School Grade Level 9

DAILY LESSON Teacher Learning SCIENCE

LOG Area
Teaching Dates and Time Quarter FOURTH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of uniformly accelerated motion, motion in two-dimensions using projectile motion as example,
impulse and momentum, and conservation of linear momentum.
B. Performance Standard Propose ways to enhance sports related to projectile motion.
C. Learning S9FE-Iva-35
Competency/Objectives  Discuss motion  Capture a full  Capture a full  Show kinematic  Discuss
in two dimensions trajectory of projectile trajectory of equations for projectiles
motion on an inclined projectile motion projectile motion launched at
surface on an inclined (Table 7 p. 251) an angle
 Investigate the surface  Discuss projectiles  Solve
relationships between  Investigate the launched problem 2(p.
the projection angle, relationships horizontally 255)
the height, the range between the  Apply the kinematic
and the time of travel projection angle, equations in solving
of a projectile the height, the problem
range and the time
of travel of a
projectile
II. CONTENT MODULE 1: Forces and MODULE 1: Forces and MODULE 1: Forces and MODULE 1: Forces and MODULE !: Forces
Motion Motion Motion Motion and Motion
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages p. 168-169 p. 169-171 p. 172-173 p. 176, 178-181 p. 181-182
2. Learner’s Materials pages p. 242 p. 242-246 p. 246-247 p. 248,250-254 p.254-255
3. Textbook pages
4. Additional Materials from
Learning Resource
5. (LR)portal
 B. Other Learning Resource
III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the new
lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
G. Finding practical application of
concepts and skills in daily
living
https://www.youtube.com e-Physics Science and Science and Technology
/watch?v=W0YxWzqO_z4 Technology IV 2003 IV by Navaza and Valdez
http://www.bps-
ok.org/physics/apfiles/0104t
estr.pdf
Show a picture of
Recall free falling bodies Recall trajectory, horizontal Recall two-dimensional Recall previous activity Angry bird launching
and vertical motions. motions on air. then recall the
previous activity.
Show a video clip on Let the students draw on the Show video regarding Introduce equations
sports/ball games. Ask board what pattern did they “PROJECTILE MOTION” for projectiles
students about the term see in the video clip shown then introduce the launched at an
trajectory?(Azkals Game yesterday. equations angle.
Philippines Vs. Bahrain)
Ask the students if they Unlocking difficulties(e.g.
noticed the curve paths? v=m/s
Discuss trajectory, Perform Activity # 4 Perform Activity # 4 Discuss the steps in Discuss the steps in
curved paths, projectiles “ Curve me on an incline” “Curve me on an incline” solving the problem. solving the problem.
that move in two Day one activity: Tracing the Day two activity:
dimensions, horizontal Trajectory on page 244-245 Launching Bottle Caps
and vertical motions. Horizontally on
page 246-257
Answer and discuss guide Answer and discuss guide Solve problem #1 of LM on Solve problem #2 of
questions. questions. page 252. LM on page 255.
Cite some applications of In what aspect in your life
projectiles to sports. can we apply the concept
presented?
 H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
IV. REMARKS
V. 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
Re-discuss the video clip Ask the students to Ask a student to draw and Ask students to generalize Ask students to
of sports /ball games generalize what they did in label the given situation. A the relationship of generalize the
previously shown using the experiment. girl thrown a ball out from horizontal and vertical relationships
projectile concept. the window. motions in projectiles between angle of
release, the height,
the range and the
time of travel of a
projectile.
Ask students of more Ask students to cite more Give one situational .
games involving activities showing projectile problem for evaluation.
projectile concept. motion. The motion of the ball
after it is released until it
is caught is
graphed.(Shown on the
board)
Give another problem Give another
solving activities to the problem solving
students. activities to the
students.

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 use/discover
which I wish to share with
other teachers?
https://www.google.com.ph/search?q=angry+bird+projectile&rlz=1C1CHBD
 School Grade Level 9
Teacher Learning SCIENCE
DAILY LESSON LOG Area
Teaching Dates and Time Quarter FOURTH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
The learners demonstrate an understanding of uniformly accelerated motion, motion in two-dimensions using projectile motion as
example, impulse and momentum, and conservation of linear momentum.
The learners should be able to propose ways to enhance sports related to projectile motion.

