School
DAILY LESSON LOG Teacher
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
Specific Objectives:
1. CONTENT
2. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
3. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
(ENGAGE)
Grade Level 9
Learning Area SCIENCE
Teaching Dates and Time WEEK 1 Quarter FOURTH
SSSESSION 1 SESSESSION 2 SESSION 3SESSION 3 SESSION 4SESSION 4 SESSION 5SESSION 5
The learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation of linear momentum
The learners shall be able to propose ways to enhance sports related to projectile motion
1. Describe the horizontal and vertical motions of projectile(S9FE-IVa-34)
2. Investigate the relationship between the angle of release and the height and range of the projectile (S9FE-Iva-35)
3. Relate impulse and momentum to collision of an object (S9FE-IVb-36)
4. Infer that the total momentum before and after collision is equal (S9FE-IVb-37)
5. Examine effects and predict causes of collision-related damages/injuries (S9FE-IVc-38)
Describe Uniformly Perform mathematical 1.Describe Uniformly Describe the horizontal and 1. Capture a full trajectory of
Accelerated Computation in solving problems Accelerated Motion in vertical vertical motions of a projectile projectile motion on an inclined
Motion in horizontal dimension Involving Uniformly Accelerated dimension surface
Motion 2.Perform computation related to 2. Investigate the relationships
Uniformly accelerated motion in between the projection angle, the
vertical dimension height, the range, and the time of
travel of a projectile
1.1. Projectile motion
1.2. Impulse, Momentum and Impulse
1.3.Conservation of linear momentum
pp.163-164 pp.164 pp.166-168 pp.176-183 pp.169-173
pp.233-234 pp.235-237 pp.237-241 pp.249-255 pp.242-248
BEAM in Learning Guide Physics 4th year Energy in
Transportation put in motion,
APEX Physics Unit 3 Chapter 1 Falling Bodies,www.youtube.com
Recall speed, velocity, Recall non- uniform motion- Recall gravity, acceleration due to Ask students to describe what Recall projectile motion; projectile,
acceleration. Differentiate Velocity, acceleration and their gravity on earth, Law of happens to the ball being thrown trajectory, range
between speed and velocity formulas Acceleration upward just after it reaches its
highest point

B. Establishing a purpose for the
lesson
C. Presenting examples /
instances of the new lesson
(ELICIT)
D. Discussing new concepts and
practicing new skills #1
(EXPLORE)
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
(EXPLAIN)
G. Finding practical applications of
concepts and skills in daily living
(ELABORATE)
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning (EVALUATE)
Ask students on the motion of
an airplane preparing for take
off. Describe the motion of the
plane
Video clip presentation
Perform Activity 1 in LM
pp.233-234
Answer and discuss the guide
questions
“Share it” activity
If a body maintains a ______
change in ______ in a given
time interval along a straight
horizontal line, the body is said
to have __________.
Short Multiple- Choice Test
Video clip presentation of
Uniformly accelerated motion
formulas and derivation of
formulas
Give and discuss two
examples/problems on
Uniformly accelerated motion
Give problems to be solved in
groups.
Discuss the answers of the
problems given
Do the exercise in LM page 237
and additional problems to be
solved individually for mastery
In life, we always encounter
problems. What do you think are
the reasons and how do we deal
with them?
In this lesson, what is the
formula for acceleration if a)
there is no time
b) there is time
in the given
1. A car from rest accelerates
uniformly over a time of 3.25 s
and covers a distance of 20 m.
Determine the acceleration of the
car
.2. An airplane from rest
accelerate on a runway at 5.50
m/s2 for 30 s until it finally takes
off the ground. What is the
distance covered before take
Video clip presentation
Discuss the presentation, cite one
problem and discuss the solution
Perform Activities 2 and 3 in LM
pp 238-240. Presentation and
discussion of answers
Give the students word problems
about Uniformly accelerated
motion in vertical dimension.
Present and discuss their answers
“Draw lots” activity
Sky divers are affected by the
force of gravity and before they
reach the ground, they need to
open their parachute. Why?
Summary of Uniformly
accelerated motion Formulas
1.A ball fell and hits the ground
after 3 s. What is the final velocity
of the ball just before it hits the
ground and how high is the
building? 2. A frog is capable of
jumping to a height of 0.5 m.
Determine the take off speed of
the frog.
Video clip presentation on
projectile motion
Discuss about projectile motion
Perform activity 5, LM pp. 249
and answer the guide questions
pp. 250
Discuss the Kinematic Equations
for Projectile Motion. Present
and discuss examples/problems
of projectile motion. Give
problems for them to solve.
Discuss the answers of the guide
questions. Let them solve
problems of projectile motion
individually for mastery
Cite examples of sports where
mastery of skills and application
of projectile motion are needed
and appreciated
Ask students to generalize on
the horizontal and vertical
motions of projectile
A soccer ball is kicked at ground
level with a speed of 25 m/s at
an angle of 400 to the horizontal.
How long does it take for the ball
to hit the ground?
Video clip presentation on projectile
motion (angry bird)
Start the lesson by telling students
that they can find out the relationship
between angle of release, range and
height of the projectile
Perform Activity 4 pp. 242
Day 1activity for one group and da2
activity for the other group.
Answer the guide questions and
discuss each
Discuss table 6a and 6b
“A Minute to share it” activity
Give an instance where skills relating
angle of release, height and range is
applied
Generalize the relationship between
angle of release and range, range
and height, height of and time of fall
“Quiz bowl” activity
 off?
J. Additional activities for application Additional word problems if Additional problems if needed Additional problems if needed
or remediation (EXTEND) needed
4. REMARKS
5. REFLECTIONS
A. No. of learners who learn 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 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 used/discover
which I wish to share with other
teachers?
 GRADES 1 to 12 School Grade Level 9
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Time Week 2 Quarter FOURTH

