Republic of the Philippines

Department of Education
Region III
Schools Division of Mabalacat City
DUQUIT HIGH SCHOOL
Bagong Lipunan St., Barangay Duquit, Mabalacat City 2010, Pampanga

DAILY LESSON LOG IN

SCHOOL DUQUIT HIGH SCHOOL GRADE LEVEL 9

GRADE NINE TEACHER JAY JANORAS LEARNING AREA SCIENCE
DAILY LESSON LOG
MAY 29, 2023
DATE/TIME QUARTER FOURTH
12:10 PM - 5:20 PM

I. OBJECTIVES

The learners demonstrate an understanding of the conservation of

A. Content Standard:
mechanical energy.

The learners create a device that shows conservation of mechanical

B. Performance Standard:
energy.

Explain energy transformation in various activities/ events (e.g.,

waterfalls, archery, amusement rides).
(S9FE-Ivc-39).

At the end of the discussion, the students should be able to:

C. Learning
Competency/Objective
1. trace and explain the energy transformation in various
activities;
2. perform the activities using the turbine unit to demonstrate
mechanical energy transformation;
3. explain how mechanical energy is conserved.

II. CONTENT Energy Transformation

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Science 9 Teacher’s Guide pp. 193-195

2. Learner’s Materials pages Science 9 Learner’s Material pp. 281-284

3. Textbook pages Science 9 Learner’s Material pp. 281-284

B. Other Learning
Resources
IV. PROCEDURES Teacher’s Response
 The teacher will raise student’s prior knowledge about the operational
definition of mechanical energy.

Mechanical energy is the sum of the potential and kinetic

energies in a system. The principle of the conservation of mechanical
energy states that the total mechanical energy in a system (i.e., the
sum of the potential plus kinetic energies) remains constant as long
as the only forces acting are conservative forces.

- Energy in matter due to arrangements of its parts, its

A. Potential composition, location and structure. It is commonly
Energy considered as a stored energy having the potential to
do mechanical work.
- The various forms of potential energy:

gravitatioa elastic
l
- Energy in moving matter and wave.
B. Kinetic Energy
A. Reviewing previous - Some forms of kinetic energy:
lesson or representing
new lesson

motion radiant sound thermal wave

The teacher will discuss the potential and kinetic energy equation
needed for mechanical energy conservation computation.
B. Establishing the purpose
of the lesson
 where
A. Potential Energy 𝑃𝐸𝑔𝑟𝑎𝑣 = 𝑚𝑔ℎ PEgrav = gravitational potential
energy
m = mass of object
1 g = acceleration due to gravity
2
𝑃𝐸𝑒𝑙𝑎𝑠 = 𝑘𝑥
2 h = height or elevation
difference
where
PEelas = elastic potential energy
k = spring constant
x = compression or
extension
length

B. Kinetic Energy
1 where
𝐾𝐸 = 𝑚𝑣2
KE = k inetic energy
m = mass of object
v = velocity of object

F T
The teacher will show Figures 1 to 4 from the LM that will serve as
specific examples of tracing changes in energy forms.

C. Presenting Examples/
Instances on the new
lesson Figure 1: Energy transformation in a lit electric lamp.

Figure 2: In a plugged television, electrical energy is converted into

radiant, heat and sound energies.
 Figure 3: During photosynthesis, the sun’s radiant energy is
converted into chemical energy.

Figure 4: Energy transformations in the Filipino traditional game

“sipa”.

The teacher will explain Activity 1, procedures and the expected

learning outcome. Then, the students will perform the Activity 1 Little
shop of Toys. (Module 2).

LITTLE SHOP OF TOYS

Objectives:
At the end of the activity, you should be able to:

 identify the energy forms present in the operation of simple

toys, and
 describe the energy transformations in the toys.

Materials Needed:
D. Discussing new  yoyo
concepts  friction toy car
and practicing new skills  deflated balloon
#1  2 mystery objects
 Activity Sheet / science notebook

Procedure:
1. Operate each toy to move and observe closely what causes it to
start and stop moving.
2. For each toy, identify all forms of energy involved in the
process.
3. Trace the energy transformations by sketching and labeling
the toy while in motion.
4. From inside the room, choose two objects/toys of interest to
you. Do steps 1 to 3.
5. For each toy or object, answer the following questions:

Guide Questions:
Q1. What does the toy or object do?
 Q2. What energy changes take place as this toy or object
operates? Q3. What form does the stored energy start out in?
Q4. What form does the stored energy turn into?
Q5. What form is the energy output in when it stops?
Q6. What made each object to move a certain displacement and
what made each object to come to a stop?

E. Discussing new concepts

and practicing new skills
#2

F. Application
Observe the energy transformation when you are driving a car.

The teacher will let the students summarize the various forms of
energy.
- Energy in matter due to arrangements of its parts, its
A. Potential composition, location and structure. It is commonly
Energy considered as a stored energy having the potential to
do mechanical work.
- The various forms of potential energy:

G. Generalization
gravitatioa elastic
l
- Energy in moving matter and wave.
B. Kinetic Energy
- Some forms of kinetic energy:

motion radiant sound thermal wave

The teacher will provide some question to assess student learning.

What energy transformation takes place in:

H. Evaluating Learning
a. Hydroelectric power plant
b. Pendulums
c. Roller coasters
d. A battery-run radio

I. Additional activities for

List at least 5 energy transformation that occurs in your home. Bring
application or remediation
the materials needed for activity 2. (LM p.282)
J. 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 80%
below
C. Did the remedial lessons
work well?
D. No. of learners who caught
up with the lesson
E. No. of learners who
continue to require
remediation.
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 wics to
share with other teachers?
V. Remarks
Checked by:
MARION REI G. MENESES
Cooperating Teacher
___ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ PowerPoint Presentation
___ Answering preliminary activities/exercises
___ Discussion
___ Think-Pair-Share (TPS)
___Use of Graphic Organizers
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group members’ cooperation in doing their tasks
___ Bullying among pupils
___ Pupils’ behavior/attitude
___ Unavailable Technology Equipment (AVR/LCD)
___ Science/ Computer/Internet Lab
___ Reading Readiness
___ Lack of Interest among pupils
Planned Innovations:
___ Interactive Videos
___ Use of recycled/ real objects
___ Use of PowerPoint presentations
___ Use of manipulative materials
Prepared by:
JAY JANORAS
Practice Teacher
Reviewed by:
CRISTOPHER C. ICMAT
Head Teacher – Designate in Science
Noted by:
JESSICA T. SISON
Principal I