LEARNING PLAN

Subject: Science Grade: 9

Unit Topic: Work Power and Energy Quarter: 4

EXPLORE

This unit is about Work Power and Energy.

Guided Questions:

Why does the learner need to understand and know the importance of Work Power and Energy?

Map of Conceptual Change: IRF

Before you proceed, write your initial answer to the essential question in the IRF question below.
You need to accomplish only part with initial answer.

INITIAL ANSWER REVISED ANSWER FINAL ANSWER

LEARNING FIRM-UP

COMPETENCIES (ACQUISITION)

A1. Activity 1: Formative Assessment

Infer that the total

mechanical energy remains
the same during any process Instructions: On your paper write the process of transformation based on the picture

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Reference: Activity Sheets/ DepEd Learning Material in Science 9

Activity 2: Power Up or Down

Instructions: Compute and Compare outputs in going up and down the stairs.

Reference: Activity Sheets/ DepEd Learning Material in Science 9

Learning DEEPEN

Competencies (MAKE MEANING)

M1. Instructions:

Explain energy GUIDED GENERALIZATION TABLE

transformation in various
activities/events 9e.g., Text 1 Text 2 Text 3
waterfalls, archery, Essential Question
amusement, rides)
S9FE-IVc-39 ANSWER: ANSWER: ANSWER:

M2.

Perform activities to SUPPORTING SUPPORTING SUPPORTING

demonstrate conservation of TEXT: TEXT: TEXT:
mechanical energy.

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REASON: REASON: REASON:

Common Ideas in Reasons:

It is good to know and familiarize those ideas and information about this topic for us to be
aware and knowledgeable about the deepest concept and importance of work power and
energy.

Enduring Understanding/Generalization:

The students will understand that energy is capacity to do work. The chemical potential energy
stored in the body of a person and the fuel used to run a machine can be spent to perform work.
In this mechanism, the one who does the work transfers mechanical energy to the object on
which the work is done. Energy cannot be created nor destroyed but can only be transformed.

C-E-R Questions:

1. How are force and distance related to work?

2. How is mechanical energy conserved?

3. How do you know if an object has energy?

4. EQ: How do work, power, and energy relate to force?

Prompt for Generalization:

1.

2.

3.

Learning TRANSFER
Competency

PERFORMANCE Transfer Goal:

STANDARD:
The learner is able to make a DIY Constellation.
T1: The learners shall be
able to: create a device that
PERFORMANCE TASK:
shows conservation of
Goal – make a DIY Constellation
mechanical energy.
Role – Astrology
Audience – Students/Classmates
Situation –
Product – DIY Constellation
Standard -

ANALYTIC RUBRIC:
 CRITERIA Outstanding Satisfactory Developing Beginning Rating
4 3 2 1
Explanation of Explanations and Explanations and Explanations and Explanations and
the product presentation of the presentation of the presentation of the presentation of the
(20%) output is detailed output is clear. output is a little output is difficult to
and clear. difficult to understand
understand but and is missing
includes critical several
component. components.
Relevance The output done The computations The computations The computations
(30%) are relevant and done are accurate done are done are erroneous
show and show a wise erroneous and and do not show
understanding of use of the show some use of wise use of the
the concepts. concepts. the concepts. concepts.
Utilization Resources are Resources are Resources are Resources are not
of Resources efficiently utilized fully utilized with utilized but a lot utilized properly.
(20%) with less than less than 10%- of excess.
10% excess 25% excess.
Attractiveness/ The output is The output is well The output is less The output is not
Craftsman well-crafted and crafted and useful useful in useful in
(30%) useful for for demonstrating demonstrating the demonstrating the
demonstrating the the expected expected model. expected model.
expected model. model. They
They showcase showcase the
the desired desired product.
product and are
artistically done.
OVERALL

Self-Assessment:

Check (/) the appropriate box in order to determine how much you are learning so far.

LEARNING OBJECTIVES WELL-LEARNED MORE IMPROVEMENT

A1.
Infer that the total mechanical
energy remains the same
during any process
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M1.
Explain energy
transformation in various
activities/events 9e.g.,
waterfalls, archery,
amusement, rides)
S9FE-IVc-39

M2.
Perform activities to
demonstrate conservation of
mechanical energy.
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T1. The learners shall be able

to: create a device that shows
conservation of mechanical
energy.

Value Integration:

Energy living cell in