PINAN NATIONAL HIGH Grade

School SCHOOL Level VIII

Learning
Teacher JENNY P. LAGUNA Area SCIENCE

DAILY LESSON Teaching Dates WEEK 3 – DAY 1 Quarter FIRST

PLAN and Time

MONDAY
I. Learning
Identify and explain the factors that affect potential and
Compentency kinetic energy (MELC S8FE Ia-17)
Identify and explain the factors that affect potential energy
Learning Objective

II. Subject Matter POTENTIAL ENERGY

A. Concept Identifying and explaining the factors that affect potential

energy

B. Materials Illustrations, Pictures

C. Reference ADM Module 3, Learners’ Material

III. LEARNING TASK

Preliminary Activities a. Greetings

b. prayer
c. Checking of Attendance
d. Class Rules

Activity 1: Energy Crossword Puzzle

2 4

A. ELICIT

1. __________ is the unit of energy in SI system.

2. ________energy is associated with motion
3. The product of force and displacement is ____________
4. ______ is the ability to do work
 Activity 2: You lift Me Up!
Show 2 pictures/illustrations, let the learners
1. Which box is placed higher?
2. Compare the height of the two boxes
3. Which box is bigger?
B. ENGAGE 4. What energy the two boxes possessed?

Note to the teacher:

What is potential energy?
Potential Energy (PE) = mass x gravity x height
PE = mgh

Activity 3: Comparing the Potential Energy

Situation A: Two objects of different mass are situated at the same

height.
C.EXPLORE
1. Which box possessed greater
potential energy? Why
2. Which box has less potential
energy? Why?
3. Compare the potential energy
of the two boxes.

Situation B: Two objects of the same mass are situated at different

height.

4. Which box possessed greater

potential energy? Why
5. Which box has less potential
energy? Why?
6. Compare the potential energy
of the two boxes.

Note to the teacher:

Situation A: The potential energy of 20-kg box is twice as much

D. EXPLAIN as the potential energy of a 10-kg box when both boxes are of the
same height from the ground.
The 20-kg box has twice as much the mass of the 10-kg box.
Since they are of the same height from the ground, using the
formula of
potential energy, PE = mgh
= (2m)gh

Therefore, PE = 2mgh. The potential energy is doubled.

 Situation B: The potential energy of the box that is 10 m from the
ground is twice as much the potential energy of the box that is 5
m from the ground when both boxes are of the same mass.
Why is this so?
The box that is 10 m from the ground has twice as much height
of the other box. Since mass is the same for both boxes, using
the formula of potential energy,

PE = mgh
=mg(2h)
Therefore, PE = 2mgh. The potential energy is doubled.

Activity 4: Effects of mass and height to potential energy

What happens to potential energy of an object when either mass or

height is changed given a constant value of acceleration due to
F. ELABORATE gravity, g = 9.8m/s². Use directly the formula of potential energy,
PE = mgh. Number 1 is done for you.

Potential Mass Height

Energy (PE)
1. doubled doubled constant

2. constant tripled

3. doubled doubled

4. reduced to ½ reduced to ½

5. tripled tripled

6. reduced to ½ doubled

Choose the letter of the correct answer

1. The following situations demonstrate potential energy EXCEPT:
G. EVALUATE A. a bullet fired from a gun
B. a car parked at the top of a hill
C. a child at the top of a slide
D. river water at the top of a waterfall
2. The potential energy is the energy an object has due to its __________.
A. mass B. position C. time D. weight
3. If a green ball is higher from the ground than a yellow ball and both have
the same mass, which ball has more potential energy?
A. green ball C. yellow ball
B. both has the same D. PE both has the same KE
4. Potential energy is the energy of an object based on its ___________.
A. height and mass C. mass and speed
B. speed and height D. weight and speed
5. Where does a car on a hill have the greatest potential energy?
A. top of the hill
B. halfway down the hill
C. bottom of the hill
D. it has the same potential energy at all points

H. EXTEND Refer to Activity 4. Answer the following questions

1. Which of the numbers above is PE largest? ___________________

 2. Which of the numbers above is PE smallest? ___________________

3. Rank the PE of the numbers above from largest to smallest.

__________________

REMARKS/REFLECTION
No. of learners who earned
80% in the evaluation
No. of learners who require
additional activities for
remediation who scored
below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well? Why
did these work?
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:
JENNY. LAGUNA
Head Teacher II – Pinan NHS

