School Talairan Integrated School Grade Level Grade 9

Teacher Rica M. Repdos Learning Areas Science

Teaching Date and Time May 09, 2023 Quarter 4th
Quarter
1:00 - 2:00 pm
Seven E’s Detailed Lesson Plan
CONTENT STANDARD
The learners demonstrate an understanding of : Conservation of Mechanical Energy.
PERFORMANCE STANDARD
The learners shall be able to: Create a device that shows conservation of mechanical energy
SUBJECT MATTER
Instructional Materials: Science 9 Learner’s Module (ADM), Power point Presentation, other materials
Content: Work, Power, and Energy
LEARNING COMPETENCIES / OBJECTIVES
MELC: Explain energy transformation in various activities/events (e.g., waterfalls, archery, amusement rides); BS9FE-IVc-39

Objectives: At the end of the Lesson the Grade 9 are expected to;
a. Differentiate potential and kinetic energy
b. Determines the potential and kinetic energy of a free falling objects
c. Explain the result of the demonstration using conservation of energy

PROCEDURE
Teacher’s Activity Student’s Activity (ANNOTATIONS)
PPST INDICATORS/KRA
OBJECTIVES/RUBRIC
INDICATORS TO BE
OBSERVED DURING THE
CLASSROOM
OBSERVATION
A. Preliminary Activities \
1. Greetings

“Good Afternoon Class” “Good Afternoon, Ma’am!”

 2. Prayer
“ Before we start on our lesson for today,
(One student leads the prayer)
let us pray first”

3. Attendance

“ Class secretary? Jessica, you give “Yea, Ma’am”

me the attendance after the class. Is it
clear? “

4. Classroom management:
 Arrange the chair properly
 Clean the top of the desk
 Pick up trashes on the floor

(Students’ pick up the pieces of

“Before you take your seats, kindly papers and arranged their chairs)
pick up all the pieces of papers under
your chairs and keep it in your bag or
put it in the garbage. After that,
arrange your chairs with the proper
alignment following the proper rows
and columns of it.

5. Classroom Rules:
 Respect each other
 Be responsible
 No talking when someone is The students will listen to the
 discussing classroom rules
 No cellphone and other devices
allowed

“ Okay class before we start let me
remind you to our
class rules and regulations.”

A. Reviewing previous A. Review on the Previous

lesson or presenting the Lesson
new lesson
(ELICIT) Basic terms on previous lessons will
be reviewed. “ Our previous topic was about
“Who can still recall about your last uniformly accelerated motion in
topic ? ” horizontal dimension”

B Motivation
“Before I start our discussions, let
us have an exciting game first,
let’s play, Unscramble Me. I will
show a scramble words and you
need to guess the correct answer” Yes, ,ma’am”

“ Are you ready?”

The teacher will show the words

and the students will start
guessing the answer.
The students start answering.
B. .Establishing purpose of
the lesson.
(ENGAGE)
 All students read the objectives.
COT- Indicator - 4
Plan, managed and implement
develop mentally sequenced
teaching and learning processes
to meet curriculum
requirements and varied
teaching contexts.
C. Presenting
samples/instance of the
new lesson The teacher presents the topic
(ENGAGE) “Alright class, the set of words that COT- Indicator 1:Apply
was shown is related to our topic knowledge of content within
which is, conservation of and across curriculum
mechanical energy” All students will perform to the given teaching area
activity.
The teacher asked all the students Within Curriculum Area
to read the learning objectives. Integration of Grade 8 lesson
G8-Q1 S8FE-Ia-16

Across Curriculum Area

COT- Indicator 1:
Integration of PE 9 lesson
PE9PF-Ia-h-23

The teacher will group the class into

two (2) and let them group the
pictures according to its
characteristics (Potential & kinetic )
 Each group will Choose 1
students to perform an example of
Potential energy and kinetic
energy.

