Republic of the Philippines

Department of Education
Region I
Schools Division Office I Pangasinan
LASIP NATIONAL HIGH SCHOOL
Lingayen

School: Lasip National High School

Teacher: Pepito R. Baniqued, Jr.
Year and Section: Grade 9 - Industry
Subject and Time: Physics, 07:30 AM – 08:30 AM
Date(s): 14 February 2019 (Thursday)

I. Objective:
Ia. Content Standards:
a) the learners demonstrate an understanding of projectile motion, impulse and
momentum and conservation of linear momentum.
Ib. Performance Standards:
a) the learners shall be able to create a device that shows conservation of
mechanical energy.
Ic. Learning Competency with code:
Main task
a) the learners should be able to explain energy transformation in various
activities/events. (S9FE-IVc-39)
Sub Task
a) differentiate potential energy from kinetic energy,
b) calculate the work done by a force,
c) cite the importance of understanding mechanical energy.
Id. GAD Core Values:
a) shared responsibilities and
b) shared opportunities
II. Learning Content:
Unit 4: Force, Motion and Energy
Module 2: Work Power and Energy
2.1 Changes in form of mechanical energy
2.2 Conservation of energy
III. Instructional Materials:
A. Audio-Visual Aid: Manila Paper, Power Point Presentation
B. References
1. Padua, A. & Crisostomo, R. (2010). Practical and Explorational Physics: Modular
Approach. Quezon: Vibal Publishing House, Inc.
2. Nave, C. (2016). Hyper Physics: kinetic energy. Georgia State University.
Retrieved, 7 February 2016, from http://hyperphysics.phy-
astr.gsu.edu/hbase/ke.html
3. The Physics Classroom. (2016). Work, Energy and Power: Mechanical Energy.
Retrieved, 7 February 2016, from
http://www.physicsclassroom.com/class/energy/lesson-1/Mechanical-Energy
IV. Procedures:
A. Routine ENGAGE
-The teacher asks the class to pray and then checks the attendance after.
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 -Students are asked to arrange their chairs properly and to pick up pieces of paper.
B. Reviewing previous lesson or presenting the new lesson ELICIT
-The teacher shows a video presentation about kinetic and potential energies to the class
as a means of providing the students prior knowledge about the topic.
- After the presentation, the teacher asks the students questions that will lead to the topic.
C. Establishing a purpose for the lesson ENGAGE
1. What activities show kinetic and potential energies?
2. Can you describe kinetic energy? How about potential energy?
3. When you combine potential and kinetic energy, what do you think will
happen?
D. Presenting Examples/instances of new lesson EXPLORE
-The teacher will present the materials needed for the activity such tray of sand, marble
and tennis ball to the class as part of their activity entitled “I’ m fallen for you!”. He then
asks leaders in each group to get the materials in front.
E. Discussing new concepts and practicing new skills #1 EXPLAIN
-The teacher will group the students into 5 and let one member hands a marble and a
tennis ball to the other member. He instructs the two students in each group to drop the
balls simultaneously to the tray of sand and take note what happened and share their
observations.
-The teacher then instructs one student to drop the tennis ball at different heights and then
observe what will happen.
-After the activity, the teacher asks group members several questions about the activity.
Guide Questions:
1. What did you observe on the sand after dropping the marble? How about after
dropping the tennis ball?
2. Which of the two had a deeper crater?
3. Why do you think the tennis ball had deeper crater?
4. After dropping the tennis ball at different heights, at which height did the tennis
ball had deeper crater? Why do you think will happen?
F. Discussing new concepts and practicing new skills #2 ELABORATE
-The teacher presents the concept of mechanical energy to the class by opening the topic
about kinetic and potential energies. After which, he asks students to describe potential
energy and kinetic energy based on the activity presented earlier.
-Gravitational potential energy is discussed by the teacher, describing it as the energy an
object has in relation to its weight and relative height. He informs the students that the unit
for energy is joules J which is equal to N ∙ m.
PE=mgh