Identify the factors that
Identify the factors that affect
affect the force of impact on
momentum.
moving objects.
Infer that the total
momentum before and
after collision is equal.
(S9FE-IVb-37)
Infer that the total Infer that the total
momentum before momentum
and after collision is before and after
equal. (S9FE-IVb- collision is equal.
37) (S9FE-IVb-37)

II. CONTENT Conservation of Conservation of Conservation of

Momentum (Elastic Momentum (Elastic Momentum
Factors affecting Momentum Impulse and Momentum
Collision) Collision) (Inelastic
Collision)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages p. 185
2. Learner’s Materials pages p. 256 p.259 p.265-270 p. 265-270 P. 265-270
3. Textbook pages Conceptual and Functional Conceptual and Functional Conceptual and Conceptual and Conceptual and
Physics - A Modular Physics - A Modular Functional Physics - A Functional Physics - A Functional
Approach p. 76-77 Approach p. 77-78 Modular Approach p. 79- Modular Approach p. Physics - A
81 80-81 Modular

4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Recall Newton’s first law of
motion.
B. Establishing a purpose for the
lesson
Show two toy cars of different
masses to be rolled
simultaneously on an inclined
plane. Call two students to
come to stop the two objects,
one for each student. Ask the
class which toy car is more
difficult to stop. Ask them to
explain their answers.
C. Presenting examples/Instances of Tell students that in physics,
the new lesson there is a quantity (a vector
quantity) that describes the
tendency of a moving object
to keep moving. It is also
described as a measure of
how hard to stop an object.
Recall the factors affecting
momentum.
Ask students if they have
watched the Pacquiao-
Mayweather match, and ask
what can be the techniques
to lessen the impact of a
punch to avoid getting
knocked out. (Manny
Pacquiao must move
according to the direction of
the punch of Mayweather ).
• Ask why does a fall onto a
trampoline hurt less than • Present the formula of
onto a cement floor.
• Ask which is better to hit in = m1v1 + m2v2)
case your car becomes out
of control, a brick wall or a
Approach p. 82-
83
• Ask them how is the • Recall the law of • Recall the law of
change in momentum conservation of conservation of
determined. momentum. momentum.
• Recall Newton’s third • Describe elastic
law of motion. collision.
• Use Newton’s cradle to • Use Newton’s cradle • Ask what
catch the attention of the again and let them happens during
students. Let them predict what happens an inelastic
predict what happens when the first and last collision and what
when 1 ball is made to ball are made to collide are the
collide with other four with the other balls at examples.
balls. Then follow up with the middle. • Use a piece of
2 balls. • Ask if there is also a clay rolled into a
• Ask what happened to conservation of ball and hit it on
the momentum of the momentum in this case the blackboard or
balls before and after the and explain their a wall. Ask them
collision. answer. if there is a
conservation of
momentum in this
case.
• Present the
Considering momentum video “Elastic and
law of conservation of as a vector quantity, ask inelastic
momentum (m1v1 + m2v2 them how they think collisions”
momentum is (https://www.yout
conserved in a collision ube.com/watch?v
of two football players.

