Science 9 4th Quarter DLL Week 5

1. GRADE NINE DAILY
LESSON LOG
Teacher WILSON L. ROMA Grade Level 9
Teaching Dates and Time April 29-30, 2024
May 2-3, 2024
9-LAWAAN- 12:20-1:20
9-BANABA -2:20-3:20
9-MOLAVE -3:40-4:40
9-MAHOGANY – 4:40-5:40
9-ALAGAU- 5:40-6:40
Quarter Fourth
Week 5
DAY 1 DAY 2 DAY 3 DAY 4/ DAY 5
I.OBJECTIVES
A. Content Standards The learner demonstrates the understanding of Conservation of Mechanical Energy.
B. Performance Standards Create a device that shows conservation of mechanical energy.
c. Learning
Competencies/ Objectives
Perform activities to demonstrate the conservation of mechanical energy (S9FE-IVd-40)
Specific Objectives The learners should be able
to:
1. Analyze the conversion
of potential to kinetic energy
and vice versa to given
situations (e.g. pendulum,
roller coaster, ascending
and descending the stairs).
2. Differentiate kinetic and
potential through different
scenarios; and
3. explain a variety of
applications of mechanical
energy.
The learners should be able
to:
1. Apply the law of
conservation of mechanical
energy to real-life situations.;
2. illustrate different
scenarios where the law of
conservation of mechanical
energy is applied;
3. Cite different safety
precautions on how reduce
collision/s on the road.
The learners should be able
to:
1. Define human security
and its importance in
maintaining safety.
2. Develop skills in
responding swiftly and
effectively to security threats
or emergencies.
3. Appreciate the
significance of proactive
measures in maintaining
human security.
4. Promote human security
through technology
II.CONTENT Conservation of
Mechanical Energy
Law of Conservation of
Mechanical Energy
Law of Conservation of
Mechanical Energy
CATCH-UP FRIDAYS
Keeping Safe:
Understanding Human
Security Through
Technologies

2. III.LEARNING
RESOURCES
A. REFERENCES
1.Teacher’s Guide pages TG: pp. 224 TG: pp. 225
2.Learner’s Materials
pages
LM: pp. 257-258 LM: pp. 259-260
3.Textbook pages
4. Additional Materials
from Learning Resources
(LR) Portal
https://docs.google.com/doc
ument/d/1D3Mf4LSBEwK8
DGKjaOL3vH4BO8vIaGFPr
y5dNIj_IBI/edit
B.Other Learning
Resources
IV.PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
ELICIT
Identify whether the
following has Potential or
Kinetic Energy. Write the
number in each
corresponding column. If the
activity is classified as
potential energy,
indicate the specific type of
potential energy.
ELICIT
Classify whether the
description pertains to
Potential Energy (PE) or
Kinetic
Energy (KE). Write PE or KE
in the space provided.
__________1. Energy
possessed by a moving
tricycle.
__________2. An energy of
motion, observable as the
movement of an object,
particle, or set of particles.
__________3. Energy due to
the position of an object
__________4. Energy waiting
to be used
ELICIT
B. Establishing a purpose
for the lesson.
ENGAGE
There are lots of energy
present in the environment.
ENGAGE
Energy transformation is
common to any objects or
appliances who perform work.
ENGAGE ENGAGE
Are you ready to learn the
importance of sensors in
preventing road crashes?

3. What are the changes in the
forms of mechanical
energy?
How do we describe energy
transformation on
pendulums? On a roller
coaster?
C. Presenting examples/
instances of the new
lesson
ENGAGE
Introduce the following
concept
UNLOCKING OF TERMS:
Kinetic Energy: energy in
motion.
KE = 1/2mv2
Potential Energy: stored
energy
PE = mgh
Gravitational potential
energy: energy of the object
due to its position above
Earth.
ENGAGE
Introduce the following
concept
UNLOCKING OF TERMS
Mechanical Energy:
Combination of potential and
kinetic energy
ME = KE + PE
ENGAGE ENGAGE
Distribute the reading
materials.
D. Discussion of new
concepts and practicing
new skills #1
EXPLORE
Activity : Little Shop of
Toys
Materials:
Any material available
Instructions:
1. Students may trace
energy input from the
chemical energies of
their hands
converted into
mechanical energy
as their hands work
to operate toys and
EXPLORE
Activity 1: Hep Hep Hooray!
Materials :
Instructions:
1. In a real hydroelectric
power plant, the tail water
level is fixed at the bottom of
a water channel or penstock
with openings to control the
volume and flow
rate of water that leaves the
dam and enters the power
plant containing the
EXPLORE EXPLORE
Reading Time!