SSSESSION 1 SESSESSION 2 SESSION 3SESSION 3 SESSION 4SESSION 4 SESSION 5SESSION 5

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
Specific Objectives:
The learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation of linear momentum
Propose ways to enhance sports Propose ways to enhance sports related to momentum
related to projectile motion
1. Describe the horizontal and vertical motions of projectile(S9FE-IVa-34)
2. Investigate the relationship between the angle of release and the height and range of the projectile (S9FE-Iva-35)
3. Relate impulse and momentum to collision of an object (S9FE-IVb-36)
4. Infer that the total momentum before and after collision is equal (S9FE-IVb-37)
5. Examine effects and predict causes of collision-related damages/injuries (S9FE-IVc-38)
Develop and demonstrate a Identify the factors that affect Perform mathematical Identify the factors that affect the Perform mathematical
volleyball drill proposal that will momentum computation in solving momentum force of impact on moving objects computation in solving impulse
apply projectile motion concept
and principles

1.1. Projectile motion

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s 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
(ENGAGE)
B. Establishing a purpose for the
lesson
1.2. Impulse, Momentum and Impulse
1.3.Conservation of linear momentum
pp.188-190
pp.271-274
Recall definition of projectile
motion
Relate projectile motion to sports
pp.184-185 pp. 184-187 pp. 185-186 pp. 185-186
pp. 256-258 pp. 259 pp. 260-264 pp. 263-264
BEAM Learning Guide Physics-4th Year Energy in Transportation Put It into Motion
APEX Physics Unit 3 Chapter 1 LP 10 Momentum, www.youtube.com
Television, Laptop
Recall velocity, speed, Recall the factors affecting Ask the students what will happen Recall their activity on egg-
acceleration and mass momentum when a car they are riding catching and ask what will happen
suddenly stops or change to the egg if it hits a a) concrete
direction or collides with other wall b) curtain
cars? Students explain their answers
Show pictures of two vehicles Show pictures of two identical Ask the students why cars have Ask the factors involved in change
moving at the same velocity but cars (fig.14) page258 in LM seatbelts and inflatable airbags of momentum or impulse.
different masses. Ask the

