Grades 6 SCHOOL ASSEMBLYMAN SEGUNDO GRADE LEVEL VI

DAILY MOSCOSO MEMORIAL SCHOOL

LESSON PLAN TEACHER VANESA MAY Q. MONDEJAR LEARNING AREA SCIENCE
TEACHING DATES AND June 1, 2022- 1:45-2:45 QUARTER 3
TIME

(ANNOTATIONS)
I. OBJECTIVES KRA OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED
DURING THE DEMONSTRATION
A. Content The learners demonstrate understanding of
Standards how energy is transformed
B. Performance The learners should be able to create a
Standards marketing strategy for a new product on
electrical and light efficiency.
C. Learning Demonstrate how sound, heat, light and
Competencies/ electricity can be transformed (S6FEIIId-f-2)
Objectives
Write the LC code
for each
II. CONTENT Energy transformation
II. LEARNING
RESOURCES

A. References
1. Teacher’s Guide MELCS 318-319
pages
2. Learner’s Science Beyond Borders
Materials pages
3. Textbook pages p.148
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Television, charts, power point presentation,
Resources activity cards, Meta-cards, Electric fan,
batteries, flashlight, box, bulb, timer or watch,
manila paper, marker

IV. PROCEDURES

A. Reviewing previous Preliminary Activities Indicator No:4

lesson or presenting (KRA 2, Learning Environment,
the new lesson 1. Prayer Objective No. 5)
(ELICIT) 2. Setting of Standards / Class Rules -Establish safe and secure learning
5 Ps environments to enhance learning
Be Prompt- Be on time, don’t be late through the consistent implementation
Be Prepared – Bring everything you of policies, guidelines and procedures.
need to class
Be Positive- Be happy, don’t get MOV---House rules/standards
frustrated /guidelines are set before the class
Be Productive- Work hard and don’t starts to enhance learning and maintain
give up safe and secured learning environment.
Be Polite -Treat everyone how would
you would like to be treated.
Indicator No: 1

Drill: Read the following words and use in a
sentence
1. Chemical
2. Mechanical
3. Light
4. Electrical
5. Sound
6. Radiant
Review
Interactive Powerpoint Presentation: 4 pics
one word (Types of Energy)
Expected answers: Sound, electrical, chemical
and Light
B. Establishing a Show the students a mystery box. Ask the
purpose for the pupils to choose one representative per group
lesson who is good in drawing. Have the
(ENGAGE) representatives’ pick inside the box and draw
what’s inside on the board. (Flashlight)
After that, they will stand on their assigned
position. Upon the teacher’s signal, the
representatives will draw what they have seen
inside the mystery box and other members of
the group will guess what the is object inside.
(KRA 1 , Content Knowledge and
pedagogy , Objective No. 1)
-Applied knowledge of content within
and across curriculum teaching areas
MOV--- Integration in English where
the learners can be able to read the
words correctly with correct
pronunciation and use it in a complete
sentence. Constructing sentences,
pronunciation and vocabulary skills of
the learners will be given emphasis.
Indicator No: 1
(KRA 1, Content Knowledge and
pedagogy, Objective No. 1)
-Applied knowledge of content within
and across curriculum teaching areas.
MOV--- ICT Integration where learners’
attention was caught through an
interactive PowerPoint presentation
Indicator No: 3
(KRA 1, Content Knowledge and
pedagogy, Objective No. 4)
-Used effective verbal classroom
communication strategies to support
learners understanding, participation,
engagement and achievement
MOV--- Learners will be able to
demonstrate the ability to interpret,
recognize, appreciate and understand
information presented through visible
actions or images used 4 pics one word.
It increases the level of interest and
attention among learners.
Indicator No: 1
(KRA 1, Content Knowledge and
pedagogy, Objective No. 1)
-Applied knowledge of content within
and across curriculum teaching areas.
MOV---Integration in Arts where the
pupils develop skills in drawing
Indicator No: 5
(KRA 2, Learning Environment,
Objective No. 6)
-Maintained learning environment that
promote fairness, respect and care to
encourage learning
MOV— Classroom management was
strengthened through motivation

