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GRADES 1 TO

12
DAILY LESSON
Week no: Fifteen
I.OBJECTIVES
A. Content Standards

School
Teacher
Teaching Dates and
Time
MONDAY

Zaballero Subd. Elem. School


MARIA CHRISTEN P. ACYATAN
Sept. 19-23, 2016 / C (7:30-8:30), A (8:30-9:30), E (10:4511:45)
TUESDAY

WEDNESDAY

Grade Level
Learning Area
Quarter

Six
Science
Second

THURSDAY

FRIDAY

B. Performance
Standards

The learner uses science process and thinking skills to understand motion of objects, heat transfer and its effect to objects, electricity and
simple machines, uses of energy and its conservation, demonstrates positive attitudes and values which are necessary for solving problems
and making personal decisions about issues that affect individuals, society and environment.
At the end of this chapter the learner is expected to develop functional understanding and application of science and health concepts, basic
and integrated process skills and acquire values, attitudes and practices related to energy forms and transformation energy conservation.

C. Learning
Competencies/
Objectives

Observe how energy can be


transferred from one body
to another.

II.CONTENT
III. LEARNING
RESOURCES
A. References
1.Teachers Guide
pages
2.Learners Materials
pages
3.Textbook pages
4.Additional Materials
from Learning
Resource(LR)portal
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson

Transfer of Energy

Journey Into the World of


Science pp166-168

1. Word Study: transfer


2. Drill: which of the
following does not belong to
the group?

Observe that heat is


always produced when
energy transformation or
transfer occurs.
Heat

Cite evidences that heat


produced during energy
transformation/transfer
goes to the environment
Heat and the Environment

Into the Future: Science


and Health Six pp169-171

Into the Future: Science


and Health pp175-176

1. Word Study: thermal


2. Drill: Arrange the energy
transformation occurring in
a computer.

1. Word Drill: thermal


pollution
2. Drill: write the
transformation of energy

Cite evidences that


energy is neither created
nor destroyed but only
transformed from one
form to another
The conservation of
energy

Answers the questions


accurately.
Summative Test III
Transformation and
conservation of energy

Into the Future: Science


and Health pp172-174

1. Word Study:
conservation
2. Drill: Identify the
energy in the following

A. Preparation
B. Setting of Standards
C. Administering the
Test

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

a. electrical to
mechanical fan
dynamo
blender
washing machine
b. chemical to
electricalbattery
generator
cellphone
television
3. Review: What is
energy transformation?

Mechanical
radiant
sound
electrical
heat
3. Review: What is energy
transfer? What are the
three methods of energy
transfer?

in the following situations


a. a battery operated toy
car
b. a burning fire cracker
3. Review: What is
produced during energy
transformation/transfer?

D. Supervision by the
Teacher
E. Checking and
Recording
Getting the Mean and
Percent Mastery

B. Establishing a
purpose for the
lesson

Game: Ball relay. The team


who can pass the ball the
fastest to his other
teammates wins the game.

After watching your


favorite television program
for two hours, touch your
tv set. How does it feel?

C. Presenting
examples/ instances
of the new lesson

Presentation: Show
illustrations of energy
transfer through heat and
work.

D. Discussion new
concepts and
practicing new skills
#1

Activity: How is energy


transferred from one body
to another?
a. Watch the
demonstration on how
energy is transferred by
-conduction
-convection
-radiation
b. Give other examples
of conduction and
convection.

Presentation: Show an
example of energy
transformation.
Flashlight
chemical. mechanical.
electrical. light.__________
(battery)
(switch)
(wires)
(bulb)
Activity: What is produced
during energy
transformation or energy
transfer?
a. Carefully cut a piece
of wood using a saw.
Touch the blade of the saw.
How does it feel?
b. Put your hand near a
lighted candle. Describe
what you feel?
c. Touch the upper part
of the radio after an hour.
What do you feel?
d. Jog in place for about

Burn a piece of paper.


How is energy
transformed in this
situation? What is
produced after the paper
burns?
Presentation: Show a
picture of a power plant
releasing heat into the
atmosphere.

situations
A car parked in a garage
a car running at
60km/hr
Whistling of a kettle with
boiling water rustling of
the leaves
Water in a closed dam
3. Review: What happens
to heat when it is
released during energy
transformation and
energy transfer?
Can energy be
destroyed? Can it be
lost?

Activity: Where does heat


go during energy
transformation/transfer?
a. Place a
thermometer in a small
glass of water. Get the
initial temperature of the
water.
b. Heat a spoon over a
burning candle for two
minutes. Then dip the
spoon into the glass of
water.
c. Measure the water
temperature again.

Presentation: Show
pictures of energy
transformation and
energy transfer

Activity: What is the law of


conservation of energy?
a. Make an arrow from a
hard cardboard measuring one
inch long.
b. Tie the arrow with a 20cm string.
c. Tape a 10-gram weight at
the center of the cardboard to
make it stable.
d. Hang the arrow on the
blackboard.
e. Pull the arrow to the left
and mark on the board your
reference point.

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

five minutes. Describe


what you feel.

Compare it with the initial


temperature.

f. Release the arrow.


g. Mark the arrow on the
right side where the arrow
reached.
h. Repeat steps e-g, but this
time, start on the right side.

E. Discussing new
concepts and
practicing new skill #
2
F. Developing mastery
(Leads to Formative
Assessment 3)

Presentation of each group

Presentation of each group

Presentation of each
group

Presentation of each
group

Discussion: What are the


three ways on how energy
can be transferred? How
does heat travel in
conduction? What
happened to the hot colored
water? When the set-up
was reversed, was there a
transfer of energy? How
does the sun transfer its
heat to the objects on
earth?

