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 30, 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.

Perform activities to demonstrate Conservation of Mechanical Energy.

( S9FE-IVd-40 ).

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 Mechanical Transformation: Constructing Turbine Model.

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Science 9 Teacher’s Guide pp. 196-197

2. Learner’s Materials pages Science 9 Learner’s Material pp. 285-287

3. Textbook pages Science 9 Learner’s Material pp. 285-287

B. Other Learning
Resources
IV. PROCEDURES Teacher’s Response
A. Reviewing previous
The teacher will raise student’s prior knowledge about the mechanical
lesson or representing
new lesson energy conserved during heat transfer.

The teacher will present example of the model of hydroelectric power

plant and how hydroelectric power plant works.

B. Establishing the purpose

of the lesson Hydroelectricity is produced by utilising the gravitational force of
falling water. To this end, the hydropower plant requires a dam. This
dam is placed on a source of water, preferably a river. The dam is a
massive wall that blocks the flow of the river, therefore, a lot of water
collects behind the dam. Near the bottom of the dam, there is an
intake from which the water is let into the dam. This intake leads to a
drop through the penstock inside the dam. The device used to obtain
energy from the falling water here is a turbine. Thermal power plants
also use turbines but there are some major differences between the
steam turbines and hydro turbines. The turbine is connected by a
shaft to the generator. When the water rotates the turbine, electrical
energy is generated.

The teacher will check on the activity materials assigned to construct

a simple turbine unit. The teacher will show a short video on how to
construct a simple turbine unit.

C. Presenting Examples/
Instances on the new
lesson

https://youtu.be/B3qH5F1LaTU

Remind students about the danger of the materials they will be using
in this activity.

 Danger of injury from the pair of scissors and cutter.

 Glue may burn, bond skin or release gas that may irritate the
eye.

D. Discussing new
 The teacher will explain Activity 2, procedures and the expected
learning outcome. Then, the students will perform the Activity 2 Hep
Hep Hooray: Part 1 Construction of the turbine and Water Reservoir.
(Module 2).

HEP HEP HOORAY!

(Adapted from the Energy of Moving Water Student Guide
from www.NEED.org)

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

 construct a simple turbine unit

 demonstrate mechanical energy transformations, and
 demonstrate Hydroelectric Power (HEP) using a water
reservoir system.

Materials Needed:
 plastic folder or acetate
 permanent marker pen
 ruler or tape measure
concepts  pair of scissors
and practicing new skills  cutter
#1  juice drink straw
 hot melt glue or super glue (cyanoacrylate adhesive)
masking tape
 thread
 5-10 pcs paper clips
 2 1.5-Liter plastic bottle 1 push pin
 3-inch nail
 2 3-Liter ice cream container
 Liter bottled tap water supply hand towel or rag
 funnel
 activity sheet / science notebook

Safety Precautions:

 Danger of injury from the pair of scissors and cutter.

 Danger of eye or skin injury from glue
 Use of water container for collecting water.
 Use of towel or rag to dry off wet surfaces.

A. Construction of the Turbine Model

E. Discussing new concepts
and practicing new skills
#2

C. Mechanical Energy in Hydropower

1. Remove the masking tape from the 5-cm hole to release the
water. Be ready to reposition the water turbine model such
that the nearest blade hit by the projecting water is in the
horizontal position. Cover the hole with your finger or with a
tape when needed.
 2. Measure the maximum range of the water and record this
result in Table 3.
3. Uncover again the 5-cm hole and observe the projecting water
as well as the movement of the turbine blades.
4. Cover again the 5-cm hole. Use the funnel and the bottled
water supply to refill the water reservoir up to the 25-cm
mark.
5. Repeat steps 1 to 4 for a total of three trials. Compute and
record the average range.
6. Dry the wet surfaces and check the tape hole covers.
7. Follow steps 1 to 6 for the 10-cm, 15-cm, and 20-cm holes.
8. Water conservation tip. Reuse the water collected on the pan.
Use the funnel to transfer water from the collecting container
back into the water reservoir model or the water supply bottle.

Table 3. Effect of the Water’s Head of Flow on the Water Range. (Refer
to the LM pp.291)

Q6. What mechanical energy transformations took place when water

got projected out of the holes?

Q7. What was the effect of the stored water’s head of flow to its
range?

Q8. How would you explain this effect in terms of energy

transformation?

Q9. In Question 4, you formulated your hypothesis regarding the

effect of the stored water’s height to the water’s range. What was your
hypothesis?

Q10. Was the hypothesis you made correct? Why or why not?

Q11. The data collected showed the effect of the head of flow on the
flow range and not on the water’s force that powers the blades to
rotate. How would you relate the range to the water’s force?

Q12. In the activity, the hydropower was to do mechanical work by

rotating the blades. What can be done to make good use of the
water’s power?

F. Application
What is the importance of Turbine in producing electricity?

The teacher will let the students summarize the discussed topic.
G. Generalization
Hydroelectricity refers to the generation of electrical power by the use
 of hydropower. Hydropower here mainly is the gravitational force of
falling water. This does not use any water in energy production. In
the previous article on the Thermal power plants, you learned that
steam was causing the movement in the turbines. Here the flow of
the water from a height causes the rotation in the turbines, but more
on that later. Coming back to hydroelectricity, it is the most widely
used form of renewable energy accounting for 3% of the world’s total
energy consumption. The cost of hydroelectricity is relatively low,
giving it a competitive edge as a source of energy. The average cost of
electricity for a large hydropower plant is very low. Energy production
is dependent on the amount of water that is let out since this can be
controlled, hydropower plants have the advantage of being flexible.
The output can be controlled as required by the need.

The teacher will test the functionality and durability of the turbine
model of the students.

Rubrics

5 points- if the construction of the turbine model is patterned from

the prescribed procedure

H. Evaluating Learning 4 points- if the construction of the turbine model is patterned from
the prescribed procedure but with 1 deviation

3 points- if the construction of the turbine model is patterned from

the prescribed procedure but with 2 deviations

2 or 1 points- if the construction of the turbine model is patterned

from the prescribed procedure but with more than 2 deviations.

I. Additional activities for Cite the applications of the turbine model in demonstrating
application or remediation mechanical energy transformations.

J. Remarks
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation ___ of Learners who earned 80% above

B. No. of learners who require

additional activities for
remediation who scored 80% ___ of Learners who require additional activities for remediation
below

C. Did the remedial lessons

___Yes ___No
work well?

D. No. of learners who caught

up with the lesson ____ of Learners who caught up 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 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