Comprehension Check:
1. What is the source of energy of the
flashlight?
2. What energy is present in the battery of the
flashlight?
3. (Turn on the flashlight) What energy is
shown when the flashlight was turned on?
4. How many energies were displayed by the
flashlight?
5. Which comes first light energy or chemical
energy?
Say: Today, we will find out more how an
energy is change from one form to another
through our group activity
C. Presenting 1. Pre-laboratory Activity
examples/instances a. Setting of Standards
of the new lesson b. Discussion of Procedures
(ENGAGE) c. Checking of Materials
d. Unlocking of Difficulties
Using context clues
1. The caterpillar transforms into
butterfly.
A. Becomes the same
B. Crawl on the ground
C. Travel to other place
D. Change into other form
2. Plants uses photosynthesis to make
their own food from sunlight.
A. copy of usually printed material
B. a picture made using a camera
C. process by which a plant uses the
energy from the light of the sun to
make its own food
D. a brand name for a computer
program that allows you to make
changes to a digital image
Indicator No: 3
(KRA 1, Content Knowledge and
pedagogy, Objective No. 4)
-Used effective verbal classroom
communication strategies to support
learners understanding, participation,
engagement and achievement
MOV— Verbal and non-verbal
communication through the activity
called “Thinking What’s Inside the Box”
with the use of mystery box and senses
in order to illustrate the material inside
the mystery box. It creates a direct,
sensory connection between learners
and subject that may create a new level
of interests and attention.
Indicator No: 2
(KRA 1, Content Knowledge and
pedagogy, Objective No. 3)
-Displayed proficient use of Mother
Tongue, Filipino and English to
facilitate teaching and learning.
MOV--- Using English language to
facilitate teaching and learning process
through asking questions and
demonstration process for the learners
to engage and motivate and be able to
convey their ideas and knowledge
about the topic.
Indicator No:4
(KRA 2, Learning Environment,
Objective No. 5)
-Establish safe and secure learning
environments to enhance learning
through the consistent implementation
of policies, guidelines and procedures.
MOV---House rules/standards
/guidelines are set before doing an
activity. Discussion of the procedures
and materials for the learners to be
prepared and understand the activities
given.
Indicator No: 1
(KRA 1, Content Knowledge and
pedagogy, Objective No. 1)
-Applied knowledge of content within
and across curriculum teaching areas .
MOV--- English learning competency
(Infer meaning of borrowed words