D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
Ask them what makes an haystack. (Present a picture
object hard to stop and it is for of the situation, see
them to find out in the attachment). (Ans: It is
following activity. better to hit a haystack than
a concrete wall because the
longer time of contact
reduces the force.)
Perform Activity 6: .Perform Activity 7 :
“Investigating Momentum” “Playing Egg Volleyball”
and answer the guide and answer the guide
questions. questions.
. • Recall Newton’s second
law of motion (F=ma). Using
this equation, show that the
change in momentum is
equivalent to the product of
force and time (impulse).
See page 263 of the LM.
• Give a sample problem.
• “Let’s play Tumbang (See page 264 of the =8ko3qy9vgLQ&t
Preso!” (to be LM) =37s)
performed by group) or the constel
Give the mechanics of tape about
the game through the collisions.
video: “Tumbang preso” • Have students
at analyze the
https:/www.youtube.com figures 23 and 24
/watch?v=yTQUF0huAb on page 270 of
Y the module.
• Ask students what are • Perform Activity 8
the strategies they did to “Balloon Rocket”
be able to hit the tin can and answer the guide
and get their slippers questions.
back without being
caught by the opponent.
• Ask students to
describe how momentum
is conserved in the
tumbang preso game.
(Note: This game can be
performed throughout
the whole period if time
can afford.)
Present the video • Give a sample • Ask if there is
“Inelastic and Elastic problem on this type of also a
Collisions: what are collision (see page 269 conservation of
they?’’ of the LM). momentum in an
(https://www.youtube.co • Show derivation of inelastic and
m/watch?v=Xe2r6wey26 formula. perfectly inelastic
E&t=165s) collision.
• Ask them to describe an • Give sample
elastic collision. problems on this
type of collisions
(see attachment).
 • Show derivation
of formula.
F. Developing mastery • Give a sample problem Give a set of exercises. Give a set of
on this type of collision. exercises (see
Give a set of exercises on • Show derivation of attachment).
Let them do the exercises on
determining change in formula. Give a set of
p. 259
momentum or impulse. exercises on the law of
conservation of
momentum.
G. Finding practical application of Ask students to cite • Ask students to give Ask what are the
concepts and skills in daily living • Explain the function of sports or activities that examples of activities do’s and don’ts to
airbag, seat belts, and exhibit law of that exhibit Newton’s avoid a collision
Cite how knowledge of padded floors at a gym. conservation of third law of motion. while driving.
momentum can be applied • Cite how the principle of momentum. • Ask if there is also a
while driving a car. impulse is applied in sports conservation of
like volleyball, badminton, momentum in the
basketball and baseball. examples and explain
how. .
H. Making generalizations and Ask what is stated in the • Ask what is stated in • Ask what is
abstractions about the lesson Law of Conservation of the Law of Conservation stated in the Law
Ask how change in Momentum. of Momentum. of Conservation
Ask what are the factors that
momentum can be • Describe elastic of Momentum.
affect momentum.
determined. collision. • Differentiate
elastic and
inelastic collision.
I. Evaluating learning Give a short multiple Give a short
Give a short multiple choice Give a short multiple choice choice quiz.(See multiple choice
quiz.(See attachment) quiz.(See attachment) attachment) quiz.(See
attachment)
J. Additional activities for application • Ask students to
or remediation show a
presentation in
which they will
demonstrate the
three types of
collisions.
 • Show them the
rubric on how
they will be
scored.
V. REMARKS
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 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?
 School Grade Level 9
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Quarter FOURTH QUARTER
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the conservation of mechanical energy.
B. Performance Standard The learners create a device that shows conservation of mechanical energy.
C. Learning S9FE-Ivc-39, S9FE-Ivd-40, S9FE-Ive-41
Competency/Objectives  Trace and explain the  Build a model  Demonstrate  Identify the positions  Determine what
energy turbine. mechanical energy, where kinetic energy happens to the freely
transformations in  Identify how transformation and and potential energy is falling object’s kinetic
various activities hydroelectric conservation at maximum or and potential energy.
 Identify the energy facilities use water  Demonstrate minimum
forms present in the pressure to work. Hydro Electric  Explain the result of
operation of simple Power using water the demonstration
toys reservoir using conservation of
 Describe the energy system energy
transformations in the
toys
II. CONTENT Mechanical Conservation of
Energy Transformation Transformation: Mechanical Conservation of Mechanical Energy on
Constructing Turbine Transformation Mechanical Energy Freely Falling Body
Model.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 193-195 pp. 196-197 pp.197-198 pp. 204-205 pp.204
2. Learner’s Materials pages pp. 281-284 pp. 285-287 pp. 287-289 pp. 294-297 pp. 296-297
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource https://www.youtube.com
/watch?v=w4QFJb9a8vo
IV. PROCEDURES
A. Reviewing previous lesson or Review briefly the
presenting the new lesson operational definition of
Mechanical work
B. Establishing a purpose for the Discuss the potential and
lesson kinetic energy equation
needed for mechanical
energy conservation
computation.
C. Presenting Show Figures 1 to 4
examples/Instances of the new serve as specific
lesson examples of tracing
changes in energy forms
D. Discussing new concepts and Explain Activity 1,
practicing new skills # 1 procedures and the
expected learning
outcome.
The students will perform
the Activity 1 Little shop
of Toys Module 2
E. Discussing new concepts and
practicing new skills # 2
APEX Physics Unit 3 a. https://www.youtube.c c. https://www.youtube.co e. https://www.youtube.co
Chapter 1 LP2 Heat om/watch?v=- m/watch?v=lnbfPlpAKx m/watch?v=BGaJZu3H
Energy hooifWJ1jY 0 Vrg
b. Project Ease Physics d. Project Ease Physics f. Project Ease Physics
Module 11 Work, Module 11 Work, Module 11 Work,
Energy,Power and Energy,Power and Energy,Power and
Machines Machines Machines
Recall mechanical Let the students prepare Have the students explain Recall where the potential
energy conserve during the turbine Model that how Hydroelectric power and kinetic energy are in
heat transfer each group have made plants harness the power its greatest magnitude.
of moving water to
generate electricity.
Show a model of Describe the Consider the illustration in
hydroelectric power transformation of energy figure 14, p. 296
plant from potential to kinetic
energy and vice versa as
shown in figure 12 of p.
293.
Explain the procedure of g. Perform Activity 2: Show the following Use the ff. problem:
the activity on Hep Hep Hooray: equation: Consider a 1kg stone
constructing a turbine. Part 2 Presentation MET1= MET2=MET3 = dropped on top of a hill and
of the constructed constant reached the ground after
Turbine PE1+KE1=PE2+KE2=PE3+K 3s.
h. Discuss how power E3= constant
Perform Activity 2: Hep generate and Explain that these Explain how to get the
Hep Hooray: Part 1 transmit electrical equations imply that the Total mechanical energy of
Construction of the energy sum of kinetic and potential a freely falling body.
turbine and Water energy or the total
Reservoir mechanical energy will be
constant if frictional force
and other external force
will be ignored.
Quantitative Analysis of Work on activity 3 page
Mechanical 294-297

