Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of CEBU PROVINCE
CURRICULUM IMPLEMENTATION DIVISION (CID)

WEEKLY PROTOTYPE LESSON PLAN IN SCIENCE 9

Teacher: Eunice C. Abalos Grade: Nine Section: Chastity and Purity Time: Monday-Friday (Chastity - 11:00-12:00 Purity - 2:00-3:00) Quarter: Fourth
Week: 7
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date: Date: Date: Date: Date:
June 12, 2023 June 13, 2023 June 14, 2023 June 15, 2023 June 16, 2023
INDEPENDENCE DAY Demo Explain how heat transfer and Explain how heat transfer Explain how heat transfer
energy transformation make and energy transformation and energy transformation
heat engines work (S9FE-IVg- make heat engines work make heat engines work
45). (S9FE-IVg-45). (S9FE-IVg-45).
I. OBJECTIVES:
A. Knowledge Differentiate the two types of Enumerate the different Recall the concept of Heat,
Engine. types of engines. Work and Efficiency
B. Skills Perform the Thermal-Powered Give some ways to lessen Elaborate the application of
Flower experiment thermal pollution energy efficiency in real-life
situation.
C. Attitude/Values Display willingness to learn by Cooperates in group Display honesty in answering
performing the activities. activities (displays the questions.
teamwork)
II. SUBJECT MATTER EXPERIMENT: THERMAL- EFFICIENCIES FOR EXAM: Heat, Work, and
POWERED FLOWER DIFFERENT TYPES OF Efficiency
ENGINE
-References Learning Modules, Internet, Learning Modules, Internet, Learning Modules, Internet,
books books books
-Materials Projector, TV Projector, TV Projector, TV
III. PROCEDURE
INTRODUCTION The teacher will have a short The teacher will ask the The teacher will have a short
recapitulation of the topic by students the following recapitulation of the topic.
 asking the following questions:questions based on their She will then give
1. What was our topic all aboutassignment: instructions before
yesterday? 1. Based on the assignment conducting the examination.
2. What have you learned in given to you, what did you
our discussion yesterday? feel when you placed your
hands near the appliance at
a distance of 1 inch from the
back before turning the
appliance on? After 2 hours
of using?
2. What can you infer in the
activity?
A. ACTIVITY Experiment: The teacher will Activity: Table Analysis Let the students answer
(activity related give instructions first before Study the table below the examination about the
to the lesson) the students perform the showing the Efficiencies for topic, Heat and Work.
experiment. Different Types of Engines
then answer the guide
questions that follow.

B. ANALYSIS Guide Questions: Guide Questions: Checking of answers. Call

(analyzing the 1. What is happening to your 1. What can you say about students to read and answer
activity with the thermal-powered flower? the efficiency of each type of the questions, one student
learners; giving 2. What causes the flower to engine? per number.
of questions spin? Why? 2. If there are no 100%
that lead to the 3. What can you infer in this efficient engines, then what
lesson, present activity?Why will happen to a certain
amount of heat (in an
the lesson
automobile, for example)
that is not converted into
work?
3. What do you think is the
effect of this exhaust gas
into the environment?
4. As a student, how can you
help minimize the effects of
thermal pollution?
C. ABSTRACTION From the activity, as the
(lecturette, flames from each candle heat
discussion, the air up around them, the air
explanation) expands and become less
dense than the surrounding,
the cooler air. This causes the
heated air to rise upwards,
creating a gentle, warm
exercises, your body produces
heat, which makes you
perspire.
In the second activity, if you
used an electric fan,
mechanical energy from
pushing the buttons on the
electric fan will spin the fan
blades which increases the
internal energy of the
system.
Guide Questions:
1. How was the exam?
2. Do you find it easy?
Difficult or so so?
3. Which part of the exam
did you find difficult?
The teacher will then have a
short discussion about the
topic wherein the students
find difficult.

Basically the engines are of

two types, and these are
external combustion engines
and internal combustion
engines.
(i). External combustion
engine: the combustion of fuel
takes place outside
the engine. Example: steam
engine.
(ii). Internal combustion
engine: the combustion of fuel
takes place inside
the engine. Two stroke and
four stroke petrol and diesel
engine are the examples
of internal combustion engine.
D. APPLICATION(A Cross-Word Puzzle. Read the On a ½ crosswise, answer Now that you have enough
PLIKASYON) clues below and fill in the the following: knowledge about heat, work,
(create, correct answer in the cross- As a student how can you and efficiency, how are you
perform) word puzzle. help minimize the effects of going to apply your
thermal pollution? knowledge in a real-life
situation?
 E. GENERALIZATIO Guide Questions: Guide Questions: The teacher will randomly
N/ 1. What are the two types of 1.What is the effect of the call students to summarize
CONCEPTUALIZ Engine? exhaust gas into the their learnings of the topic.
ATION 2. In the activity, why does the environment?
(give the flower spin? 2. How can you help lessen
general idea/ 3. Explain the three methods the effects of thermal
concept of the of heat transfer. pollution?
lesson)
IV. EVALUATION/ The activity will serve as their Answer the following The exam itself will serve as
ASSESSMENT assessment. The students will questions. Write your answer their assessment.
(refer to the be graded according to the on a ½ crosswise.
objectives, give correct answers they got. 1. Is it impossible for a ship
activities, test that to use internal energy of
really measure if the seawater to operate its
objectives are engine? Explain.
2. Why heat engines are
achieved)
intentionally equated at high
temperatures?
V. ASSIGNMENT Do this activity at home: Study for exam next week. Research and have an
1. Choose one appliance advance study about
available in your house electricity and magnetism.
(example, TV or electric fan).
Make sure that it is turned off.
2. Do not touch the appliance.
Just place your hands near it
at a distance of 1 inch from the
back of that appliance. What
do you feel?
3. Turn it on and use for 2
hours. Place again your hands
near it at a distance of 1 inch
from the back of that appliance
and feel. What do you feel?
4. What can you infer in this
activity?
REFLECTIONS
(based on assessment
results)
(ex: 24 out of 60 got 27 out of 32 students got 75% 27 out of 32 students got 75% 27 out of 32 students got 75%
75% performance level) performance level. performance level. performance level.
 Remarks: Objectives are carried. The Objectives are carried. The Objectives are carried. The Not carried Not carried
students actively participated students actively participated students actively participated
in class discussion. in class discussion. in class discussion.

Observed: Observed: Observed: Observed: Observed:

_______________ _______________ _______________ _______________ _______________
Checked: Checked: Checked: Checked: Checked:
_______________ _______________ _______________ _______________ _______________
Prepared by: Reviewed by:

EUNICE C. ABALOS DEXTER R. ARNEJO, MAEd (PSDS) _______________________________________

Teacher I School Head