D. Discussing new Group Task Collaborative /Interactive
concepts and Approaches (Minimum of Four pupils)
practicing new skills Note: Social Distance strictly followed
#1 (EXPLORE)
and proper wearing of mask.
Group Activity -Directions:
1. Group yourselves into two.
2. Choose your leader
3. The leader gets the activity
sheets and materials from the
teacher
4. Go to your respective area
assigned to you
5. Begin doing the activity
following the group standards
6. Finish in ten minutes, and then
present your output in less than
3 minutes.
through context clues: (EN6VIII-c
12.3.3)
Indicator No: 2
(KRA 1, Content Knowledge and
pedagogy, Objective No. 3)
-Displayed proficient use of Mother
Tongue, Filipino and English to
facilitate teaching and learning.
MOV--- Using English language to
facilitate learning process through
unlocking difficult words for the
learners to understand thoroughly the
meaning and topic to be discussed.
Indicator No:4
(KRA 2, Learning Environment,
Objective No. 5)
-Establish safe and secure learning
environments to enhance learning
through the consistent implementation
of policies, guidelines and procedures.
MOV--- Room structuring arrangement
for group activity purposes is observed.
Proper safety protocol, procedures and
guidelines was observed.
Indicator No: 5
(KRA 2. Learning Environment
Objective No. 6)
-Maintained learning environment that
promote fairness, respect and care to
encourage learning
MOV--- Conducive classroom, free from
violent distractions, showed respect,
fairness and care to motivate learners
in conducting activity.
Indicator No: 6
(KRA 2. Learning Environment
Objective No. 7) Set B
-Maintained learning environment that
nurture and inspire learners to
participate, cooperate and collaborate
in continued learning.
MOV--- Collaborative /Interactive
activities conducted for the learners to
participate actively and engage
throughout the lesson. Procedures and
guideline strictly followed to
maintained good learning environment
for them to do effectively their activity.
 Each group will have an activity card
for them to follow what activity are
going to do.
Differentiated Instruction (Learners
are grouped according to their
strengths and interests.
ACTIVITY 1
Tick Tock on the Clock
I. Problem: How is energy transformed
to another form?
II. Materials:
Battery
Clock
Meta-cards
III. Procedures:
1. Attach the battery into the clock.
2. Draw your ears close to the clock.
3. Observe.
IV. Questions:
1. What energy is present in the
battery of the clock?
2. What happen to the hands of the
clock when the battery was attached on it?
3. What energy is displayed when the
hands of clock moved?
4. What energy is present when you
hear something from the clock?
5. How did the energy change to
another form when the battery is
attached at the back of the clock?
Present it using the meta-cards.
Refer to the diagram.
→ →
V. Conclusion:
_________________________________________________
(KRA 1: Content Knowledge and
Pedagogy, Objective 2)
-Used research-based knowledge and
principles of teaching and learning to
enhance professional practice
MOV--- Stating the second principle of
teaching where the learners develop
reciprocity and cooperation. It showed
that activities given are collaborative
and interactive form. Instructional
activities done in Tick Tock on the clock
and Cool Me down that allows learners
to share their ideas with other peers in
the learning process. It also focuses on
research-based knowledge where the
pupils could generate and test
hypothesis out of the given problem.
KRA 2: Learning Environment
Objective 8)
-Applied a range of successful strategies
that maintain learning environment
that motivate learners to work
productively by assuming
responsibility for their own learning.
MOV--- Interactive /participative
methods used for the learners to
engage and develop rapport to their
peers for them to work efficiently and
productively and develop sense of
responsibility for their own
development and learning process.
Indicator No: 8
KRA 2: Learning Environment
Objective 9) Set A
-Designed , adapted and implemented
teaching strategies that are responsive
to learners with disabilities , giftedness
and talents
MOV--- The learners are given
differentiated /tiered activities
according to their strengths and
interests.
 _____________.
ACTIVITY 2
Cool Me Down
I. Problem: How is energy transformed
to another form?
II. Materials:
Electric Fan
Meta-cards
III. Procedures:
1. Plug in the electric fan.
2. Turn on the fan.
3. Observe what happen.
4. Wait for 5 minutes.
5. Touch the back of the fan
IV. Questions:
1. What is the source of energy in the
electric fan?
2. What energy is present when you
plug in the fan?
3. What are the energies present when
the blade of the fan moved?
4. How did your hands feel when you
touch the back of the fan after 5
minutes? What energy is it?
5. How did the energy change to
another form when electric fan is
turned on? Present it using the
meta-cards. Refer to the diagram.
→ → →

V. Conclusion:

_________________________________________________
_____________.

E. Discussing new Each group will have an activity card

concepts and for them to follow what activity are Indicator No: 1
practicing new skills (KRA 1, Content Knowledge and
#2 going to do. pedagogy, Objective No. 1)
(EXPLORE)
Differentiated Instruction (Learners -Applied knowledge of content within
are grouped according to their and across curriculum teaching areas.
strengths and interests. MOV--- Activity 3 “Hot Jog” showed an
activity that measures learner’s
ACTIVITY 3 physical fitness which is done in
Physical Education Subject.
Hot Jog
I. Problem: How is energy transformed Indicator No: 1
to another form? (KRA 1, Content Knowledge and
pedagogy, Objective No. 1)
II. Materials:
-Applied knowledge of content within
Meta-cards and across curriculum teaching areas.
III. Procedures:
MOV--- Activity 3 “Hot Jog” showed an
1. Jog in place for 5 minutes. activity that measures learner’s
comprehension skills through
IV. Questions: answering questions based on their
findings. English integration is given
1. What is the energy stored in your emphasis based on the questions
body that you used to jog in place? presented.

2. What energy is present when you

moved your body?
3. How do you feel after jogging for 5
minutes? What energy is it?
4. How did the energy change to
another form when you jog in place
for 5 minutes? Present it using the
meta-cards. Refer to the diagram.
→ → → MOV--- Interactive /participative
V. Conclusion:
_________________________________________________
_____________.
Indicator No: 7
KRA 2: Learning Environment
Objective 8) Set B
-Applied a range of successful strategies
that maintain learning environment
that motivate learners to work
productively by assuming
responsibility for their own learning.
methods used for the learners to
engage and develop rapport to their
peers for them to work efficiently and
productively and develop sense of
responsibility for their own
development and learning process.