F. Developing mastery
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
Conservation (LM page
290)
Make a comparison of Answering of Guide Answer Guide Question Answer guide questions Complete the missing data
mechanical energy in a Questions. on page 289.(1-3) through an active in table 4, p. 297
stretched bow and a discussion.
waterfall.
Observe the energy Ask the importance of Cite The importance of Let the students determine
transformation when you Turbine in producing Hydroelectric power the transformation of
are driving a car. electricity potential energy to kinetic
energy when a
construction worker uses a
wrecking ball in demolition
of buildings.
Let the students Plant in our Community Relate the activity done to Let the students explain
summarize the various Test the Turbine Model. explain the conservation of that the change in potential
forms of energy Find areas near in our energy. energy and the change of
community where kinetic energy are equal in
Hydroelectric Power can a freely falling object.
be found.
Answer the given Evaluation of Group Demonstration of the Problem: Problem:
questions of activity 1 Activity using Rubric turbine is evaluated by A runner jumps over a A stone roll down some
using a rubric. hurdle. Neglecting friction, distance and gains 45 J of
the potential energy of the kinetic energy. Considering
runner at the highest point air resistance, how much
compared to the kinetic gravitational potential
energy at the lowest point energy did the bag lose?
is _____________.
Visit the Laguna Water
Site in Sta. Rosa Area
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 use/discover
which I wish to share with other
teachers?
 School Grade Level 9
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Quarter FOURTH QUARTER
Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the conservation of mechanical energy.
B. Performance Standard The learners create a device that show conservation of mechanical energy.
C. Learning Competency/Objectives S9FT-IVe-b-42 (3.9 Construct a model to demonstrate that heat can do work.)
 Infer that the kinetic energy
of a bouncing ball is not
conserved
II. CONTENT Conservation of Kinetic Energy
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 205-207
2. Learner’s Materials pages pp. 297-298
3. Textbook pages
4. Additional Materials from Learning Resource Project Ease Physics Module
(LR)portal 11 Work, Energy,Power and
Machines
B. Other Learning Resource https://www.youtube.com/watch
?v=AeTkP7iuXMA
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new Ask students how energy is
lesson conserved in a freely falling
object.
B. Establishing a purpose for the lesson Give a “Hugot qoute”
“ Binitawan mo na aasa ka
pang babalikan ka?”
C. Presenting examples/Instances of the new lesson Drop any object in hand.Let
students give their observation.
D. Discussing new concepts and practicing new skills Work on activity 4, p. 297-298
#1

E. Discussing new concepts and practicing new skills Present answers on guide
#2 questions
F. Developing mastery Present formulas in getting the
velocity of a ball just before it
hits the ground.
G. Finding practical application of concepts and skills Ask students if a ball will not be
in daily living dribbled, will it continue to
bounce?
H. Making generalizations and abstractions about the Have the students determine
lesson that in inelastic collisions,
kinetic energy is not conserved,
therefore kinetic energy
decreases as an object hits
another object.
I. Evaluating learning Answer Summative assesment
on p. 299-301
J. Additional activities for application or remediation

V. REMARKS
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 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?
 School Grade Level Grade 9

Teacher Learning Area Science

DAILY LESSON LOG
Teaching Dates and Time Quarter Fourth

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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) to home.