Discuss the procedure of the
C. Presenting examples / instances
task
of the new lesson
( ELICIT)
D. Discussing new concepts and
practicing new skills #1
(EXPLORE)
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
(EXPLAIN)
G. Finding practical applications of
concepts and skills in daily living
(ELABORATE)
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
(EVALUATE)
J. Additional activities for
application or remediation
Students in group will prepare
and write their volleyball drill
proposal related to projectile
motion concepts and principles
for the development of three
motor skills in volleyball
The group will present the drill
proposal
Demonstrate the drill proposal by
groups and modify for
improvement if needed
Give the importance of sport
development through
Discuss briefly the presentation
of each group
Each group will be graded
through rubric
question: If the two vehicles
suddenly lose their breaks, and
crash against the brick wall,
which do you think would be
more damaging?
Introduce momentum through
video clip presentation
Perform activity 6 in LM page
257
Answer the guide questions and
discuss
Which of the cars is more difficult
to stop and why?
Cite some sports where
momentum is applied
Basing from the activity, which
car has more momentum and
which car has a lesser
momentum/
Momentum depends on _____
and ______. For objects moving
at the same velocity, a more
massive object has a ______
inertia in motion and therefore
has ______ momentum
Introduce the equation of Ask what happens to the Introduce the equation for solving
momentum. Give and discuss momentum of the car when it impulse. Discuss three examples
three examples of suddenly stops of problems in impulse
situation/problems in momentum
Do the exercises in LM page 259. Perform activity 7 in LM pp. 261 Give the students word problems
Students discuss their answers to be solved in groups
Solve the given problems in LM Answer the guide questions in LM Discuss each of their answers to
page 259. page 262 and discuss the given problems
Let the students explain their A “minute to share it” activity Give the students word problems
answers to be solved individually
If a car has a great momentum If you can relate to the change in How do boxers defend
because of its great mass and momentum, how would you react themselves inside the ring using
velocity, how would you increase to climate change and how can the concept of impulse?
also your momentum in achieving you help to minimize this
your ambition in life? problem?
Operationally, momentum is Video clip presentation Ask the students the relationship
defined as the product of _____ (www.youtube.com) and ask between impulse to force and time
and _____. In equation, p = ____. them to share what they have
learned from the presentation
1. Which has more momentum, a Explain in terms of time why the 1. A man hits a 0.03 kg golf ball,
huge truck that is not moving or a egg did not break when giving the ball a speed of 30 m/s.
small toy cart that is moving? handkerchief was used and why What impulse does he impart to
2. A moving car has momentum. If the egg was broken when it the ball?
it moves twice as fast, its collided with the ground. 2. A tennis player hits an
momentum would be _______ as approaching ball with a force of
much. 650 N. If she hits the ball in 0.03 s
3. Two cars, one twice as heavy how much impulse is imparted to
as the other, moves down on a hill the tennis ball?
at the same time. The heavier car
would have_______ momentum.
Additional problems if needed Additional problems if needed
(EXTEND)
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTIONS
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earn 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 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 used/discover which I
wish to share with other teachers?
 GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
Specific Objectives:
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
School Grade Level 9
Teacher Learning Area SCIENCE
Teaching Dates and Time Week 3 Quarter FOURTH
SSSESSION 1 SESSESSION 2 SESSION 3SESSION 3 SESSION 4SESSION 4 SESSION 5SESSION 5
The learners demonstrate an understanding of the conservation of
The learners demonstrate an understanding of momentum
mechanical energy
Propose ways to enhance sports Propose ways to enhance sports Propose ways to enhance sports The learners create a device that The learners create a device that
related to momentum related to momentum related to momentum show conservation of mechanical show conservation of mechanical
energy energy
1. Describe the horizontal and vertical motions of projectile(S9FE-IVa-34) Explain energy transformation in Explain energy transformation in
2. Investigate the relationship between the angle of release and the height and range of the projectile various activities/events (S9FE- various activities/events (S9FE-
(S9FE-Iva-35) IVc-39) IVc-39). Construct a simple turbine
3. Relate impulse and momentum to collision of an object (S9FE-IVb-36) unit. Demonstrate mechanical
4. Infer that the total momentum before and after collision is equal (S9FE-IVb-37) energy transformation and
5. Examine effects and predict causes of collision-related damages/injuries (S9FE-IVc-38) conservation. Demonstrate