PINAN NATIONAL HIGH Grade

School SCHOOL Level VIII
 Learning
Teacher JENNY P. LAGUNA Area SCIENCE

DAILY LESSON Teaching Dates WEEK 3 – DAY 2 Quarter FIRST

PLAN and Time

TUESDAY
II. Learning
Identify and explain the factors that affect potential and
Compentency kinetic energy (MELC S8FE Ia-17)
Identify and explain the factors that affect potential energy
Learning Objective

II. Subject Matter POTENTIAL ENERGY

A. Concept Identifying and explaining the factors that affect potential

energy

B. Materials Illustrations, Pictures

C. Reference ADM Module 3, Learners’ Material

III. LEARNING TASK

Preliminary Activities a. Greetings

b. prayer
c. Checking of Attendance
d. Class Rules

Activity 1: What I have Learned Yesterday?

Fill in the blank with the correct answer.

1. The __________ of the object increases when elevated from
the ground to a certain height.
A. ELICIT 2. An object’s potential energy can be computed using the
formula, _________
3. The more mass an object has when lifted to a certain
height, the __________ its potential energy.
4. The higher the object is placed above the ground, the
greater the __________ energy.

5. What are the factors affect the potential energy of the

 body?

Activity 2: Know Me More!

1. What is the PE of
Figure 1?
2. What is the PE of
B. ENGAGE Figure 2?

(1) (2)

3. What is the PE of
Figure 3?
4. What is the PE of
Figure 4?

(3) (4)

Activity 3: Solve Me!

Using the given equation above

(The teacher can give each group one problem to solve. Sample problem
C.EXPLORE below is provided inside the box)

A 2 kg box is lifted to a height of 2 m.

a. What is the Potential energy of the box?
b. What will be its PE when it raised to 4m?
c. If the mass is doubled but the height is
constant, what will be its PE?
d. What do you think are the factors affect
the potential energy of the body?

Let each group explain their outputs.

Note to the teachers:
Process the answers of each group
E. EXPLAIN

The energy that the body gains or losses with respect to its
position is called potential energy (PE) and is given by
PE=mgh
where:
PE is the potential energy in joules (J);
m is the object's mass in kilograms (kg);
g is the acceleration due to gravity which is 9.8 m/s²;
h is the height of the object from the reference point (e.g.,
ground) in meters (m).

Activity 4: Factors Affecting Potential Energy

Solve the following problems below

G. ELABORATE 1. A 50 kg sack of rice is placed inside the truck of 2 m high.

What is the potential energy of the sack of rice? (2 points)
2. The hanging bell has a potential energy of 50 joules. If the bell
is 5 m above the ground, what will be its mass?

Choose the correct answer:

I. EVALUATE 1. Which of the following does not affect the amount of potential
energy of an object?
A. mass
B. speed
C. height or location
D. strength of gravity
2. A 2 kg ball is lifted by a player, who is 1.6 m standing on the
wooden wooden stool. If the stool’s height is 0.5m, what must be
the PE of the ball?
A. 41.16 joules
B. 4.2 joules
C. 4.1 joules
D. 42.6 joules
3. The 500 grams flower vase is placed on the table that is 0.5
above the floor. The potential energy of the vase is
A. 3.45 joules
B. 3.00 joules
C. 2.45 joules
 D. 2.00 joules
4. In what factor potential energy is affected?
A. time
B. speed
C. velocity
D. mass
5. Aside from joule as the unit of potential energy, what is the
other unit?
A. kg.m/s
B. kg.m/s2
C. kg.m2/s2
D. N/s
J. EXTEND What practical application can you give about potential
energy? Give at least 2.
REMARKS/REFLECTION
No. of learners who earned
80% in the evaluation
No. of learners who require
additional activities for
remediation who scored
below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well? Why
did these work?
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:
JENNY P. LAGUNA
Head Teacher II – Pinan NHS

PINAN NATIONAL HIGH Grade

School SCHOOL Level VIII
 Learning
Teacher JENNY P. LAGUNA Area SCIENCE

DAILY LESSON Teaching Dates WEEK 3 – DAY 3 Quarter FIRST

PLAN and Time

WEDNESDAY
III. Learning
Identify and explain the factors that affect potential and
Compentency kinetic energy (MELC S8FE Ia-17)
Identify and explain the factors that affect KINETIC energy
Learning Objective

II. Subject Matter KINETIC ENERGY

A. Concept Identifying and explaining the factors that affect kinetic

energy

B. Materials Illustrations, Pictures

C. Reference ADM Module 3, Learners’ Material

III. LEARNING TASK

Preliminary Activities a. Greetings

b. prayer
c. Checking of Attendance
d. Class Rules

Activity 1: Let’s talk about energy

Fill in the blank with the correct answer.