ACTIVITY 4 Indicator No: 7

KRA 2: Learning Environment
Light Up My Life Objective 8) Set B
-Applied a range of successful strategies
I. Problem: How is energy transformed that maintain learning environment
to another form? that motivate learners to work
productively by assuming
II. Materials: responsibility for their own learning.
bulb
MOV--- Interactive /participative
battery
methods used for the learners to
develop manipulative skills or hands-
 alligator clips
meta-cards
III. Procedures:
1. Connect the battery and the light
bulb using the alligator clips.
2. Touch the bulb as soon as it lights
up.
3. Touch it again after 5 minutes.
4. Compare your first and second
observations about how you feel when
you hold the bulb.
on activities for them to enhance
science process skills in observing,
experimenting, and inferring through
formulation of hypothesis based on
actual activities and use of concrete
materials.
Indicator No: 1
(KRA 1, Content Knowledge and
pedagogy, Objective No. 1)
-Applied knowledge of content within
and across curriculum teaching areas.

IV. Questions: MOV--- Activity 4” Light Up My Life”

showed an activity that measures
1. What is the energy stored in the learner’s comprehension skills through
battery? answering questions based on their
findings. English integration is given
2. What energy flows in the wire of the emphasis based on the questions
alligator clips when you connect it to the presented. Learners draw concepts and
battery? ideas based on their findings and
analysis.
3. What happened when you connect the
battery to the bulb using alligator clips?
4. What energy is shown when the bulb
was lighted?
5. How does it feel when you touch the
bulb after 5 minutes? What energy is
released?
6. How did the energy change to another
form when the bulb was lighted? Present
it using the meta-cards. Refer to the
diagram.

→ → →

V. Conclusion:

_________________________________________________
_____________.

F. Developing mastery Constructivism Approach (KRA 1: Content Knowledge and

(EXPLAIN) a. Group Reporting and Publication of Data Pedagogy, Objective 2)
(Learners are given utmost recognition in the -Used research-based knowledge and
task they are presented. principles of teaching and learning to
 b. Discussion and Analysis (EXPLANATION)
(Based on the publication of data)
Ask the following questions
1. What energy change occurs in:
A. Functioning clock
Answer: chemical→ mechanical→
sound
B. Running electric fan
Answer: electrical→ mechanical
→wind→ heat
C. Jogging in place
Answer: chemical→ mechanical→ heat
D. Lighted bulb
Answer: Chemical→ electrical→
light→ heat
7. Based on your group activities,
what can you say about energy?
*Energy can change from one form of
energy into another. This is called
ENERGY TRANSFORMATION.
The teacher will show picture of a plant
that undergoes photosynthesis.
Ask: What energy transformation is shown
in the picture?
Reflective Approach
3. Is energy transformation important?
Why?
*Energy is useful when it is used to do
work. Some forms of energy have to be
enhance professional practice
MOV--- Stating the fourth principle of
teaching where the teacher provides
prompt feedback to the learners.
Feedback identifies areas of strength
and weaknesses and gives the learners
suggestions for improvement. The
teacher processes the activity given
through asking question and let the
learners draw and present their ideas
based on their own understanding.
KRA 4, Community Linkages and
Professional Engagement and
Personal Growth and Professional
Development, Objective No. 16)
-Applied a personal philosophy of
teaching that is learner centered.
MOV---Law of Constructivism used
where the students are urged to be
actively involved in their own process
of learning. They presented their own
findings based on the activities given.
The teacher facilitates, mediates,
prompts and help learners to develop
and assess their understanding and
learning through asking questions.
Learners are given positive feedback
after each group sharing.
Indicator No: 3
(KRA 1, Content Knowledge and
pedagogy, Objective No. 4)
-Used effective verbal classroom
communication strategies to support
learners understanding, participation,
engagement and achievement
MOV--- Learners will be able to
demonstrate the ability to interpret,
recognize, appreciate and understand
information presented through visible
actions or images using the picture of
the plant. It increases the level of
interest and attention among learners.
Indicator No: 1
(KRA 1, Content Knowledge and
pedagogy, Objective No. 1)
-Applied knowledge of content within
and across curriculum teaching areas.
MOV--- ESP Integration focused on the
 changed into other forms before they
can do work or function.
G. Finding practical  Video Presentation about Energy
applications of Transformation
concepts and skills in https://www.youtube.com/watch?v=z8a-
daily living L1lkq3w
ELABORATE
 Follow up questions about the video clip
presented:
a. What is the video all about?
b. What are some examples of energy
transformation based on the video?
c. How does the energy transform?
d. Is energy transformation important to
our environment?
 Standards in viewing a video presentation
should be observed.
importance of energy transformation in
their own daily lives.
Indicator No: 1
(KRA 1, Content Knowledge and
pedagogy, Objective No. 1)
-Applied knowledge of content within
and across curriculum teaching areas.
-Applies knowledge of content within
and across curriculum teaching areas.
MOV--- ICT integration where learners’
attention was caught through an
interactive Video presentation
Indicator No: 7
(KRA 2: Learning Environment
Objective 8) Set B
-Applied a range of successful strategies
that maintain learning environment
that motivate learners to work
productively by assuming
responsibility for their own learning.
MOV--- Interactive /participative
methods used for the learners to
motivate learners and share their ideas
and understanding about the video. The
learners develop sense of responsibility
for their own learning and
comprehension skills.
(KRA 1: Content Knowledge and
Pedagogy, Objective 2)
-Used research-based knowledge and
principles of teaching and learning to
enhance professional practice
MOV--- Stating the seventh and final
principle of teaching where the teacher
respects the diverse talents. Learners
vary in the way that they absorbed
information and instructional materials
where interactive videos were used and
let the learners engaged on it.
Indicator No:4
(KRA 2, Learning Environment,
Objective No. 5)
-Establish safe and secure learning
environments to enhance learning
through the consistent implementation
of policies, guidelines and procedures.
MOV---House rules/standards
/guidelines are set before the video
presentation to enhance learning and
 maintain safe and secured learning
environment.