(See rubrics attached)

The teacher will discuss the following

topic:
D. Discussing new concepts ENERGY;
and practicing new skills  Ability to do things
#1  Energy can be only converted The students attentively interact with
(EXPLORE) from one form to another. the discussion.
MECHANICAL ENERGY
 The energy of an object has from
its motion or its potential for
 motion

Kinds of Mechanical Energy

 Potential Energy - is stored
energy.
 Or stored because of the work
done on it
There are 2 different types of
Potential energy.
a. Gravitational Potential Energy
(GPE)
b. Elastic Potential Energy (EPE)
Stretching a rubber band
Pulling back on a bow’s arrow
E. Discussing new concepts
Lifting a brick high in the air
and practicing new skills
PE=MGH
#2
Kinetic Energy
 The energy of motion is called
kinetic energy.
 The faster an object moves, the
more kinetic energy it has.
 The greater the mass of a moving
object the more kinetic energy it
has.
Potential and kinetic energy
equation:
PE=MGH
KE=½ mv²
F. Developing Mastery Drop Me!
(leads to formative COT- Indicator - 2
Assessment 3) Let us determine the potential energy Students will be interacting to the Use a range of teaching
(EXPLAIN) of a 10kg stone on the top of the cliff discussion strategies that enhance
50 meters above the ground. learner achievement in
literacy and numeracy skills
 Formula:
PE=mgh
Potential energy= mass x acceleratio-
Ion due to gravity x height
PE= (10kg) (9.8 m/s²) (50m)
PE= 4,900J

A 10kg stone fell of the cliff with a

speed of 20 m/s. what is the kinetic
energy of the stone?.

Formula
KE=1/2 mv2
Kinetic Energy= 1/2 mass x velocity
KE= 10(20m/s)
KE= (5)(400)
KE= 2,000J

G. Finding Practical Give an example relating to potential

Applications of Concepts
and Skills in Daily Life energy and kinetic energy based on
our daily activities.
When you raise the hammer higher,
it'll have potential energy. But as you
drop the hammer downwards to bang
on a table's surface, it'll have kinetic
energy.

The teacher will group the students The students will participate in the COT- Indicator - 3
into two groups. The first group will activity and solve the given problem. Apply a range of teaching
solve for potential energy and the strategies to develop critical
other group will solve for kinetic and creative thinking as well
energy. And they will present their as other higher-order skills
The group 1 will start answering their
answers in front. activity.
G-1- A boy weight 30kg sit on the
 branch of tree 20 meters from the
ground. What is the potential energy
of the boy? The group 2 will start answering their
activity.

G-2- A boy with a weight of 30kg fell

off the tree in the speed of 10m/s.
what is the kinetic energy of the boy?
H. Making Generalizations
and abstractions about
the lesson
Present a video clips.
Free falling objects gains kinetic
energy since its velocity increases
constantly. On the other hand its
potential energy decrease since its
height decreases.
I. Evaluating Learning COT- Indicator - 5
(EVALUATE) Multiple Choice: Read the statements Design, select, organized,
carefully. Encircle the correct answer. and use diagnostic, formative
1. The potential energy of the object All student’s will answer the and summative assessment
strategies consistent with
at the highest point compared to its following questions. curriculum.
Kinetic energy at the lowest point is
A. lesser B. greater C. equal D. not
relate.
2. . Which of the following are two
types of Mechanical Energy? (ME)
A. Kinetic and Potential Energy
B. Kinetic and Nuclear Energy
C. Potential and Chemical Energy
D. Thermal and Kinetic Energy
3. What is the energy of a motorcycle
moving down the hill?
A. entirely kinetic
B. entirely potential
C. entirely gravitational
D. both Kinetic and Potential
 4. Which best describes potential
energy?
A. Energy of motion
B. Energy as heat
C. Stored energy
D. Energy that is doing work
5. Which example best represents
kinetic energy?
A. stretched rubber band
B. glass of milk
C. A computer
D. A flying kite

J. Additional Activities for Illustrate a situation that demonstrates

Application or conservation of mechanical energy.
Remediation You may create a vlog/tiktok video
(EXTEND) for you to illustrate the conservation
of mechanical energy.

Rubrics

Criteria 10 8 6

Process skills Members always demonstrate the Members occasionally demonstrate Members do not demonstrate the
main idea. the main idea. main idea.
Time management Members finish ahead of time with Members finish on time with Members do not finish on time with
complete data incomplete data incomplete data
Cooperation and teamwork Members are on tasks and have Members are on tasks and have Members do not know their tasks and
defined responsibilities at all times. defined responsibilities most of the have no defined responsibilities at all
times. times.