This document outlines the objectives, content, learning resources, procedures, and evaluation for a lesson on work, power, and energy taught at Tambis National High School. The lesson objectives are for students to understand constant force, power, gravitational potential energy, kinetic energy, and elastic potential energy. Students will develop and implement a plan for Newton's Olympics. Key topics covered include defining and calculating work, the relationship between work and energy, and examples of situations involving work. Students will practice calculations and identifying examples of work.

1. Department of Eductaion
Region VIII
Southern Leyte Division
District 2 Saint Bernard
TAMBIS NATIONAL HIGH SCHOOL
Tambis 1, Saint Bernard, Southern Leyte
I. OBJECTIVES:
A. CONTENT STANDARDS:
The Learners demonstrate an understanding of work using constant force,
power, gravitational potential energy, kinetic energy, and elastic potential
energy.
B. PERFORMANCE STANDARDS:
The Learners shall be able to develop a written plan and implement a
Newton‘s Olympics.
C. LEARNING AREAS:
The Learners should be able to:
a. identify situations in which work is done and in which no work is
done. (S8FE-Ic-20)
b. describe how work is related to power and energy. (S8FE-Ic-21)
Tell whether the situations shown below represent examples of work and identify
the one doing the work and on which object the work is done.
Calculate the work done by the carabao in pulling the sudlay or karas (native
wooden harrow) and daro (native plow) that is used in farming in the municipality
of Saint Bernard.
II. CONTENT
A. TOPIC/SUBJECT MATTER
Work, Power and Energy
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages 21-26
3. DLHTM IV. Indigenous People and Materials
Daro/Arado (Native Plow) (DCLM IV-B5)
Karas (Native Wooden Harrow) (DCLMIV-B6)
Mamanwa Tribe of Catmon, Saint Bernard, Southern Leyte (DCLMIV-A1)
4. Additional Materials from Learning Resources (LR) portal
B. Other Learning
www.picturescolourlibrary.co.uk
www.demotix.com
Abiva Science and Technology Physics Updated Edition Unit I Mechanics
Chapter 5 Scientific Definition of Work pp.115-118

2. IV. PROCEDURE
Prayer
Attendance Checking
A. ELICIT
1. What is work?
2. How is it related to energy?
B. ENGAGE
Tell whether work is done in situations represented and identify the one
doing the work and on which object the work is done.

3. C. EXPLORE
In figure 1, it shows a girl pushing a chair. Work is done if the object
you push moves a distance in the direction towards which you are
applying the force. It shows that the direction of the force is parallel to the
direction of the motion.
However, in figure 2, there is no work done since the object where
the boy applied the force does not move. There is no change in the
direction of the motion of the object, which is the wall, no matter how hard
the boy pushes it. The direction of the force does not make the object
move.
In figure 3, it shows a waiter carrying a tray. Still, there is no work is
done if the force you exert does not make the object move in the same
direction as the force you exerted. The boy carried the tray, which shows
an upward force exerted on the tray, however, the tray is moving in
horizontal direction.
D. EXPLAIN
Work is done when the force (F) applied to the object causes the object to have a
displacement (d) in the same direction as the force applied. The symbol for work
is a capital W. The work done by a force can be calculated as
Work = Force x displacement
or
W=Fd
The unit of force is
The unit, joule (J) is named after the English Physicist James Prescott Joule.
This is also a unit of energy. One (1) Joule is equal to the work done or energy
expended in applying a force of one Newton through a distance of one meter.
Note that the amount of work done is the same as the amount of energy
expended in doing work.

4. E. ELABORATE
Sample problem:
Suppose a carabao is pulling a karas or sudlay with a 500 Newton
force along the 20 meters long paddy field, how much work is done in
pulling the karas or sudlay from one end to the other?
F. EVALUATE
I. Tell whether the situations shown below represent examples of work.
Identify the one doing the work and on which object the work is done.
Figure 1. The man carrying a daro or arado. ((Native Plow) (DCLM IV-B5))
Figure 2. The man lifting a bukag or rattan basket.

5. II. Solve for the amount of work done. Use proper format.
How much work is needed to lift a 1.0kg rattan basket to a height of
5.0 meters above the ground?
G. EXTEND
Explain how work related to energy.
V. REMARKS/REFLECTION
A. No. of learners who earned 80% in the evaluation: __________
B. No. of learners who require additional activities for remediation who scored
below 80%: __________
C. Did the remedial lesson 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? __________________________________________
Prepared by: Noted:
IRISH P. MENDOZA ANGEL LOU T. DALUGDUGAN
Science Teacher Science Department Head