Write numbers 1-3 on the space provided. Indicator No: 1

Alarm clock (KRA 1, Content Knowledge and
_____Mechanical pedagogy, Objective No. 1)
_____Sound -Applied knowledge of content within
_____Chemical and across curriculum teaching areas.
Washing Machine -Applies knowledge of content within
_____Mechanical and across curriculum teaching areas.
_____Sound MOV--- Math Integration where
_____Electrical numeracy Skill was applied by writing
Flat Iron numbers according to their proper
_____Mechanical sequence
_____Sound
_____Electrical
H. Making Indicator No: 2
generalizations and What is energy transformation? (KRA 1, Content Knowledge and
abstractions about pedagogy, Objective No. 3)
the lesson -Displayed proficient use of Mother
Tongue, Filipino and English to
facilitate teaching and learning.
MOV--- Using English language to
facilitate teaching and learning process
through asking questions to let the
learners formulate concepts and
convey their ideas and knowledge
about the topic.
I. Evaluating learning EVALUATION: Indicator No: 1
EVALUATE Choose and write the letter of the correct (KRA 1, Content Knowledge and
answer. pedagogy, Objective No. 1)
1. What is energy transformation? -Applied knowledge of content within
A. When an energy has been created. and across curriculum teaching areas.
B. When an energy has been destroyed. -Applies knowledge of content within
C. Change of form to another form of and across curriculum teaching areas.
energy.
MOV---English Integration where he
D. Change of form with the same form of
questions presented to check pupils’
energy.
comprehension are arranged from
2. From electrical energy, this energy takes lower level to higher level thinking
place in the television EXCEPT: skills
A. Chemical
B. Heat
C. Light
D. Sound
3. You have notice that flashlight lighted after
putting the battery and switching it on.
Which energy transformation occurs?
A. Chemical to light
B. Chemical to heat
C. Chemical to sound
D. Chemical to mechanical
4. How is energy changed when you pluck the
strings of guitar?
 A. Light to heat energy
B. Chemical to sound energy
C. Mechanical to sound energy
D. Radiant to mechanical energy
5. Why is energy needed to be transformed
into another form?
A. for the animals to multiply
B. to produce more equipment
C. so that plants & animals survive
D. It has to be changed into usable form