4. objects.
Some examples of toys to
use:
1. Yoyo
2. Friction Toy Car
3. Deflated Balloon
turbine and generating units.
The water that rotates the
turbines returns to
the body of water below the
dam.
2. Some groups may opt to
modify the activity by using
only the hole on the 5-
cm level for the different
heads of flow due to different
head water levels.
This way the elevation of the
exit openings relative to the
turbine is constant for
different flow heads. This
model reflects more closely
realistic water storage levels
that differ over a period of
time.
E. Discussion of New
concepts and practicing
new skills #2
F. Developing Mastery
(Leads to Formative
Assessment 3)
EXPLAIN
Guide Questions:
1. What does the toy or
object do?
2. What energy changes
take place as this toy
or object operates?
3. What form does the
stored energy start out in?
4. What form does the
stored energy turn into?
5. In summary, what made
each object begin moving
and what made each object
stop?
EXPLAIN
Guide Questions:
1. For each method, what
forms of energy will be
involved in the process?
Trace the transformations of
energy.
2. What mechanical energy
transformations took place
when water got projected
out of the holes?
3. What was the effect of the
stored water’s head of flow to
its range?
EXPLAIN EXPLAIN
After Reading, let the
students write a short
reflection about the topic.

5. 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 used
can be transferred or
transformed into a used
(work) and unused (heat)
energy output.
For any mechanical process
that occurs inside an isolated
system and involves
only conservative forces, the
total mechanical energy is
conserved. This means that
the total mechanical energy
remains constant in time.
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
ELABORATE
Ask:
What happens to some of
the energy as it performs
transformation from one
energy into another?
ELABORATE
Ask:
In a swing, when is the
potential energy at its
highest? Lowest?
In which point the kinetic
energy at its highest?
Lowest?
ELABORATE
H. Making generalizations
and abstractions about
the lesson
EXTEND
Ask:
Why do we need to
transform energy?
EXTEND
Ask:
If you ride a roller coaster,
what do you feel if the coaster
is going down? Going up?
EXTEND
I. Evaluating Learning EVALUATE
Multiple Choice:
Read each question
carefully. Choose the BEST
EVALUATE
MULTIPLE CHOICE
Directions: Read the
statement carefully. Choose
EVALUATE

6. answer from the options
provided.
1. What is the energy of a
motorcycle moving slowly at
the top of a hill?
A. entirely kinetic
B. entirely potential
C. entirely gravitational
D. both kinetic and potential
2. Which event is explained
in the sequence of energy
changes shown in the
diagram below?
A. a headlight is on
B. a turbine spins
C. electric current powers a
flat iron
D. gasoline burns to run a
jeepney
3. In the Agus VI
Hydroelectric Power (HEP)
Plant, which energy
transformation takes place?
A. nuclear energy to heat to
electrical energy
B. heat to mechanical
energy to electrical energy.
C. electrical energy to
mechanical energy to
electrical energy.
D. gravitational to potential
energy to kinetic energy to
electrical energy
4. Which event does NOT
describe potential energy
being changed into kinetic
energy?
the BEST answer from the
options provided.
1. Which sequence of energy
transformation best describes
what happens when you
switch on your battery-run
radio?
Sound
Energy
Energy
C.
Energy
Energy
2. Which among the forms of
energy is considered a
potential energy?
A. chemical energy
B. radiant energy
C. sound energy
D. thermal energy
3. Which of the following
happens to the coconut that
falls freely?
A. Gains both potential
energy and kinetic energy.
B. Loses both potential
energy and kinetic energy.
C. Gains potential energy and
loses kinetic energy.
D. Loses potential energy and
gains kinetic energy.

7. A. A box sliding down a
ramp.
B. A mango falling from a
crate.
C. A pen spring being
compressed.
D. A stretched rubber band
got loosened.
5. Which event illustrates
the direct transformation of
potential to kinetic energy?
A. A Kalesa moves from
rest.
B. A basketball player
catches a flying ball.
C. Kathy’s arrow is released
from its bow.
D. The spring mechanism of
a toy is rotated until it
locked.
4. A torchlight fell from a
watch tower. The potential
energy of the torchlight at the
highest point compared to its
kinetic energy at the lowest
point is _______
A. lesser.
B. equal.
C. greater.
D. not related.
5. The potential energy of a 1-
kg object on top of a hill is 18
J. What is its velocity
in m/s just before it hits the
bottom of the hill?
A. 36
B. 18
C. 6
D. 3
Additional Activities for
application of remediation
Activity 3 Fill in the Table
Study the different activities
which can be easily
performed and then explain
how energy is conserved.
Since the Total mechanical
energy is the sum of the
Potential and kinetic
energy, complete the table by
finding the Total mechanical
energy.

8. V.REMARKS
VI.REFLECTION
No of learners who earned
80% in the evaluation
No. of learners who require
additional activities for
remediation who scored
below 80%
Did remedial lessons work?
No. of learners who have
caught up with the lesson
No. of learner who continue
to require remediation
Which of my teaching
strategies work well? Why
did these works?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: Checked by: Monitored by:

9. WILSON L. ROMA ANTONETTE M. DIZON NELIZA G. REYES
Teacher I Master Teacher I HT III, Science Department
Noted by:
RUBY U. DE JESUS
Principal IV