Republic of the Philippines

Department of Education
REGION I – ILOCOS REGION
SCHOOLS DIVISION OF LAOAG CITY
BALATONG INTEGRATED SCHOOL
BRGY. 40 BALATONG, LAOAG CITY

WEEKLY LEARNING PLAN

Quarter: 4 Grade Level: 9
Week: 6 Section: Aquarius/Capricorn/Gemini/Scorpio
MELC: Learning Area: SCIENCE
1. Construct a model to demonstrate that Date: May 30-June 3, 2022
heat can do work (S9FE-IVe-42). Schedule: Monday-Thursday
2. Explain how heat transfer and energy Time: 7:30-8:30
transformation make heat engines work
(S9FE -IVg – 45).
Day Objectives Topic/s Classroom-Based Activities Home-Based Activities

1 1. Describe heat engine Heat Engine Begin with classroom routine: Ask the learners to read their
a. Prayer Science Quarter 4 Week 5-6
2. Differentiate the two b. Reminder of the classroom health and safety Module Lesson 2-Heat Engine
kinds of heat engine protocols Let them accomplish the
c. Checking of attendance given activities in a separate
3. Give examples of d. Quick “kumustahan” sheet of paper.
internal and external e. Introduce the MELC and the objectives of the lesson
heat engines A. Recall (Elicit) a. What’s More (page14)
Let the learners identify terms used in thermodynamics Task: Answer the activity under
by answering the What’s In part of the module. What’s More on page 14
4. Enumerate and B. Motivation Lessons 2 (A and C only).
describe the four-cycle 1. Show pictures on several ways by which heat can be Show complete solutions.
stroke of a gasoline converted into useful work.
engine Ask the learners how heat be converted on the following
pictures.
Picture 1: A person eating food
Picture 2: Steam
C. Discussion of Concepts (Explore)
1. Show an incomplete illustration of a heat engine.
Ask the learners the following questions:
a. What is the missing part to complete the illustration for
heat engine.
b. Describe what is heat engine based from the
illustration.
c. What are the two main types of heat engine?
d. Describe the two types of heat engine.
D. Developing Mastery (Explain)
1. To visualize the different strokes of a diesel engine, let
the learners watch a video and ask them to fill up the
table and guide questions afterwards.
Q1.How the piston behaves during intake stroke? What
happens to the gas mixture?
Q2.What happens to the piston and the gases during
compression stroke?
Q3.What is the function of the spark plug? What is its effect
to the mixture’s temperature?
Q4.Describe the piston and the gases during power stroke.
Q5.In exhaust stroke, what happens to the piston and the
mixture of gases?
Q6.What do you think is the effect of this exhaust gas into
the environment
Q7.Can we consider heat engine 100% efficient? Why?
 Q8.As a student, how can you help to minimize the effects
of thermal pollution
2. Let them observe and write the movement of piston in
each cycle stroke.
E. Application and Generalization (Elaborate)
Let the students explain the following question in a sheet of
paper.

“Can we consider the human and animal bodies as heat

engines? “
F. Evaluation
Let the learners answer the following.
Direction: Write 1 if the underlined word is true and change
the word if not.
1. During the intake stroke, the piston is pulled down by
the turning of the crankshaft, creating a vacuum above
it.
2. The piston moves back up in the cylinder on the
power stroke, compressing the air-fuel mixture.
3. As the piston approaches the bottom of its travel, a
spark ignites the mixture.
4. During the power stroke the burning fuel expands
rapidly, forcing the piston to move back down in the
cylinder.
5. During the intake stroke the piston moves back up
forcing any remaining exhaust form the cylinder through
the open exhaust valve.
6. The piston moves up during the compression stroke.
7. Gas is filled in the cylinder during the intake stroke.
8. The piston moves down during exhaust.
9. During the compression stroke, gas is expelled out of
the chamber.
10. Steam engines are external combustion engines.
2 1. use the equation Thermal Begin with classroom routine: Ask the learners to read their
𝐸𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑐𝑦 = 𝑄𝐻 − 𝑄𝐶 𝑄𝐻 Efficiency a. Prayer Science Quarter 4 Week 5-6
= 1 − 𝑄𝐶 𝑄𝐻 𝑥 100% b. Reminder of the classroom health and safety Module Lesson 2-Heat Engine
in all combinations. protocols Let them accomplish the
c. Checking of attendance given activities in a separate
2. solve problems d. Quick “kumustahan” sheet of paper.
involving thermal e. Introduce the MELC and the objectives of the lesson
efficiency of a machine A. Recall (Elicit) What I Can Do (pages 9-10,
Let the learners describe a heat engine and its two main 15-17)
types. Task: Accomplish the (What I
B. Motivation Can Do) Written Work on
Present the problem to the learners. pages 9-10 and Performance
What is the gasoline engine’s efficiency that receives Task on pages 15-17 in your
192.75 J of energy from combustion and loses 125.25 J module. The rubric is on page
by heat to exhaust during one cycle? 17
C. Discussion of Concepts (Explore)
Ask them what are given in the problem and discuss
and show how to solve the said problem.
D. Developing Mastery (Explain)
Give another sample problem to the learners for
them to answer. Let them show their solution.
E. Application and Generalization (Elaborate)
Let the learners answer the following questions:
a. How can we compute the thermal efficiency of a
machine?
b. What type of engine is the most efficient to use?
c. How can we minimize thermal pollution?
F. Evaluation
Directions: Calculate the efficiency of the heat
engine in the table. Make a similar table on a
separate sheet of paper.
Prepared by:

KRISTA MAE A. BALANAY

Teacher III Noted:

ROBERTO L. RAFADA, EdD.

School Principal II