Hydroelectric Power (HEP) using a
water reservoir system
Describe how balloon rocket Perform mathematical Create and develop a 1 .Identify the energy forms 1. Construct a simple turbine unit.
works and how conservation of computation involving presentation or play that will present in the operation of simple 2. Demonstrate mechanical energy
momentum explains rocket conservation of momentum show application of momentum toys transformations and conservation
motion and impulse in real-life situation .2. Describe the energy
transformation in the toys
1.1. Projectile motion Work, Power and Energy- Changes in form of mechanical energy,
1.2. Impulse, Momentum and Impulse conservation of energy
1.3.Conservation of linear momentum
pp. 186-187 pp. 187 pp. 186-187 pp. 192-196 pp. 196-199
pp. 264-268 pp. 267-270 pp. 264-268 pp. 278-284 pp. 285-289
BEAM Learning Guide Physics- BEAM Learning Guide Physics- BEAM Learning Guide Physics- APEX Physics Unit 3 Chapter 1 LP12 Law of conservation of energy
4th Year Energy in Transportation 4th Year Energy in Transportation 4th Year Energy in Transportation
Put It into Motion Put It into Motion Put It into Motion
APEX Physics Unit 3 Chapter 1 APEX Physics Unit 3 Chapter 1 APEX Physics Unit 3 Chapter 1
LP 10 Momentum LP 10 Momentum LP 10 Momentum
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
(ENGAGE)
B. Establishing a purpose for the
lesson
C. Presenting examples / instances What is the total momentum of
of the new lesson (ELICIT)
D. Discussing new concepts and
practicing new skills #1
(EXPLORE)
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
(EXPLAIN)
G. Finding practical applications of
concepts and skills in daily living
(ELABORATE)
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning (EVALUATE)
Recall what is required to make
an object accelerates/stops
Show the students Newtons
Cradle toy through video clip
presentation to catch attention.
Let them predict what happens
when one ball is made to collide
with other four balls. Ask how
momentum is transferred
Show fig. 19 in LM page 265.
the boy-girl system before
pushing, after pushing?
Perform activity 8 in LM page
265
Answer the guide questions and
discuss
Answer concept checked in LM
page 267 for mastery. Ask them
to complete the paragraph by
filling the blanks.
How is conservation related to
your life?
Relate the total initial momentum
of the system and the total final
momentum of the system
Two ice skaters stand together.
They push off and travel directly
away from each other causing
the girl to have a velocity of
+1.75 m/s. If the girl weighs
450.0 N and the boy, 750 N,
what is the boy’s velocity after
Recall the relationship of the
initial total momentum and the
final total momentum of the
system
Present the formula of
conservation of momentum
Give and discuss at least two
problems on conservation of
momentum
Assign word problems to be
solved individually.
Discuss their answers. Give
problems to be solved in pairs.
What are the values being
develop in solving problems we
encounter in real-life?
State the equation for
conservation of momentum
A 5.0 x102 g cart moves on air
track at 1.4 m/s. It collides with
and sticks to another cart of
mass 4.0 x 102 g, which was
stationary before collision. What
is the velocity of the combined
cart after collision?
Television, Laptop
Review momentum and impulse
Relate momentum and impulse
in real-life situation
Discuss the procedure of the
task
Students will prepare and
present a presentation or play
that will show application of
momentum and impulse in real-
life situation
Discuss the presentation of each
group
Evaluate the group presentation
through rubric
Recall forms of mechanical
energy( potential and kinetic) and
their formulas
Show pictures/video clip
presentation about energy
transformation
Use figures 1-4 page 282 in LM in
presenting the new lesson
Perform activity 1 in LM page 283
Presentation of group work.
Discuss the guide question
answers
“Draw lots” activity
How can we relate transformation
of energy to the transformations
happening in our life?
Re- discuss the pictures
presented in the beginning of the
class
Five questions for the evaluation
Recall the different energy forms in
toys, the transformation of
mechanical energies and other
energy forms produced as energy
is transformed
Show pictures of hydropower
plants
Discuss turbine unit
Perform activity 2A in LM page 285
Perform activity 2B in LM page 288
Discuss the answers of the guide
questions and further elaboration
Give and appreciate the
importance of turbine in
Hydroelectric Power Plant
Recall the procedures in
constructing a simple turbine and
water reservoir unit
Oral questions for evaluation
 they push off?
J. Additional activities for Additional word problems if
application or remediation needed
(EXTEND)
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTIONS
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earn 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 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 used/discover which I
wish to share with other teachers?
 GRADES 1 to 12 School Grade Level 9
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Time Week 4 Quarter FOURTH

