Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
16 Science 9 4th 60
Learning Competency/ies: Explain energy transformation in various activities/events (e.g.,
Code:
(Taken from the Curriculum Guide) waterfalls, archery, amusement rides); S9FE-IVc39
Key Concepts / Understandings Energy is simply transformed from one form to another or transferred from one system to
to be Developed another.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Identify the energy forms present in the operation of simple toys
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's Describe the energy transformations in the toys.
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Valuing Work with patience in doing the activity.

Values Valuing Demonstrate how energy is transformed in simple toys.

2. Content Work, Power and Energy

3. Learning Resources LM and TG

4. Procedures
4.1 Introductory Activity A. Preliminaries
B. Review on the previous topic.
C. Motivation: Students are asked to study the energy transformations that are shown in Figures 1-
5 minutes 3.Refer to LM pp. 282- 283

4.2 Activity Activity: Little Shop of Toys ( Refer to LM pp. 283-284)

Students are asked to read the procedure carefully and asnwer the guide questions that follows.
5 minutes

Guide Questions:
4.3 Analysis A. What does the toy or object do?
B. What energy changes takes place as this toy or object operates?
C. What form does the stored energy start out with?
D. What form does the stored turn into?
E. What form is the output energy when it stops?
5 minutes F. What made each object move in a certain
displacement and what made each object come to a stop after being displaced?
4.4 Abstraction Class Discussion
10 minutes Discuss the evidence and varied uses of the different energy forms.
4.5 Application
Teacher calls three students to identify and describe the different toys used in the activity.
15 minutes
4.6 Assessment
Tests Enumerate the different energy forms and gives two examples.
15 minutes
4.7 Assignment What are the similarities of the mechanical energy forms present in a
Preparing for the new lesson
2 minutes stretched bowstring and an elevated volume of water?
4.8 Concluding Activity The energy that is received or given off by an object can change into different forms as it is transferred or
used when work is done and accompanied mostly by heat dissipated into the air or other forms of energy
such as light, sound. The input energy coming from the energy source, is stored in an object and when
3 minutes used can be transferred or transformed into a used (work) and unused (heat) energy output.

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.

E.   Which of my learning 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:

Name: Nona Althea B. Garbo School: Liki NHS

Position/
Designatio T -I Division: Cebu Province
n:
Contact
Number: 9058202314 Email address: nonaaltheagarbo121691@gmail.com
 Date:

Code:

from one system to

oys

that are shown in Figures 1-

e questions that follows.

es?

when it stops?
ect move in a certain
d?

the activity.

s two examples.

rgy forms present in a

water?
 forms as it is transferred or
air or other forms of energy
red in an object and when
energy output.

91@gmail.com
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
17 Science 9 4th 60
Learning Competency/ies: Perform activities to demonstrate conservation of mechanical Code:
(Taken from the Curriculum Guide) energy; S9FE-IVc39
Key Concepts / Understandings
to be Developed Different energy forms and its changes in simple toys.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Describe energy transformations of a turbine model.
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating
Construct a simple turbine unit.

Attitude Valuing Work with patience in doing the activity.

Values Valuing Demonstrate how turbine model works.

2. Content Work, Power and Energy

3. Learning Resources LM and TG

4. Procedures
4.1 Introductory Activity A. Preliminaries
B. Review on the previous topic.
5 minutes C. Motivation: Students are asked to prepare materials to be used in the activity.

4.2 Activity Activity:Hep Hep Hooray! Refer to LM pp. 285-288)

5 minutes Students are asked to construct and test a turbine model.

Guide Questions:
4.3 Analysis A. Using the turbine model, what are some ways you can do to lift the hanging paper clips? Cite at
least three methods.
B. For each, method, what forms of energy will be involved in the process? Trac the
transformation of energy.
C. In lifting the paper clips, how will you quantify and relate the work done and the
5 minutes
energy transformations involved?

4.4 Abstraction Class Discussion

10 minutes Discuss and demonstrate how turbine model works and how it transforms energy.
4.5 Application
The teacher will call four students to present their work to the class and demonstrate how it works.
15 minutes
4.6 Assessment Turbine model made by the students . See Appendix A for the criteria for
Anlysis of Learners' Products
15 minutes grading.
4.7 Assignment
Preparing for the new lesson Prepare the materials for the construction of the Water Reservoir Model.
2 minutes
4.8 Concluding Activity "Everything is energy , your thoughts begins it, your emotions amplifies it and your actions increases itd
3 minutes momentum."
5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional

D.  No. of learners who continue to require remediation.
activities for remediation.

E.   Which of my learning 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:

Name: Nona Althea B. Garbo School: Liki NHS

Position/
Designatio T -I Division: Cebu Province
n:
Contact
Number: 9058202314 Email address: nonaaltheagarbo121691@gmail.com
 Date:

Code:
S9FE-IVc39

e activity.

hanging paper clips? Cite at

the process? Trac the

ate the work done and the

rms energy.

nstrate how it works.

endix A for the criteria for

e Water Reservoir Model.

your actions increases itd

91@gmail.com
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
18 Science 9 4th 60
Learning Competency/ies: Perform activities to demonstrate conservation of mechanical Code:
(Taken from the Curriculum Guide) energy; S9FE-IVc39
Key Concepts / Understandings
to be Developed Different energy forms and its changes in simple toys.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Describe energy transformations of a water reservoir model.
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating
Construct a simple turbine unit.