6. __________ It’s an energy in motio.
7. A boy is running around the oval. What energy does the
boy possess? _____________
8. When the speed of an object increases, what energy is
A. ELICIT increases too? _________________

Activity 2: Analyze Me!

5. Which truck is
bigger?
6. Which truck is
B. ENGAGE smaller?
(2) (2)

7. What can you say

 about the speed of
the two cars?

(3)
Note to the teacher:

Kinetic Energy (KE)

KE = ½ mv2

where: m = mass,
v = speed/velocity

Activity 3: Comparing Kinetic Energy!

Situation A: Two vehicles of different mass moving at same speed.

1. Which car possesses greater KE?

C.EXPLORE Why?
2. Which car has less KE? (A)
Why?

(B)

Situation B: Two vehicles of the same mass moving at different speed.

3. Which car has more KE?
Why?
4. Which car has less KE?
Why? (C)

(D)

Let each group present and explain their output.

Note to the teachers:

Situation A: Two vehicles of different mass moving at same speed.

The kinetic energy of a 10,000-kg vehicle is twice as much as the

kinetic energy of a 5,000-kg vehicle when both are travelling at the
same speed.
F. EXPLAIN
Why is this so?
The 10,000-kg vehicle has twice as much the mass of the 5,000-kg
car. Since they are travelling at the same speed, using the formula of
kinetic energy,
 KE = ½mv
= ½(2m)v²
Therefore, KE = 2(½mv²). The kinetic energy is doubled
Situation B: Two vehicles of the same mass moving at different speed.

The kinetic energy of a car travelling at 10 m/s is four times the

kinetic energy of a car travelling at 5 ms/s.
Why is this so?
Car travelling at 10 m/s has twice as much the speed of the other
car. Since the mass is the same for both vehicles, using the formula of
kinetic energy.
KE = ½ mv²
= ½ m(2v)²
= ½ m (4v²)
Therefore, KE = 4(½mv²). The kinetic energy is increased four times.

Activity 4: Effects of mass and speed to kinetic energy

Complete the table below. Refer to the situations and explanations
above to guide and help you determine what happens to kinetic energy
H. ELABORATE of an object when either mass or speed is changed. Use directly the
formula of kinetic energy, KE=½mv². Number 1 is done for you

Kinetic Energy Mass Speed

(KE)
1. doubled doubled constant
2. constant tripled
3. doubled doubled
4. reduced to ½ reduced to ½
5. tripled tripled
6. reduced to ½ doubled
Choose the letter of the correct answer.
1. Which of the following quantities has the greatest
K. EVALUATE influence on the amount of kinetic energy of a car while
traveling on a highway?
A. mass
B. size
C. speed
D. weight
2. Which of the following pair of quantities are the factors
that affect kinetic energy?
A. force and distance
B. mass and height
C. mass and speed
D. time and height
3. Which of the following statements is TRUE about kinetic
energy?
A. It is dependent on the height of an object.
B. It does not depend on the mass of the object.
C. It depends on the strength of gravity.
D. It is affected by the mass and speed of an object.
4. What happens to the kinetic energy of an object if its
speed is doubled?
A. twice as much
 B. thrice as much
C. increases four times
D. decreases four times

5. Kinetic energy is the energy an object possessed due to its

___________.
A. mass B. motion C. position D. weight

L. EXTEND Refer to Activity 4 to answer the following questions:

1. Which of the numbers above is KE largest?

___________________

2. Which of the numbers above is KE smallest?

___________________

3. Rank the KE of the numbers above from smallest to largest.

_________________

REMARKS/REFLECTION
No. of learners who earned
80% in the evaluation
No. of learners who require
additional activities for
remediation who scored
below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well? Why
did these work?
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:
JENNY P. LAGUNA
Head Teacher II – Pinan NHS

PINAN NATIONAL HIGH Grade

School SCHOOL Level VIII
Learning
Teacher JENNY P. LAGUNA Area SCIENCE
DAILY LESSON Teaching Dates WEEK 3 – DAY 4 Quarter FIRST
PLAN and Time

THURSDAY
IV. Learning
Identify and explain the factors that affect potential and
Compentency kinetic energy (MELC S8FE Ia-17)
Identify and explain the factors that affect potential energy
Learning Objective

II. Subject Matter KINETIC ENERGY

A. Concept Identifying and explaining the factors that affect kine

energy

B. Materials Illustrations, Pictures

C. Reference ADM Module 3, Learners’ Material

III. LEARNING TASK

Preliminary Activities a. Greetings

b. prayer
c. Checking of Attendance
d. Class Rules

Activity 1: Know Me More?

