HOLY CROSS COLLEGE OF CALINAN

Basic Education Department

Junior High School
S.Y. 2019-2020

Subject Area: Science 9 Grade/Year Level:9

Designed by: Ms. Trisha Marie B. Oxales Time Frame:
I- Content / Standards Instructional Materials
1. Changes in form of mechanical  Laptop, projector, pictures, foil, box,
energy water, marker
2. Conservation of energy

Content Standard:
The learners demonstrate an understanding of the :
 conservation of mechanical energy
Performance Standard:
The learners shall be able to:
 create a device that shows conservation of mechanical energy
Values Desired:
 Learn and value the concepts of mechanical energy
 Being grateful to God’s creations
 Cooperation among the classmates
II- Assessment Evidence
G- To make a prototype of a power plant that generates and transmits electrical energy.
R– engineers, electricians and presenters
A– Science teachers and Grade 9 students
S– The Department of Science and Technology is conducting a prototype presentation of power
plants that may generate electrical energy for the people who were affected by the Mount
Taal eruption last January 2020. As a group of engineers and electricians from a prominent
company, you are nominated to be one of the presenters in the said conference.
P- power plant prototype
S– Presentation, Prototype design, Cooperation and Timeliness
Evaluation Strategies/Criteria
Other Evidences:
 workshop outputs
III: Learning Plans/ Strategies ( 3 I’s)
Day 1: January 17, 2020
Energy Transformation

SPECIFIC LEARNING COMPETENCIES:

explain energy transformation in various activities/events (e.g., waterfalls, archery,
amusement rides); (S9FE-IVc39)

LEARNING OUTCOMES:
LG EARTH AND LIFE 11 OXALES 2019-2020 1
 HOLY CROSS COLLEGE OF CALINAN
Basic Education Department
Junior High School
S.Y. 2019-2020

The learners
1. identify the different forms of energy;
2. explain how the different types of energy change form; and
3. explain energy transformation in various activities/ events.

INTRODUCTION
A word table will be shown to the students.
They will be asked to recite all the present words in the table that is related with the
topic.
The students will be allowed to write the words that they found on the board.

INTERACTION
After the given activity, the students will be asked to form their laboratory groups.
They will define the words written on the board while the teacher is posting the
information for the gallery walk.
Students are only given 3 minutes to define all the words.
After the given time, they will be asked to look in front and the teacher will give them
the following guide questions for the gallery walk.
o What is the energy presented?
o Where can we find this type of energy?
o How can this energy be converted or transformed to another energy?
o How can this type of energy be used by humans?
o What are the things that you are dealing with every day that has this type of
energy?
The students are only given 2 minutes to go to every station.
After the given time, the students will be asked to seat with their group.
The teacher will ask questions and the group who answers the question will be given
additional points.
Additional input will be given by the teacher.

INTEGRATION
The students will be asked with the following questions:
a. If you happen to become an energy, what type of energy would you be and why?
b. What are the types of energy conversion that you can experience in the morning?

ASSESSMENT/EVALUATION
Group activity/ oral recitation

ASSIGNMENT
Answer the crossword puzzle in page 370 in your Science Link book. Checking of
books will be on Friday.
Day 2: January 7, 2020
LG EARTH AND LIFE 11 OXALES 2019-2020 2
 HOLY CROSS COLLEGE OF CALINAN
Basic Education Department
Junior High School
S.Y. 2019-2020

Conservation of Energy

SPECIFIC LEARNING COMPETENCIES:

perform activities to demonstrate conservation of mechanical energy (S9FE-IVd40)

LEARNING OUTCOMES:
The learners
1. identify the difference of potential and kinetic energy;
2. explain how energy is converted from one form to another; and
3. solve word problems about the conservation of energy.

INTRODUCTION
The students will be shown with a video talking about the conservation of energy.
They will be asked to take down important notes for the discussion.

INTERACTION
The students will be asked about the definition of potential and kinetic energy.
They will be shown with pictures and they will identify what energy is present in the
following objects.
The students will identify the different types of energy as a form of review.
They will identify some examples of the transformation of energy.
The students will then be introduced with the concept of conservation of energy.
A word problem will be given to the students to demonstrate how energy is conserve.
After the demonstration on how to find the potential and kinetic energy and the
velocity, the students will be asked to answer another word problem.
Additional input will be given by the teacher.