J. Additional activities Extend: Indicator No: 1

for application or 1. Look around your home. List down (KRA 1, Content Knowledge and
remediation some devices or appliances; then pedagogy, Objective No. 1)
EXTEND describe the transformation or change -Applied knowledge of content within
of energy from one form to another. and across curriculum teaching areas.
You may draw or paste pictures in a -Applies knowledge of content within
short bond paper. and across curriculum teaching areas.
MOV---ESP/Values is integrated stating
Reflective Approach the importance of electrical energy at
2. As a student how can you help in home.
minimizing electrical energy - Arts is integrated through
consumption in your own house? drawing the devices found at
home
- CLI Integration using devices
found at home.
V. REMARKS Re-teaching Transfer of lesson to
the following day
Lack of Time No class
Achieved

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?

Prepared by:

VANESA MAY Q. MONDEJAR

Master Teacher I

Checked and Observed by:

REMIE M. PANTUA
Principal II

ACTIVITY 1
Tick Tock on the Clock

I. Problem: How is energy transformed to another form?

II. Materials:
Battery
Clock
Meta-cards
III. Procedures:
1. Attach the battery into the clock.
2. Draw your ears close to the clock.
3. Observe.
IV. Questions:
1. What energy is present in the battery of the clock?
2. What happen to the hands of the clock when the battery was attached on it?
3. What energy is displayed when the hands of clock moved?
4. What energy is present when you hear something from the clock?
5. How did the energy change to another form when the battery is attached at the back of the
clock? Present it using the meta-cards. Refer to the diagram.

→ →

V. Conclusion:
______________________________________________________________.

ACTIVITY 2
Cool Me Down

I. Problem: How is energy transformed to another form?

II. Materials:
Electric Fan
Meta-cards
III. Procedures:
1. Plug in the electric fan.
2. Turn on the fan.
3. Observe what happen.
4. Wait for 5 minutes.
 5. Touch the back of the fan
IV. Questions:
1. What is the source of energy in the electric fan?
2. What energy is present when you plug in the fan?
3. What are the energies present when the blade of the fan moved?
4. How did your hands feel when you touch the back of the fan after 5 minutes? What energy is it?
5. How did the energy change to another form when electric fan is turned on? Present it using the
meta-cards. Refer to the diagram.
→ → →

V. Conclusion:
______________________________________________________________.

ACTIVITY 3
Hot Jog

I. Problem: How is energy transformed to another form?

II. Materials:
Meta-cards
III. Procedures:
1. Jog in place for 5 minutes.
IV. Questions:
1. What is the energy stored in your body that you used to jog in place?
2. What energy is present when you moved your body?
3. How do you feel after jogging for 5 minutes? What energy is it?
 4. How did the energy change to another form when you jog in place for 5 minutes? Present it
using the meta-cards. Refer to the diagram.
→ →

V. Conclusion:
______________________________________________________________.

ACTIVITY 4
Light Up My Life

I. Problem: How is energy transformed to another form?

II. Materials:
bulb
battery
alligator clips
meta-cards
III. Procedures:
1. Connect the battery and the light bulb using the alligator clips.
2. Touch the bulb as soon as it lights up.
 3. Touch it again after 5 minutes.
4. Compare your first and second observations about how you feel when you hold the bulb.
IV. Questions:
1. What is the energy stored in the battery?
2. What energy flows in the wire of the alligator clips when you connect it to the battery?
3. What happened when you connect the battery to the bulb using alligator clips?
4. What energy is shown when the bulb was lighted?
5. How does it feel when you touch the bulb after 5 minutes? What energy is released?
6. How did the energy change to another form when the bulb was lighted? Present it using the meta-
cards. Refer to the diagram.
→ → →

V. Conclusion:
______________________________________________________________.

PUBLICATION OF DATA

ACTIVITY CHANGE OF ENERGY

1. Functioning clock Chemical→ Mechanical→ Sound

2. Running electric fan Electrical→ Mechanical →Wind→ Heat

3. Jogging in place Chemical→ Mechanical→ Heat

4. Lighted bulb Chemical→ Electrical→ Light→ Heat

Guide Questions:
1. What energy change occurs in:

A. Functioning clock
 B. Running electric fan

C. Jogging in place

D. Lighted bulb

2. What can you say about energy?

3. Is it important for the energy to be changed or transformed? Why?