Attitude Valuing Work with patience in doing the activity.

Values Valuing Demonstrate how water reservoir works and transformed energy.

2. Content Work, Power and Energy

3. Learning Resources LM and TG

4. Procedures
4.1 Introductory Activity A. Preliminaries
B. Review on the previous topic.
5 minutes C. Motivation: Students are asked to prepare materials to be used in the activity.
4.2 Activity Activity:Hep Hep Hooray! Refer to LM pp. 285-288)
5 minutes Students are asked to construct a water reservoir model and do the mechanical energy in hydropower.

Guide Questions:
4.3 Analysis
A. What is the effect of the water's head of flow to the rotation of the blades?
B. How would you explain this effect in terms of energy transformation?
C. What mechanical energy transformations took place when water got
5 minutes projected out of the holes?

4.4 Abstraction Class Discussion

10 minutes Discuss and demonstrate how water reservoir model works and how it transforms energy.
4.5 Application
The teacher will call four students to present their work to the class and demonstrate how it works.
15 minutes
4.6 Assessment Water reservoir model made by the students . See Appendix A for the criteria
Anlysis of Learners' Products
15 minutes for grading.
4.7 Assignment
Preparing for the new lesson How to conserve mechanical energy?
2 minutes
4.8 Concluding Activity
"Energy cannot be created nor destroyed, it can only be changed from one form to another."
3 minutes

5.      Remarks

6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.

E.   Which of my learning 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:

Name: Nona Althea B. Garbo School: Liki NHS

Position/
Designatio T -I Division: Cebu Province
n:
Contact
Number: 9058202314 Email address: nonaaltheagarbo121691@gmail.com
 Date:

Code:
S9FE-IVc39

e activity.

hanical energy in hydropower.

des?
ormation?
place when water got

transforms energy.

nstrate how it works.

See Appendix A for the criteria

rm to another."
91@gmail.com
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
19 Science 9 4th 60
Learning Competency/ies: Perform activities to demonstrate conservation of mechanical Code:
(Taken from the Curriculum Guide) energy; S9FE-IVc39
Key Concepts / Understandings
to be Developed Conservation reduces the energy consumption
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Describe energy conservation of a water reservoir model.
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating
Construct a simple turbine unit.

Attitude Valuing Work with patience in doing the activity.

Values Valuing Demonstrate how water reservoir works and conserved energy.

2. Content Work, Power and Energy

3. Learning Resources LM, TG and

4. Procedures

4.1 Introductory Activity A. Preliminaries

B. Review on the previous topic.
C. Motivation: Students are asked to study the illustration of set-up for HEP water reservoir model
5 minutes quantitative analysis.Refer to your LM pp. 290

4.2 Activity Activity:Hep Hep Hooray! Refer to LM pp. 285-288)

Students are asked to used the water reservoir model they had made and do the Quantitative Analysis
5 minutes (Mechanical Energy Conservation )

Guide Questions:
4.3 Analysis A. I relationshipf in this activity, you are going to show quantitatively the law of conservation of
mechanical energy using the HEP water reservoir model and investigate the relationship between the head
of flow ( the height of the stored water above the exit point) and the range ( the horizontal distance), what
would your problem be? B. What
quantities will serve as the
a.) independent variable -
5 minutes manipulated to affect the dependent variable;
b.) dependent variable - will be affected thus measured
c.) parameter variable - controlled and kept constant?

4.4 Abstraction Class Discussion

10 minutes Discuss the Law of Conservation of Mechanical Energy.
4.5 Application
Answer Table 3 showing the effect of the water's head of flow on the water range.Refer to your LM pp. 291
15 minutes
4.6 Assessment Pen and Paper test: Answer the guide questions numbers 15 to 18 . Refer to
Tests
15 minutes your LM pp. 291
4.7 Assignment
Preparing for the new lesson What are the three main parts of a Hydoelectric Power Plant?
 Preparing for the new lesson What are the three main parts of a Hydoelectric Power Plant?
2 minutes
4.8 Concluding Activity "The secret of change is to focus all of your energy, not on fighting the old, but on building the new."~
3 minutes Socrates

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional

activities for remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning 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:

Name: Nona Althea B. Garbo School: Liki NHS

Position/
Designatio T -I Division: Cebu Province
n:
Contact
Number: 9058202314 Email address: nonaaltheagarbo121691@gmail.com
 Date:

Code:
S9FE-IVc39

HEP water reservoir model

d do the Quantitative Analysis

law of conservation of
elationship between the head
e horizontal distance), what
B. What

a.) independent variable -

nge.Refer to your LM pp. 291

s numbers 15 to 18 . Refer to

c Power Plant?
c Power Plant?

t on building the new."~

91@gmail.com
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
20 Science 9 4th 60
Learning Competency/ies: Infer that the total mechanical energy remains the same during any Code:
(Taken from the Curriculum Guide) process; S9FE-IVe41
Key Concepts / Understandings Potential energy is the stored energy in an object due of its position or its configuration whereas Kinetic
to be Developed energy is the energy which a body possesses because of its motion.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Identify the positions where kinetic energy or potential energy is at maximum or minimum
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's Describe the result of the demonstration using conservation energy.
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Valuing Work with patience in doing the activity.

Responding to
Values Tell the maximum and minimum positions of kinetic and potential energy.
Phenomena

2. Content Work, Power and Energy

3. Learning Resources LM and TG

4. Procedures
4.1 Introductory Activity A. Preliminaries
B. Review on the previous topic.
C. Motivation: Students are asked to refer to their LM pp. 292, study the figure 11. How would you
5 minutes compare the total energy of the biker in locations T, O and P?
4.2 Activity Activity: Bashing Ball! ( Refer to LM pp. 294 - 297)
Students are asked to do the activity with caution because once failure of execution may result to
5 minutes
injury.
Guide Questions:
4.3 Analysis A. Did the bowling ball reach the tip of the nose of the student volunteer? Did it rise higher or lower
than its original height?
5 minutes B. At what location(s) along the path of the bowling ball is the ball's kinetic energy the
greatest? Why? C. At what location(s) along the path of the boeling ball is the ball's
gravitational potential
Class Discussion energy the greatest? Why?
4.4 Abstraction
An object freely falling gains kinetic energy since its velocity increases constantly. On the other
10 minutes
hand, its potential energy decreases since its height decreases.
4.5 Application
Presentstion of students answers infront of the class
15 minutes
4.6 Assessment
Anlysis of Learners' Products Base on the students performance.
15 minutes
4.7 Assignment
Preparing for the new lesson Prepare the materials for tomorrow's activity.
2 minutes
4.8 Concluding Activity
" Make your potential energy spark into kinetic energy."
3 minutes

5.      Remarks

6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.

E.   Which of my learning 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:

Name: Nona Althea B. Garbo School: Liki NHS

Position/
Designatio T -I Division: Cebu Province
n:
Contact
Number: 9058202314 Email address: nonaaltheagarbo121691@gmail.com
 Date:

Code:
S9FE-IVe41
iguration whereas Kinetic

t maximum or minimum

y.

energy.

e figure 11. How would you

of execution may result to

r? Did it rise higher or lower

is the ball's kinetic energy the

e boeling ball is the ball's

s constantly. On the other

91@gmail.com
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
21 Science 9 4th 60
Learning Competency/ies: Infer that the total mechanical energy remains the same during any Code:
(Taken from the Curriculum Guide) process; S9FE-IVe41
Key Concepts / Understandings Potential energy is the stored energy in an object due of its position or its configuration
to be Developed whereas Kinetic energy is the energy which a body possesses because of its motion.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through Understanding Infer that kinetic energy of a bouncing ball is not conserved.
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's Describe the result of the demonstration using conservation energy.
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Valuing Work with patience in doing the activity.

Values Valuing Demonstrate how boncing ball is not conserved.

2. Content Work, Power and Energy

3. Learning Resources LM and TG

4. Procedures
4.1 Introductory Activity
A. Preliminaries
B. Review on the previous topic.
5 minutes

4.2 Activity Activity: Bouncy Balls ( Refer to LM pp. 297 - 298)

5 minutes Students are askedto do the activity and record their result in the table.

4.3 Analysis Guide Questions :

A. Which equation(s) can you use to calculate tese velocities?
B. What happens to the kinetic energy of the ball after its collision with the ground? What
5 minutes does this mean?

4.4 Abstraction Class Discussion

10 minutes Discuss the kinetic energy of the bouncing ball.
4.5 Application
Call students to present their gathered dat in front of the class and say something with it.
15 minutes
4.6 Assessment
Anlysis of Learners' Products Presentation of the students in the data gathered.See Appendix B.
15 minutes
4.7 Assignment
Preparing for the new lesson How heat transfer energy?
2 minutes
4.8 Concluding Activity " Untapped potential is the difference between where a person now and where he or she can be" ~Bo
3 minutes Benett

5.      Remarks

6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.

E.   Which of my learning 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:

Name: Nona Althea B. Garbo School: Liki NHS

Position/
Designatio T -I Division: Cebu Province
n:
Contact
Number: 9058202314 Email address: nonaaltheagarbo121691@gmail.com
 Date:

Code:
S9FE-IVe41
or its configuration
se of its motion.

y.

llision with the ground? What

hing with it.

ed.See Appendix B.

e he or she can be" ~Bo

91@gmail.com