INTEGRATION
The students will be asked to explain the following bible verse “I can do all things
through Christ who strengthens me”.

ASSESSMENT/EVALUATION
Word problem

ASSIGNMENT
Answer the crossword puzzle in page 370 in your Science Link book. Checking of
books will be on Friday.
Day 3: June 13, 2019
Life on Earth

SPECIFIC LEARNING COMPETENCIES:

Recognize the uniqueness of Earth, being the only planet in the solar system with properties

LG EARTH AND LIFE 11 OXALES 2019-2020 3

 HOLY CROSS COLLEGE OF CALINAN
Basic Education Department
Junior High School
S.Y. 2019-2020

necessary to support life (S11/12ES -Ia-e-3).

LEARNING OUTCOMES:
The learners
1. describe the characteristics of the Earth that allows the existence of life; and
2. discuss the important characteristics of Earth to support life.

INTRODUCTION
The students will write their ideas about Earth on the board.
They will also explain why they wrote that word/phrase/sentence.

INTERACTION
The students will be asked about the things present on Earth that makes it habitable
for humans.
They will be shown with a video about the Earth’s unique characteristics that allow
life to exist on it.
After the video, the students will be presented with the different reasons why Earth is
the only planet that can sustain life.
The students will give their ideas about the reasons presented.
INTEGRATION
The students will enumerate different man-made causes of Earth’s sufferings.
They will also discuss how they can help Earth in maintaining its unique
characteristics and continue supporting life.

ASSESSMENT/EVALUATION
Oral recitation

ASSIGNMENT
Make a general reflection of the things you’ve learned from the discussion of the origin
of the universe until the origin of the solar system. Write it in the back of the timeline.
Day 4: June 14, 2019
Earth’s Subsystems

SPECIFIC LEARNING COMPETENCIES:

Explain that the Earth consists of four subsystems, across whose boundaries matter and
energy flow (S11/12ES -Ia-e-4).

LEARNING OUTCOMES:
The learners
1. discuss the Earth’s subsystems; and
2. explain how the Earth’s subsystems affect each other; and
3. discuss the importance of the subsystems in sustaining life.

LG EARTH AND LIFE 11 OXALES 2019-2020 4

 HOLY CROSS COLLEGE OF CALINAN
Basic Education Department
Junior High School
S.Y. 2019-2020

INTRODUCTION
The students will describe the earth’s physical properties.
The students will also define what a subsystem is through a bubble map.

INTERACTION
The students will be shown with an image of the Earth’s subsystems.
They will discuss the things present in each picture of the subsystems.
After each subsystems are discussed, the students will be asked about the connection
of the subsystems with one another.
Additional input will be given by the teacher.
After the discussion, the students will be grouped into 4.
They will stand by group facing the center of the room and discuss the importance of
their assigned subsystem.
The students will be asked with the following question:
o What will happen if one subsystem is not present?
o Can Earth still support life even one subsystem is not present?
INTEGRATION
The students will be asked with the following questions:
o Will your class/section still be complete even if one or two groups are not
with us today?
o How important are the presence of different persons are in our lives?

ASSESSMENT/EVALUATION
Group work

ASSIGNMENT
Make a short reflection about the connection of the four subsystems.

References

Mangali, G., Oliva, M.,Mulig, C., and Estira, F. (2016). Earth and Life Science (2016 Edition). 120
Thailand Corner Legazpi Streets Legaspi Village, 1229 Makati City, Philippines. Diwa Learnig Systems
Inc.
Mendina, M. (2016). Earth and Its Subsystems (2016). Retrieve from
https://www.slideshare.net/maleigh/grade-11-earth-life-science-earth-systems-subsystems
Two years under Glass: Biosphere 2 Mission. (2011, September 26). Retrieved from
http://blogs.britannica.com/2011/09/years-glass-biosphere-2-mission/

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 HOLY CROSS COLLEGE OF CALINAN
Basic Education Department
Junior High School
S.Y. 2019-2020

Submitted by: Checked by:

Ms. Trisha Marie B. Oxales Ms. Melina C. Gonzales

Science Teacher Science Coordinator

Date of Submission

______________

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HOLY CROSS COLLEGE OF CALINAN
Basic Education Department
Junior High School
S.Y. 2019-2020

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