SSSESSION 1 SESSESSION 2 SESSION 3SESSION 3 SESSION 4SESSION 4 SESSION 5SESSION 5

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
Specific Objectives:
The learners demonstrate an understanding of the conservation of mechanical energy The learners demonstrate an understanding of the relationship among
heat, work and efficiency
The learners create a device that show conservation of mechanical energy The learners analyse how heat pumps can reverse the spontaneous
process
1.Explain energy transformation in various activities/events (S9FE-IVc-39). 1. Construct a model to demonstrate that heat can do work (S9FE-IVe-
2. Perform activities to demonstrate conservation of mechanical energy(S9FE-IVd-40) 42)
3. Infer that the total mechanical energy remains the same during any process (S9FE-IVe-41) 2. Infer that heat transfer can be used to do work and that work involves
the release of heat.(S9FE-IVf-43)
3. Explain why machines are never 100 % efficient.(S9FE-IVf-44)
Demonstrate Hydroelectric Demonstrate Hydroelectric 1.Identify the positions where 1.Demonstrate how heat can .Distinguish the process as
Power ( HEP) using a water Power ( HEP) using a water potential energy or kinetic energy cause the increase the internal spontaneous or non-spontaneous
reservoir system reservoir system is at maximum or minimum. energy of the water process.
2.Perform mathematical
computation on internal energy

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s 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
(ENGAGE)
Changes in form of mechanical
energy, Conservation of energy,
mechanical energy in
Hydropower
pp. 197-200
pp. 289-290
APEX Physics Unit 3 Chapter 1
LP12 Law of conservation of
energy
What have you constructed last
meeting?
Work, Power and Energy:
Conservation of Energy
pp. 199-203
pp. 290-293
APEX Physics Unit 3 Chapter 1
LP12 Law of conservation of
energy
From the last activity, what
happened to the turbine as the
water rushing out from the
reservoir fell on it?
Work, Power and Energy:
Conservation of Energy
pp. 203-207
pp. 294-299
APEX Physics Unit 3 Chapter 1
LP12 Law of conservation of
energy
Television, Laptop
What is Potential energy, kinetic
energy? What are examples of
energy transformations?
Heat, Work and Energy Heat, Work and Energy
pp. 208-210 pp. 210-211
pp. 304-307 pp. 307-309
APEX Physics Unit 3 Chapter 2 LP 1 Heat engines
BEAM Learning Guide 4th Year Physics Force, Power, work and Energy
Mode Swing
Recall Heat and Temperature. Basing from the last activity, where
did the heat come from causing the
water to boil?