-The teacher uses the activity earlier as an example to gravitational potential energy. He
explains that the higher the distance from the relative zero height, the higher the
gravitational potential energy.
-Kinetic energy is discussed by the teacher to the class, describing it as the energy in
motion. Therefore, it depends on the mass and speed of a moving object. The formula for
kinetic energy is also discussed by extracting it from Newton’s second law of motion and
the formula for constant acceleration

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 1
KE= m v 2
2
-Conservation of energy is presented to the class by tossing the tennis ball in the air. The
teacher narrates that the stored chemical energy in the body is transferred to the ball as
kinetic energy. As the ball reaches the maximum height, the kinetic energy is converted to
potential energy, but then immediately converted back to kinetic energy as the ball falls.
The teacher explains that the sum of kinetic and potential energy is called mechanical
energy.
G. Developing mastery (Leads to Formative Assessment) EXTEND
-The teacher then asks the students to state the law of conservation of energy in analogy
to the tossing of ball.
H. Finding Practical applications of concepts and skills EXPLORE
-The teacher presents sample problems involving potential energy and kinetic energy. The
teacher answers the problems while discussing each part of the formulas.
-After the presentation of the formulas and sample problems, the teacher presents several
problems to the class for the pairs to answer.
Problems:
1. An 80 kg trunk of a tree falls down a 10-meter-high waterfall during a heavy storm.
Calculate the:
a) potential energy of the tree trunk at the top of the waterfall,
b) kinetic energy of the tree trunk at the bottom of the waterfall, and
c) velocity of the tree trunk at the bottom of the waterfall.
I. Making generalizations and abstractions about the lesson ELABORATE
The kinetic energy is zero when the object is not moving. Gravitational potential
energy is zero when the object is at the reference point and elastic potential energy is zero
when at the equilibrium position.
J. Values Integration EXPLORE
-The teacher asks different students of what is the importance of mechanical energy in
real-life situations.
Questions:
1. What is the importance of understanding potential and kinetic energy?
2. What are the practical applications of law of conservation of energy?
K. Evaluating Learning EVALUATIVE
-A problem is presented to the class. The students are asked to answer the problem in their
quiz notebook.
Problem:
1. During a flood, a tree trunk with a mass of 100 kg falls down a waterfall that is
5m high. If air resistance is ignored, find the tree trunks:
a) potential energy of the tree trunk at the top of the waterfall,
b) kinetic energy of the tree trunk at the bottom of the waterfall, and
c) velocity as it falls down to the bottom of the waterfall.

L. Additional activities for application or remediation EXTEND

A. What to do: Find what is asked in the problem:
1) A 0.625 Spalding basketball was dropped from the basketball ring at a height of

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 3.048 m. Find the (1a) initial PE of the ball, (1b) maximum KE, and (1c) velocity upon
reaching the floor.
2) If Stephen Curry receives the ball 1.91 m above the ground, what is the (2a) initial
PE, (2b) maximum KE, and (2c) velocity of the ball from the distance between the
basketball ring and Stephen Curry’s hands?
B. Where to write: One-half sheet of paper
C. When to pass: 15 February 2019
D. Number of points: 30 points
V. Remarks:
___________________________________________________________________________
VI. Reflection:
a) No. of learners who earned 80% on the formative assessment
_______________________________________________________________________
B. No. of Learners who require additional activities for remediation
_______________________________________________________________________
C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
________________________________________________________________________
D. No. of learners who continue to require remediation.
_______________________________________________________________________
E. Which of my teaching 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?
_______________________________________________________________________
G. What innovation or localized materials did I use/discover which I wish to share with
other teachers?
_______________________________________________________________________

Prepared by:

PEPITO R. BANIQUED, JR.

JHS Teacher I
Checked and Verified by:
Validated by:

ROLANDO C. DIAZ, Ed. D, LL. B.

Principal IV FELIX G. RAYMUNDO
Public Schools District Supervisor
Lingayen III