B. Performance
Standards
S9FE-IVh-j-46 S9FE-IVh-j-46 S9FE-IVh-j-46 S9FE-IVh-j-46 S9FE-IVh-j-46

C. Learning 1. Trace the path of electricity 1. Analyse other information

Competencies/Objec from the generating station, provided by the electric bill.
tives Describe the energy transmission station to 1. Describe how electric Practice energy
Write the LC code transmission and residential areas. power is measured. 2. Calculate the electrical conservation at home.
for each distribution from a power energy consumption at
station to the community. 2. Differentiate step- up 2. Calculate the energy cost home.
transformer from a step- given the power rating of
down transformer. some appliances at home.
II. CONTENT Transmission and distribution of electrical energy from Calculating Energy Use at Calculating Energy Use at Calculating Energy
power plants to home Home Home Use at Home

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide Page 218- page 220 Page 218- page 220 Page 222-page 223 Page 222-page 223 Page 222
pages
2. Learner’s Page 328- page 330 Page 328- page 330 Page 332-page 334 Page 332-page 334 Page 334
Materials pages
Physics: You and the Physics: Science and Physics: Science and Physics: Science and
Natural World Series, page Technology Textbook for Technology Textbook for Technology Textbook
298- page 299 Fourth Year page 178-179 Fourth Year page 178 for Fourth Year page
3. Textbook pages 179
Physics: You and the Natural
World page 402-405

4. Additional
Materials from
learning Resource
(LR) Portal

https://www.youtube.com/w Pictures of a digital and Actual electricity bill at home

atch?v=TQg2Y0kp2vI analog electric meter

B. Other Learning https://www.youtube.com/w

Resources atch?v=wmAyLKEeLcM
IV. PROCEDURES
Let the students enumerate
A. Reviewing previous the different power plants in
lesson or presenting the Philippines that supply
the new lesson electricity in our homes.
Tell the students that the
video they will about to
watch will show how
electricity is transmitted and
B. Establishing a
distributed from the
purpose for the
lesson generating power plants to
the different places in the
community.
Let the students view the
video clip
https://www.youtube.com/w
atch?v=TQg2Y0kp2vI
C. Presenting
examples/instances that shows transmission of
of the new lesson
energy from the power plant
to the different areas in the
community including our
homes.
Let the students identify the
D. Discussing new different stations/stages of
concepts and electrical energy
practicing new skills
#1 transmission and
distribution from the
Ask the students:
Where does the electricity in
your homes come from?
Ask students to recite how
electricity reaches their
homes from the generating
power plants.
Ask the students:
1. How much electricity is
consumed by your family in
a day? In a month?
2. Do you know how it is
computed by the electric
company?
Let the students analyse and
observe the electric meter
and let them determine the
Ask students about the
formula in computing the
energy cost.
The activity will lead the
students to determine their
own energy consumptions at
home.
Let students analyse the
electric bill and identify the
different components to be
paid.
Ask students how to
determine their
electrical energy
consumption.
Ask the students: How
can you help your
parents to lower your
electric bill for the
month?
Let students’ role play
on how to save
electricity at home
 generating power plant reading of the electricity using the following
based on the video. consumption. appliances:

TV, Washing Machine,

Electric Fan,
Lights/lamps,
Refrigerator, Flat iron

Using students’ previous

knowledge on Current,
E. Discussing new Do Activity #2 Voltage, and Resistance and
concepts and how they are related to
practicing new skills Tracing Power Power, solve some problem
#2 related to electrical energy
consumption.

Let students
F. Developing mastery Let the students discuss the discuss/explain the
(Leads to Formative guide questions in front of the ways on how to save
Assessment3) class. electricity shown in
their role play.

Let the students recite on

G. Finding practical how to use electricity wisely.
applications of Ask students to do Activity: How will you save
concepts and skills “Electrical Energy Audit” electrical energy here
in daily living in school?
H. Making Why does the generation
generalizations and charge computed separately
abstractions about with the distribution charge?
the lesson

I. Evaluating learning

Diorama Making: Ask the Make a research on

students by group to create a some additional
J. Additional activities miniature of a community energy saving tips and
for application or where electrical energy is share it to class next
remediation generated, transmitted and meeting.
distributed.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the

evaluation
B. No. of learners who require additional
activities for remediation

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 use/discover which I wish to
share with other teachers?