B. Establishing a purpose for the
lesson
Show figure 7b page 289 in LM,
C. Presenting examples / instances
This is how we will proceed with
of the new lesson
the lesson today
(ELICIT)
D. Discussing new concepts and
practicing new skills #1
(EXPLORE)
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
(EXPLAIN)
G. Finding practical applications of
concepts and skills in daily living
(ELABORATE)
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
(EVALUATE)
J. Additional activities for
application or remediation
(EXTEND)
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earn 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
What will happen if water will fall
on the turbine model?
Perform activity 2C page 289 in
LM
Answer the guide questions
page 289 in LM and more
discussions if needed
“Quiz bowl” activity
Cite the importance of analysis in
dealing with problems of our life
Summarize the lesson through a
match game
Evaluation questions for the
lesson.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
What do you call the energy of
the stored water that was
transformed into kinetic energy
of the rushing out water causing
the turbine to rotate?
Discuss the transformation of
potential to kinetic energy
leading to the equation of
Mechanical Energy Conservation
Perform activity 2c (continuation)
Discuss the answers of the guide
questions in LM page 290-291
Refer to fig.11 page 292 in LM.
Ask them to compare and
explain the potential and kinetic
energy
Cite the importance to us the
energy transformation in
Hydroelectric Power Plant
Refer to fig.12 page 293 in LM
and explain the conservation of
mechanical energy
Evaluate through quiz bowl
activity
Present a demonstration using a
marble and mini coaster. How
will you describe the energy
transformation in the
demonstration?
Have you seen a pendulum
clock? What observation can you
give about the pendulum bob of
the clock?
Perform activity 3 page 294 in
LM
Discuss the answers of the guide
questions page 295 in LM.
Work on how to quantify the
potential and kinetic energy from
a given problem. Fill in your
answers in table 4 in LM page
297
What can you infer now
regarding Total Mechanical
Energy?
Give summative assessment
Let the students hold chocolate
in their fingers and ask them to
predict what will happen to the
chocolate. What causes the
chocolate to melt?
What other source of heat do
you know?
Perform activity 1 page 306 in
LM. Discuss the answers of the
guide questions
Discuss the internal energy
equation and present sample
problems on internal energy.
Give three problems for the
students to solve.
Give problems to be solved
individually
Cite the importance of heat in
our everyday life
Ask the students the effect of
heat on the internal energy of the
system
Five questions for evaluation
Ask the students what will happen to
the temperature of hot water after
five minutes being placed on top of
the table
Introduce the words spontaneous
and non-spontaneous
Perform activity 2 pp308-309 in LM
Answer and discuss the guide
questions
Students will work further on how to
distinguish spontaneous and non-
spontaneous process
Spontaneous process can be done
easily and that is why we almost
always have a disorderly system in
our surroundings. How can we
counteract a disordered system?
Let the students differentiate
spontaneous and non-spontaneous
process
Draw lots activity
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 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 used/discover which I
wish to share with other teachers?
 GRADES 1 to 12 School Grade Level 9
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Time WEEK 5 Quarter FOURTH

SSSESSION 1 SESSESSION 2 SESSION 3SESSION 3 SESSION 4SESSION 4 SESSION 5SESSION 5

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
Specific Objectives:
The learners demonstrate an understanding of the relationship among heat, work and efficiency The learners demonstrate an understanding of generation,
transmission, and distribution of electrical energy from power plants
(hydroelectric, geothermal, wind, nuclear)
The learners analyse how heat pumps can reverse the spontaneous process The learners analyse how power plants generate and transmit
electrical energy
1. Construct a model to demonstrate that heat can do work (S9FE-IVe-42) Explain how electrical energy is generated, transmitted and distributed
2. Infer that heat transfer can be used to do work and that work involves the release of heat.(S9FE-IVf-43)
3. Explain why machines are never 100 % efficient.(S9FE-IVf-44)
1. Demonstrate that heat can be 1. Discuss the four cycle stroke 1. Verify that machines are not 100 1.Identify the location of some 1.Trace the path of electricity from
turned to work . of a gasoline engine % efficient power plants in the Philippine the generating station,
2.discuss how heat pumps work 2. Perform mathematical map. transmission station and
calculation involving efficiency 2.Cite the source of energy of residential areas.
these power plants. 2.Differentiate between step-up
3.Determine the region in which transformer and step-down
the power plant belongs. transformer.

1.Power generation and energy losses.

