Republic of the Philippines

Department of Education
Region I
Schools Division Office I Pangasinan
LASIP NATIONAL HIGH SCHOOL
Lingayen

School: Lasip National High School

Teacher: Pepito R. Baniqued, Jr.
Year and Section: Grade 9 - Industry
Subject and Time: Physics, 07:30 – 08:30
Date(s): 19 March 2019 (Tuesday)

I. Objective:
Ia. Content Standards:
a) the learners demonstrate an understanding of conservation of mechanical energy
Ib. Performance Standards:
a) the learners shall be able to create a device that shows conservation of
mechanical energy.
Ic. Learning Competency with code:
Main task
a) the learners should be able to explain energy transformation in various
activities/events. (S9FE-IVc-39)
Sub Task
a) identify the different forms of energy,
b) explain how the different forms of energy change form, and
c) cite the importance of understanding energy transformations.
Id. GAD Core Values:
a) shared responsibilities and
b) shared opportunities
II. Learning Content:
Unit 4: Force, Motion and Energy
Module 2: Work Power and Energy
2.1 Changes in form of Mechanical Energy
III. Instructional Materials:
A. Audio-Visual Aid: Manila Paper, Power Point Presentation
B. References:
1. Padua, A. & Crisostomo, R. (2010). Practical and Explorational Physics: Modular
Approach. Quezon: Vibal Publishing House, Inc.
2. Nave, C. (2016). Hyper Physics: kinetic energy. Georgia State University.
Retrieved, 7 February 2016, from http://hyperphysics.phy-
astr.gsu.edu/hbase/ke.html
3. The Physics Classroom. (2016). Work, Energy and Power: Mechanical Energy.
Retrieved, 7 February 2016, from
http://www.physicsclassroom.com/class/energy/lesson-1/Mechanical-Energy
IV. Procedures:
A. Routine: ENGAGE
-The teacher asks the class to pray and then checks the attendance after.
-Students are asked to arrange their chairs properly and to pick up pieces of paper.
B. Reviewing previous lesson or presenting the new lesson: ELICIT
-The teacher shows a dance video presentation about energy.
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 - After the presentation, the teacher asks the students questions that will lead to the topic.
C. Establishing a purpose for the lesson: ENGAGE
1. Can you describe James Reid while dancing?
2. What are the activities or sports danced by James Reid?
3. What do you think is our topic for today?
D. Presenting Examples/instances of new lesson: EXPLORE
-The teacher will provide a four (4) cartolina paper and glue to each group assign last
meeting to perform the activity entitled “Transformers” in their respective activity area .
E. Discussing new concepts and practicing new skills: EXPLAIN
-The teacher will orient the students for the said activity.
Materials Needed:
Old magazines, new papers, glue, marker and cartolina paper
Procedure:
1. On a cartolina paper, create a table similar to the one below.
2. Cut pictures of devices, phenomena, processes or events wherein one
form energy is transformed into another form.
3. On the table below, paste the pictures of the energy transformations where
their descriptions intersect.
From Electro-
Nuclear Chemical Heat Gravitational Mechanical Light Electrical
To Magnetic
Electrical
Light
Mechanical
Gravitationa
l
Heat
Electro-
magnetic
Chemical
Nuclear
-After the activity, the teacher asks group members several questions about the activity.
Guide Questions:
1. Why is it important that energy is constantly being transformed?
2. What happens to the system’s total amount of energy during these
transformations?
F. Developing mastery (Leads to Formative Assessment): EXTEND
-The teacher then asks different students to explain how the different forms of energy
change form.
G. Finding Practical applications of concepts and skills: ELABORATE
-The teacher will ask different students to enumerate some energy transformation in the
traditional Filipino games.
H. Making generalizations and abstractions about the lesson: ELABORATE
The energy that is received or given off by an object can change into different forms
as it is transferred or used when work is done and accompanied mostly by heat dissipated
into the air or other forms of energy such as light, sound. The input energy coming from
the energy source, is stored in an object and when used can be transferred or transformed
into a used (work) and unused (heat) energy output.
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 I. Values Integration: EXPLORE
-The teacher asks the students of what is the importance of understanding energy
transformations.
Questions:
1. How does energy transformations happen to some common home
appliances?
J. Evaluating Learning: EVALUATIVE
-A problem is presented to the class. The students are asked to give the energy change in
the following.
1) Windmill –
2) Flashlight –
3) Microwave –
4) Firecracker –
5) Bicycle –
K. Additional activities for application or remediation: EXTEND
A. What to do: Enumerate some phenomena or situation that shows energy
transformation of the following:
a) Electrical to Thermal –
b) Chemical to Thermal –
c) Electrical to Mechanical –
B. Where to write: One-half sheet of paper
C. When to pass: 20 March 2019
D. Number of points: 15 points
V. Remarks:
___________________________________________________________________________
VI. Reflection:
a) No. of learners who earned 80% on the formative assessment
_______________________________________________________________________
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?
_______________________________________________________________________

Prepared by:

PEPITO R. BANIQUED, JR.

JHS Teacher I
Checked and Verified by:
Validated by:

ROLANDO C. DIAZ, Ed. D, LL. B.

Principal IV FELIX G. RAYMUNDO
Public Schools District Supervisor
Lingayen III
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