Rubrics for Role Play
CRITERIA 4 3
Preparedness Student is extremely familiar
with their role and uses
specific evidence to support
their arguments.
Participation Student actively participates in
simulated meeting, speaking
multiple times, adding new
information/evidence each
time.
Active Listening/Response Student demonstrates active
listening skills by providing
thoughtful responses
addressing specific aspects of
other students’ statements,
including asking questions.
Etiquette Student acts as a model
meeting participant, speaking
only at appropriate times, and
showing respect to all other
participants.
Republic of the Philippines
DEPARTMENT OF EDUCATION
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BIÑAN CITY
Student is extremely familiar
with their role, and uses some
evidence to support their
arguments.
Student actively participates in
simulated meeting, speaking
more than once, adding new
information/evidence each
time.
Student demonstrates active
listening skills by providing
thoughtful responses to other
students’ statements, but asks
few or no questions.
Student acts appropriately
during the meeting, typically
speaking at appropriate times,
and showing respect to other
participants.
2 1
Student is somewhat familiar
with their role, but provides
little or no evidence to support
their arguments.
Student actively participates in
simulated meeting, speaking
more than once, but repeats
information each time.
Student demonstrates active
listening skills by listening
attentively while other
students speak, but provides
little or no response to any
statements.
Student occasionally speaks
out of turn or interrupts
another student, but shows
respect to other participants.
Student is not familiar with
their role, and provides no
evidence to support any
statements/arguments they
make.
Student does not participate in
simulated meeting.
Student provides no indication
they are listening to other
students, by speaking while
others speak, or repeating
what others have already
stated.
Student occasionally speaks
out of turn or interrupts
another student, or otherwise
shows disrespect of other
participants
 School Grade Level 9

DAILY LESSON Teacher Learning Area SCIENCE

LOG
Teaching Dates and Time Quarter FOURTH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of generation of electrical energy from power plants.

B. Performance Standard The learner shall be able to analyze how power plants generate electrical energy.

C. Learning Competency/Objectives Make a working model of hydrothermal power plant.

S9FE-Ivh-j-46

II. CONTENT Unit 4. Module 4.

Introduction to Electricity and
Magnetism Working Model of Hydrothermal Power Plant

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages pp. 216 – 217 pp. 217 – 218

2. Learner’s Materials pages pp. 320 – 322 pp. 322 – 326

3. Textbook pages
4. Additional Materials from Learning
Resource(LR)portal
B. Other Learning Resource Pictures of the following:

(Battery, light bulb,

transformer, power plant)
https://www.youtube.com/watch?v=iAzV5Z8rPSY
Manila paper

IV. PROCEDURES
A. Reviewing previous lesson or Recall the concept learned DAY 1 DAY 2 DAY 3 DAY 4
presenting the new lesson from G8 about electric
current, voltage and J. Presentation
of
resistance
A. Let the students F. Start of G. Continuation of hydrothermal
watch the video construction of the construction. power plant
B. Establishing a purpose for the Showing pictures listed in about their model of model
lesson the learning resource hydrothermal hydrothermal
power plant. power plant. H. Testing of model
C. Presenting examples/Instances of Giving Pre-assessment in K. Evaluating
the new lesson the form of K-W-L strategy I. Revision and using rubrics
http://www.nea.org/tools/k-w-l- B. Let them reflect modification of
know-want-to-know- and gave some model
learned.html insight
C. Let them watch
D. Discussing new concepts and the working
practicing new skills # 1 model of
Answering Pre-assessment hydrothermal
E. Discussing new concepts and
practicing new skills # 2 item 1-10 using K-W-L power plant
strategy in a manila paper https://www.youtub
F. Developing mastery Presentation of output by e.com/watch?v=iAzV
group by posting their work 5Z8rPSY
on the board D. Let them plan on
how to make a
G. Finding practical application of Let the students give working model of
concepts and skills in daily living hydrothermal
samples of devices powered power plant.
by electricity E. Giving of rubrics
and Activity L. Presentation
H. Making generalizations and Ask students about the Sheet of different
abstractions about the lesson importance of electricity at sources of
home energy.

I. Evaluating learning Checking of Pre-assessment

made through K-W-L
strategy

J. Additional activities for application What is hydrothermal power

or remediation plant?

V. REMARKS

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 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?