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s 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
(ENGAGE)
B. Establishing a purpose for the
lesson
Heat, work and efficiency
pp. 211-212 pp. 213-214
pp. 309-312 pp. 312-314
APEX Physics Unit 3 Chapter 2 LP 1 Heat engines
BEAM Learning Guide 4th Year Physics Force, Power, work and Energy Mode Swing
Recall spontaneous and non- Recall heat pump
spontaneous processes
Ask them which of these needs If we have heat pump, we also
work or mechanical energy have heat engine. Ask them if
2.Transmission and distribution of electrical energy from power plants
to homes.
pp. 214-215 pp. 216-218 pp. 218-220
pp. 314-317 pp. 323-327 pp. 328-330
BEAM Learning Guide Year 4 Science Electrical Energy Generation,
Transmission and Use
Recall their answer in the last Recall the definition of energy Recall the sources of energy that
activity about the heat engine are being used by power plants
efficiency
Ask them why machines are not Ask students to mention some of Ask the students how these
100 % efficient the appliances/gadgets that they energy sources reach their homes
 they are using heat engine have at homes. What makes in terms of electricity
them work?
Show pictures of refrigerator and Discuss heat engine (the four Discuss Thermal efficiency and Video clip/pictures of power Give the students something to
C. Presenting examples / instances air conditioner. Introduce heat cycle stroke of a gasoline sample problems of efficiency plants presentation. arrange in correct sequence
of the new lesson (ELICIT) pumps, internal/thermal energy engine) (respiratory system parts, letters
and heat of the alphabet, etc..)
D. Discussing new concepts and Perform activity 3 in LM page Perform activity 4 in LM page Perform activity 5 in LM page 316 Perform activity 1 in LM page Perform activity 2
practicing new skills #1 309 313 323
(EXPLORE)
E. Discussing new concepts and Answer the guide questions and Discuss the table and their Answer and discuss the table and Discuss their answers to the Discuss their outputs
practicing new skills #2 discuss answers to guide questions guide questions guide questions and the table
F. Developing mastery (Leads to Do the “Minute to share it” Draw lots activity Give problems to be solved Do the “Tree map activity” Ask them to trace the path of
Formative Assessment 3) activity individually electricity using geothermal
(EXPLAIN) energy then nuclear energy.
Give some ways to minimize or Ask how they can minimize the If we have Thermal efficiency, we Energy is power and power is Electricity gives us light in the
G. Finding practical applications of
lessen the cost of electricity in effect of thermal and air pollution also have Human efficiency. How strength. What do you think is darkest night. Ask them who is
concepts and skills in daily living
using refrigerator and air can you improve your efficiency in your greatest strength to achieve their greatest light to guide them
(ELABORATE)
conditioner pursuing your studies? your goal/ambition in life in their darkest path of their life
Ask students to summarize the Describe what happens each of Summarize why machine are not Basing from the lesson, ask the “Draw lots” activity
H. Making generalizations and
lesson the four cycle stroke engine 100 % efficient students to describe each power
abstractions about the lesson
plants.
I. Evaluating learning Five questions for evaluation Do the” match game” activity Oral questions and Problem Five questions for evaluation Multiple- choice questions for
(EVALUATE) solving activity evaluation
J. Additional activities for
application or remediation
(EXTEND)
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTIONS
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earn 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 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 used/discover which I
wish to share with other teachers?
 GRADES 1 to 12 School Grade Level 9
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Time Week 6 Quarter FOURTH

SSSESSION 1 SESSESSION 2 SESSION 3SESSION 3 SESSION 4SESSION 4 SESSION 5SESSION 5

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of generation, transmission, and distribution of electrical energy from power plants (hydroelectric, geothermal, wind, nuclear)
B. Performance
The learners analyse how power plants generate and transmit electrical energy
Standards
C. Learning
Competencies /
Objectives Explain how electrical energy is generated, transmitted and distributed (S9FE-IVh-j-46)
Write the LC code for
each
Construct a diorama/model to Construct a diorama/model to Construct a diorama/model to Construct a diorama/model to Construct a diorama/model to
Specific Objectives:
demonstrate that heat can do work demonstrate that heat can do work demonstrate that heat can do work demonstrate that heat can do work demonstrate that heat can do work
II. CONTENT
Power generation and energy losses. Transmission and distribution of electrical energy from power plants to homes.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 220-222 pp. 220-222 pp. 220-222 pp. 220-222 pp. 220-222
Pages
2. Learner’s Materials pp. 330-331 pp. 330-331 pp. 330-331 pp. 330-331 pp. 330-331
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
(ENGAGE)
B. Establishing a
purpose for the lesson
C. Presenting examples Picture/video presentation of Picture/video presentation of Picture/video presentation of Picture/video presentation of Picture/video presentation of diorama.
/ instances of the new diorama. diorama. diorama. diorama.
lesson
(ELICIT)
D. Discussing new Diorama making Diorama making Diorama making Diorama making Diorama making
concepts and
practicing new skills #1
(EXPLORE)
E. Discussing new Diorama making Diorama making Diorama making Diorama making Diorama making
concepts and
practicing new skills #2
F. Developing mastery Diorama making Diorama making Diorama making Diorama making Diorama making
(Leads to Formative
Assessment 3)
(EXPLAIN)
G. Finding practical
applications of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about the
lesson (ELABORATE)
Evaluation through rubric Evaluation through rubric Evaluation through rubric Evaluation through rubric Evaluation through rubric
http:www.lausd.k12.ca.us/Allesand
I. Evaluating learning
ro_EL/docs%20and%20temps/Dior
(EVALUATE)
ama%20rubric.pdf as indicated in
LM page 331
J. Additional activities
for application or
remediation (EXTEND)
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
VI. REFLECTIONS
help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earn 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
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
used/discover which I
wish to share with other
teachers?
 GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
Specific Objectives:
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s 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
(ENGAGE)
B. Establishing a purpose for the
School Grade Level 9
Teacher Learning Area SCIENCE
Teaching Dates and Time Week 7 Quarter FOURTH
SSSESSION 1 SESSESSION 2 SESSION 3SESSION 3 SESSION 4SESSION 4 SESSION 5SESSION 5
The learners demonstrate an understanding of generation,
transmission, and distribution of electrical energy from power plants
(hydroelectric, geothermal, wind, nuclear)
The learners analyse how power plants generate and transmit
electrical energy
Explain how electrical energy is generated, transmitted and
distributed (S9FE-IVh-j-46)
1.Calculate electrical energy 1.Construct a model of a simple
usage. electric generator.
2.Describe how electric power 2. Discuss how electricity is
is measured generated from the interaction
between coils and magnets
1. Power generation and energy losses.
2. Transmission and distribution of electrical energy from power
plants to homes.
pp. 222-223 pp. 223-224
pp. 332-334 pp. 335-337
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing with multiple ways to learn new things, practices their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Recall your last activity. What is Recall the sources of electricity
the last stage/station where
electrical energy is transmitted?
Bring out your Ask the students if energy can still
lesson assignment(electric bill) How be generated without these
much did you pay for your last sources
bill? How can we compute
your energy consumption?
Introduce the equation in finding Let us build a simple electric
C. Presenting examples / instances
power and the total energy generator model and we will find
of the new lesson
used. Present sample problems out if electricity is generated
(ELICIT)
and discuss
D. Discussing new concepts and Give them problems on energy Perform activity 3 in LM page 335
practicing new skills #1 cost for the students to solve in
(EXPLORE) groups. Present and discuss
E. Discussing new concepts and their answers Answer the guide questions and
practicing new skills #2 discuss
F. Developing mastery (Leads to Give more problems for the Repeat the procedure if the model
Formative Assessment 3) students to solve individually fails to generate electricity
(EXPLAIN)
Ask them to have one more Relate the motion of a simple
G. Finding practical applications of look at their electric bill. Why electric generator to the motion of
concepts and skills in daily living are we going to pay the system an actual generator in a real –life
(ELABORATE) loss? How can we save on electric power plant
electrical energy consumption?
How do electric generator
H. Making generalizations and
converts mechanical energy to
abstractions about the lesson
electrical energy?
“Elimination game” (group Oral questions for the students
I. Evaluating learning (EVALUATE)
contest) for evaluation
J. Additional activities for Additional problems if needed
application or remediation
(EXTEND)
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTIONS
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earn 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 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 used/discover which I
wish to share with other teachers?