Underline the word that associated to kinetic energy
1. Bird flying
A. ELICIT 2. Car travelling on the highway
3. Ball bouncing on the floor
4. Child jumping on his bed
5. Marble rolling down the ramp
Activity 2: Let’s Talk More about Kinetic Energy!

1. What is the KE of
truck B?
2. What is the KE of
B. ENGAGE truck B?

(A) (B)

3. What is the KE of (C)

Car C?
 4. What is the KE of
Car D?

(D)

Activity 3: Solve Me!

Using the given equation above

(The teacher can give each group one problem to solve. Sample problem
C.EXPLORE below is provided inside the box)

The 1500 bus is travelling 5m/s along the highway.

a. What is the kinetic energy of the bus?
b. If its velocity is doubled, what will be its KE?
c. If the mass is doubled but the velocity is
constant, what is its KE?
d. What do you think are the factors affect the KE?

Let each group explain their outputs.

Note to the teachers:
Process the answers of each group

G. EXPLAIN

The energy of a moving object is called energy of motion or kinetic energy

(KE). The word kinetic comes from the Greek word kinetikos which means
moving. Kinetic energy measures the amount of work the object can do
because of its motion.
This can be computed using the formula:
KE = ½ mv²
where: KE is the kinetic energy in joule (J),
m is the object's mass in kilogram (kg),
v is the object's speed in meter per second (m/s).

Mass (kg)
Velocity
KE (joules)
Guide Questions: Choose your answer from the parenthesis. (1 point each)
Activity
CAR 4 Factors Affecting
(m/s) Kinetic Energy
1. Which car has the greatest KE? ____________ (Car A or Car B)
Complete the table and answer the guide questions on the right (20 points)
Why? ___________________________________________
A 1000 5 2. Which car has the lowest KE? _____________(Car A or Car B)
I. ELABORATE Table A
Why?___________________________________________
B 500 5

3. Which car has the greatest KE? ____________ (Car A or Car B)

 Guide Questions: Choose your answer from the parenthesis. (1 point each)
1. Which car has the greatest KE? ____________ (Car A or Car B)
Why? ___________________________________________
TableB 2. Which car has the lowest KE? _____________(Car A or Car B)
Why?___________________________________________
Velocity 3. Which car has the greatest KE? ____________ (Car A or Car B)
Mass (kg) KE (joules)
CAR (m/s) Why? ___________________________________________
4. Which car has the lowest KE? _____________(Car A or Car B)
A 500 5 Why?___________________________________________
5. What are two the factors affecting the KE of the body?
a.) __________________ b.) _______________________
B 500 10 Why?____________________________________________

Choose the letterof the correct answer.

M.EVALUATE 1. A car with a mass of 700 kg is moving with a speed of 20m/s.
Calculate the kinetic energy of the car.
A. 140,000 joules
B. 150,000 joules
C. 130,000 joues
D. 160,000 joules
2. A cyclist and bike have a total mass of 100 kg and a speed of
15 m/s. Calculate the kinetic energy.
A. 11,200 joues
B. 11,250 joules
C. 12,250 joules
D. 12,200 joules
3. Which has greater kinetic enegy a car or a bus moving at the
same speed?
A. the bus, because it has bigger wheels
B. the car, because it has a smaller wheels
C. the bus, because it is heaver than the car
D. the car, because is it lighter than the bus
4. The kinetic energy is depended on,
A. mass and height
B. height and speed
C. time and mass
D. mass and speed
5. Which a greater impact to kinetic energy of the body?
A. speed
B. mass
C. height
D. gravity
N. EXTEND
REMARKS/REFLECTION
No. of learners who earned
80% in the evaluation
No. of learners who require
additional activities for
remediation who scored
below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well? Why
did these work?
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:
JENNY P. LAGUNA
Head Teacher II – Pinan NHS