to the potential energy of the ball as it swings back and
forth? to the kinetic energy? What can you infer from this?
5. Explain energy conservation in a swinging ball.
 Reporting of the students response in the Guide Questions.
D. EXPLAIN After the reporting the teacher will ask:
What is conservation of mechanical energy?
The video clip, Mechanical Energy will be presented. The teacher will ask
E. ELABORATE the question:
Choose a particular part in the video and explain how potential and kinetic
energy transform from one to another.
Ask the following questions:
1. What happens to kinetic and potential energies of a ball swinging back
and forth?
2. Explain conservation of mechanical energy.
For numbers 1-3, refer to the given
F. EVALUATE figure.
Given: hC = ½ hA.
Notice in the figure that the
pendulum is at its highest position
at A and at its lowest position at B.
Consider position B as the 0 A
reference level. Neglecting air
resistance, the system composed C
of the pendulum interacting with
the earth now becomes a B
mechanical system.

Answer the following questions.

1. At what position does the pendulum have maximum potential
energy?
2. Maximum kinetic energy?
3. What percentage of the total energy of the pendulum bob has
been transformed into K.E. at position B?

G. EXTEND Illustrate a situation that exhibit the conservation of mechanical energy.

Explain how the mechanical energy is being conserve in the given situation.

V. REMARKS

VI. REFLECTION
1. No. of learners who earned
80% in the evaluation
2. No. of learners who require
additional activities for
remediation who scored
below 80%
3. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
4. No. of learners who continue
to require remediation
5. Which of my teaching
strategies worked well? Why
did these worked?
6. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
7. What innovation or localized
materials did I
Use or discover which I wish
to share with other teachers?

Prepared by:

Nazareno R. Reforma,RN,LPT
 Teacher

Noted by:
__________________________
MT/HT/Principal