Discussion: What form of


energy are you using while
cutting the wood? After
using the saw, how does it
feel? What energy is
produced while the candle
is burning? What energy
transformation is
happening in a burning
candle? What do you feel
when you place your hand
near the candle? How does
the top part of the radio
feel? What do you feel
after jogging? Why? What
is always produced during
energy transfer or
transformation?

Discussion: What
happened to the
temperature of the water
after dipping the hot
spoon in it? Why? What
was transferred? Where
does the heat go? How
did you know? When
heat is transferred to the
environment, what
happens to the
temperature? What could
be the effect of this to our
environment?

Discussion: how far does


the arrow reach when
released from a certain
height? Does the height
of the arrow remain the
same? Why? What
happens to the
pendulum after letting it
swing for sometime?
How did the arrow
moved at its lowest
position? When it
reached the highest
position, what did you
observed? Was there
energy transformation?
The teacher introduces
and explains the law of
conservation of energy.

G. Finding practical
applications of
concepts and skills in
daily living

If you put the spoon in a


cup filled with hot water,
the spoon becomes hot
after a few minutes. Why?

Concept Formation: Heat


produced during energy
transformation/transfer
goes to the environment.

Concept Formation:
Energy is conserved
although it may change
form.

H. Making
generalizations and
abstractions about
the lesson

Concept Formation: Energy


can be transferred from one
body to another through
work and heat. Conduction,
convection, and radiation

Concept Formation: Heat


or thermal energy is
always produced when
materials undergo energy
transformation or energy
transfer.
Give three activities or
energy transformation that
produces heat.

Have you heard about the


Clean Act Project of our
government? How do
they help protect the
environment?

We learned that energy


is not destroyed nor
created, then why do we
need to conserve it?

FRIDAY

MONDAY

I. Evaluating learning

are the three methods of


energy transfer.
Choose the letter of the
correct answer.
1. Which does not show the
transfer of energy?
a. eating a corn on a cob
b. lighting a room with a
lamp
c. placing a spoon in a
cup of hot water
d. placing a cup of
frozen ice cream in a
freezer
2. The transfer of heat by a
substance through direct
contact is called?
a. radiation
b.
conduction
c. convection
d. nuclear
3. In convection, what
happens to the material
when it absorbs the energy?
a. it sinks
b. it
expands and rises
c. it burns
d. it
disappears
4. What method of energy
transfer occurs inside a
microwave oven?
a. radiation
b.
conduction
c. convection
d. nuclear
5. Why is transfer of energy
important?
a. it allows us to cook
food b. it can make motor
vehicle run
c. it can press our
clothes
d. it is
convenient

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Choose the letter of the


correct answer.
1. What is always
produced when there is
energy transformation?
a. light
b. heat
c. chemical
d.
electricity
2. Which diagram best
illustrates energy
transformation and its byproduct?
a. mechanical-soundheat b. chemicalmechanical-heat
c. electricalmechanical-heat
d.
electrical-light-heat
3. Heat released in the
environment may
a. result in the lowering
of air temperature
b. still be recovered
c. spread out indefinitely
d. cause increase in
temperature
Show the energy
transformation that takes
place in the following:
4. burning candle
5. lighted bulb

Choose the letter of the


best answer.
1. What happens to heat
during energy
transformation?
a. absorbed by the
surroundings
b. goes into the outer
space
c. reabsorbed by the
heated object
d. changed to
radiant energy
2. Why is thermal
pollution harmful?
a. It enables fish to
multiply fast
b. it destroys aquatic
plants and animals
c. it makes water
plants multiply fast
d. both a and c
3. Which of the following
does not release heat into
the environment?
a. burning paper
b. turning on the
radio c. boiling water
d. all of the above
4. Which body of water is
most likely to experience
thermal pollution?
a. a lake at the foot of
the mountain
b. a river at the back
of a soap factory
c. waterfalls in a
forested mountain
d. a river in an
uninhabited island

choose the best answer.


1. Which statement is true?
a. energy can be lost
b. energy can be destroyed
c. energy is conserved
d. energy increases as time
passes
2. Which does not illustrate
that energy is neither created
nor destroyed but only
transformed from one form to
another?
a. clapping of hands-heat
b. ringing of the church
bell-sound
c. swinging of the
pendulum-kinetic
d. all of the above
3. During the oxidation
process, what happens to the
digested food in the body?
a. chemical is changed to
mechanical
b. energy produced is
used
c. energy is conserved
d. both a and c
4. Sam felt very hot sitting and
taking his midday rest. He
switched on the electric fan.
What energy transformation
occurred?
a. electrical to mechanical
b. mechanical to sound
c. electrical to chemical
d. mechanical to electrical
5. The wise use of energy is
called conservation. In
conserving our energy we call
this law?

MONDAY

J. Additional learning

Give two more examples for


each method of energy
transfer.

TUESDAY

Find out what happens to


the thermal energy
released to the
environment.

WEDNESDAY

THURSDAY

FRIDAY

5. Which does not affect


the environment?
a. smoking cigarette
b. burning coal
c. watering plants
d. soot coming out
of vehicles
Which is better to use, a
diesel engine car or a
solar powered car? Why?

a. Law of energy
conservation
b. law of
conduction of energy
c. law of energy reduction
d. law of energy at rest
Give 3 example of how
the law of energy of
conservation is used.

V.REMARKS
5
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%

VI. REFLECTION
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
lessons work? No of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching

5
4
3
2
1
%

5
4
3
2
1
%

5
4
3
2
1
%

5
4
3
2
1
%

MONDAY
strategies worked well?
Why did these 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?

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY