7-Es-Lesson-Plan 4th Quarter

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7 Es Lesson Plan
Technology for Teaching and Learning 1 (Western Philippines University)
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Grade 9 School Grade Level 9

Daily Lesson Teacher Learning Area Force, Motion & Energy Grade 9
Week No.Log1Junior MONDAY TUESDAY WEDNESDAY THURSDAY (Physics) FRIDAY Quarter 4
I. OBJECTIVES
HS Science Teaching Quarter Fourth Page 1
Dates
The Learners demonstrate an understanding of:
Content
Projectile motion, impulse and momentum, and conservation of linear momentum.
Standard
Performance Propose ways to enhance sports related to projectile.
Standard
Describe the horizontal and vertical motion of Investigate the relationship between the
Learning
projectile. angle of release and the height and range
Competency
of the projectile.
Code S9FE-IVa-34 S9FE-IVa-35
Pre-Test Describe the Describe the Describe the Relate the angle of
uniformly uniformly trajectory of release and the
DAILY TASK accelerated accelerated motion horizontally fired height and the
motion qualitatively and projectile and the range of the
qualitatively and quantitatively in projectiles fired projectile for the
quantitatively in vertical dimension. at an angle. entire flight.
horizontal
dimension.
Motion In Two Motion In Two Projectile Motion Projectile Motion
Dimensions: Dimensions:
II. CONTENT:
Uniformly Uniformly
Accelerated Accelerated
Motion: Motion: Vertical
Horizontal Dimension
Dimension
III. LEARNING RESOURCES
Teacher’s Guide: G9 TG, pp. G9 TG, pp164-168 G9 TG, pp.170-173 G9 TG, pp.172-173
164-168
Learner’s G9 LM, pp. G9 TG, 235 - 242 G9 LM, pp 242-245 G9 LM, PP. 246-248
Materials: 233-240
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016

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Physics Physics Physics Physics Grade 9

Exemplar LP, Exemplar LP, Exemplar LP, Exemplar LP, Quarter 4
Chapter 2 Chapter 2 Chapter 2 Chapter 2
Additional Page 2
Physics(Modular Physics(Modular Physics(Modular
Materials:
Approach); Alicia Approach); Alicia Approach); Alicia
Padua and Ricardo Padua and Ricardo Padua and Ricardo
M. Crisostomo, 2nd M. Crisostomo, 2nd M. Crisostomo, 2nd
Edition, Edition, Edition,
pp. 56-58 pp.60-62 pp. 60-62

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Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
IV. LEARNING TASKS Grade 9

Drill/Revisiting the Drill/ Recall their A.Show the linear What makes the Quarter 4
prior knowledge on knowledge about free horizontal graph, v- shape of the path of Page 2
speed, velocity and falling bodies. t graph for objects the ball thrown
acceleration. 1. What is gravity? rolling horizontally horizontal projectile
( Defining the word 2. What is the and acceleration – curved?
using Mix & Match acceleration due to time graph for
strategy) gravity on earth? objects rolling down Are there other forces
3. Is the rate of an incline. aside from gravity
gravity (acceleration) Complete the acting on the ball after
the same for all sentence: A ball it is released?
ELICIT objects on earth? rolling
horizontally has
a velocity that is
and an
acceleration that is
.
B.Refer to Linear
motion down an
incline plane, v-t
graph and a-t graph
for objects rolling
straight down an
incline.
Complete the
sentence:
A ball rolling
straight down an
incline has a
velocity that is
and an

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2. How will you ball when it reaches Allow 10 students to Grade 9

describe the speed the maximum height. try. Quarter 4
of the plane from Why? Page 3
rest until it takes Let us try to find out in After the activity,
off? the next activity. ask the students
about the manner of
throwing the chalk
so that they can hit
the target.
Guide students to
realize that in order
to hit the target the
chalk must be
thrown slightly
higher than target
because as it flies, it
will be affected by
gravity thus instead
of going straight to
the target, it will
trace a path curving
downward. Tell the
students that this is
an example of
projectile
motion.

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Perform Perform Activity no 2 Demonstration Refer to Activity in Grade 9

Activity no. 1 and 3. An Object Launched Lesson Exemplar Quarter 4
Roll, Roll and horizontally and Plan Page 4
Away! Projectile at an Projectile
angle. (Firing Angle, Initial
Velocity, and Range)
See Attached Activity
Sheet
A.Answer Guide A.Answers Guide Sketch the trajectory A. Fill in the tables in
Questions nos. 1-4. Questions nos. 5-9 horizontally fired the activity sheet
projectile. How will
B.Show the B.How are equations you describe the Lecturette:
derivation of involving UAM in trajectory fried The diagram of
equations. vertical dimension projectile? trajectory of
derived? projectile projected
EXPLAIN What are the derived Sketch the at various angles
equations for trajectory fired with the same speed
problems involving Illustrative Example:: projectile at an and trajectory of
UMA in horizontal The acceleration of angle. projectiles with and
dimension? gravity on the moon What is the shape of without air
C.Show illustrative is 1.62 m/�2 . A ball is the trajectory for resistance.
example dropped on the moon projectiles fired at
from a height of an angle along?
1.5m. Determine the
time for the ball to Lecturette:
fall to the surface of Horizontal
the moon. projections and
projections at
arbitrary angles
Let the students solve Bryan is bouncing in a Show some video A baseball batter
sample problems trampoline while clips on youth wants to hit the ball

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A.An object that is Maria throws the ball Make a sketch and Multiple Choice: Grade 9
accelerating straight up with an describe the shape 1. At what firing angle Quarter 4
uniformly the initial velocity of of the trajectory of does an object Page 5
velocity over time 5m/s. the following:( 5pts (projectile) travel the
and the 1. What is its each) longest distance or
displacement is velocity at the 1. Horizont attain maximum
. highest point? ally fired range?
2. What is its projectile a. 45̊ b. 40̊ c. 70̊ d.
B.A car has a acceleration at the 2. Projectiles 65̊
uniformly accelerated highest point? fired at an angle 2. How does the
motion of 5 m/s2. Find 3. What is its firing angle
the speed acquired velocity when it Rubrics: influence the range?
and distance traveled returned to the 5 points – Made a a. the greater
in 4 seconds from elevation from where correct sketch and is the firing angle,
EVALUATE rest. (Vf = 20 m/s, d it was thrown? complete the shorter is the
= 40m) 4. What is its description of the range.
acceleration just trajectory 4 points – b. the less is the
before it hits the Made a correct firing angle, the
ground? sketch but shorter is the range.
5. After 2 seconds, incomplete c.the greater is the
what is the description of the firing angle, the
acceleration of the trajectory 3 points – longer is the range.
ball? Made an incorrect d. both b & c
sketch but complete 3. At the same speed,
description of the which of the following
trajectory. 2 points – firing angle will have
Made an incorrect the same range?
sketch and a. 70̊ & 10̊
incomplete b. 20̊ & 80̊
description of the c. 30̊ & 60̊

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5. Initial velocity Grade 9

affects the range Quarter 4
such that the greater Page 6
the initial velocity,
the _
range is covered by
the object for the
entire flight.
a. shorter
b. longer
c.the same
d. can’t be
determined
Solve the problem: Solve the problem: What are the Showing the graphs:
A train accelerates to A carpenter on the projectile motions in a. Height of Fall
a speed of 20m/s roof accidentally the sports events vs Average Range
over a distance of drops a nail that hits like basketball, b. Height of Fall
150m. Determine the the ground after 2.5 volleyball and vs Time of Fall
acceleration (assume seconds. baseball you have c.Average range vs
EXTEND
uniformly of the train. 1. How high is noticed? Time of fall
( a = 1.3 m/s ) the roof? ( d. Height of fall vs
d=31m) (Making free throws, square time of Fall
2. What is the serving a volleyball What can you infer
velocity of the nail and batting a from graph a,b,c and
just before hitting baseball) d.
the ground? Refer to TG, pp.174-
( ��= 25m/s ) 175
V. REMARKS

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Did 9the remedial

Grade
lessons Work? No.
Quarter 4
of learners who:
 Have Page 7
caught up
with
the lesson
 Continue to
require
Remedia
tion
Which of my
teaching
strategies
worked well
Why did these
work?
What difficulty
did I encounter
which my
Principal/Supervis
Prepared Checked
Grade 9, by: by:
Quarter 4 Daily Teacher: School
Lesson Log Head:
Week No. 1 Signature: Signature:
Date Date:
Submitted:

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Grade 9, Week Grade 9

1, Day 5 Quarter 4
Page 8
Activity Sheet
Projectile
(Firing Angle, Initial Velocity, and Range)
A.Range vs. Firing Angle

1. Position the water gun at 250 with the horizontal (use the arm of your chair or any flat surface as reference).
2. Press the water out of the gun and take note of the horizontal distance covered by it using a meter stick. Make 3 trials and record the
measurements on the data table.
3. Repeat steps 1and 2 for angles 300, 450, 600, and 750(Be sure that the amount of force in pressing the gun is kept constant).
Horizontal Distance (cm) Average
Angle (Range) Range
Trial 1 Trial 2 Trial 3 (cm)
25
0
30
0
45
0
60
0
75
0
B.Range vs. Initial Velocity

1. Fix the water gun at 450 and press the water out lightly and slowly. Record the horizontal distance covered by water. Do
this thrice. Record the measurement on the data table.
2. Press the trigger of the water gun with a strong sudden force. Take not of the horizontal distance covered by water. Do this thrice.
Horizontal Distance (cm) (Range)

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Grade 9, Week Grade 9

1, Day 5 Quarter 4
Page 9
Manner Trial 1 Trial Trial
of 2 3 Average Range
Pressing (cm)
the
Trigger
Light and
Slow
Strong
and
Sudde
n

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Grade 9 School Grade Level 9 Grade 9

Daily Lesson Teacher Learning Area Force, Motion & Energy Quarter 4
Log Junior (Physics)
Page 9
HS Science Teaching Quarter Fourth
Week No. 2 MOND TUESDAY WEDNESDAY THURSDAY FRID
AY AY
I. OBJECTIVES
Content The Learners demonstrate an understanding of projectile motion, impulse and momentum, and
Standard conservation of linear momentum.
Performance The Learners shall be able to propose ways to enhance sports related to projectile motion.
Standard
Learning Investigate the relationship between the angle of release and Relate impulse and momentum to collision
Competency the height and range of the projectile. of objects (e.g., vehicular collision).
Code S9FE-IVa -35 S9FE-IVb -36
Solve problems Solve problems on Summative Test Define Solve
involving projectile motion: momentum and problems on
projectile motion: Launched impulse momentum.
DAILY TASK Launched horizontally and conceptually and
horizontally and projectile at an operationally;
projectile at an angle. and Investigate
angle. the factors that
affect momentum
and the force of
impact on
moving object.
Problems involving in Projectile Motion Momentum & Problems
II. CONTENT:
Impulse involving
Momentum
Teacher’s Guide: G9 LM, pp. 176-183 G9 LM, pp 256-264 G9 LM, pp.259-256
Learner’s G9 LM, pp. 176-183 G9 LM, pp 256-264 G9 LM, pp.259-256
Materials:

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Exemplar Physics Exemplar Exemplar Grade 9

LP, Chapter 2, Physics LP, Physics LP, Quarter 4
Projectile Motion Chapter 2 Chapter 2 Page 10
Additional
Materials: Physics (Modular Physics (Modular Physics (Modular
Approach); Alicia Approach); Alicia Approach); Alicia
Padua and Ricardo Padua and Ricardo Padua and Ricardo
M. Crisostomo, M. Crisostomo, M. Crisostomo,
2nd Edition, pp 60-62. 2nd Edition, pp76-78. 2nd Edition. p76

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Review Recall the Laws of Recall the factors Quarter 4
trigonometric Motion, Law of that affect the Page 10
functions (SOH- Inertia and Law of momentum of the
CAH-TOA) in Acceleration. objects.
resolving X and Y Define momentum
components. Which of the two operationally.
balls of the same
ELICIT masses is hard to
stop? A. A ball
thrown with high
speed.
B. A ball thrown
with low speed.
Which of the two
balls of the same
velocity is hard to
stop?
A.a baseball
B.a Ping-Pong ball
Projectile Motion in Showing two Considering the two
Sports Show picture vehicles moving of identical cars. Car A
of sports where the same velocity is travelling
projectile motion is but having different 100km/h and Car B
ENGAGE
manifested. masses. If the two is travelling at 40
Refer to vehicles suddenly km/h.
Exemplar LP , lose their breaks
Chapter 2, and crash against Ask the students to
Projectile the brick wall, which predict which of the
Motion. do you think be more two cars has more

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What is the Grade 9

operational Quarter 4
meaning of Page 11
impulse? What are
the factors that
may affect the
motion of objects?
Lecturette: Perform Activity Let the students
Formulae for no.6 Investigating complete the
Projectile Motion: Momentum table of the
a. Horizontal exercises. LM, p.
Component or 259
x-Component
b. Vertical
Component or
y-Component
c. Formulae for
Time (t)
d. Formula for
Calculating the
Range of a
Projectile
.
Solve the
following
problems
involving
projectile
motion:
a. Launched
horizontally

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stone reach Grade 9

the ground? Quarter 4
b. How far on the Page 12
ground will it
reach?
Problem 2
A bullet is fired from
gun mounted at an
angle of 300. If the
muzzle velocity is
400 m/s, calculate
a. vertical
velocity
componen
t
b. horizontal
velocity
component
c. maximum
height
reached
d. time of flight
e. range
--End of Session--
A.Ask some What is momentum Based on the table,
volunteers to of object referred answer the following
solve the to? questions:
problems on the 1. Which of the
board. What is the objects has more

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component of the Newton’s Grade 9

velocity? Vertical Law of Quarter 4
component of the Acceleratio Page 13
velocity? n?
What is the
operational meaning
of impulse?
Answer guide
questions nos. 32-
40.
What are the factors

that affect the
momentum of the
object?
What causes the

changes in
momentum of the
object?
Anton claims that he Consider the two The two 50 kg cars
can throw a dart of identical cars. Car is traveling along a
dashboard from a A travels 80km/h straight path. Car A
distance of 20 m and and Car B is is travelling
hit the 5.0 cm wide traveling at 100km/h and car B
ELABORATE
bull’s eye if he 39km/h. Which of is travelling
throws the dart the two cars is 40km/h. Which of
horizontally with a difficult to stop? the two identical
speed of 20 m/s. He Which has more cars

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b. maximum height 2. Which of the Grade 9

reached following is true for Quarter 4
c. range an object travelling Page 14
at constant
velocity?
A.the impulse is
zero
B. the momentum
is zero
C.the
momentum is
increasing
D. the impulse
is constant with a
non-zero value
B. Fill in the
missing word/s to
complete the
sentence.
A net 3 applied to
an object for a
certain 4 will cause
the change in the
object’s 5
C. 4-5 What are the
factors that affect
the momentum
and impulse of the
object in motion?

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a. What is the Grade 9

average force Quarter 4
does the Page 15
seatbelt exert
on her?
b. If she has no
seatbelt, and
the
windshield
stops her
head in .
001s, what
average force
would the
windshield
exert on
her?
Discussion of the
students’
V. REMARKS
responses will be
taken up next
meeting.
VI. REFLECTION
From the evaluation,
No. of learners who
earned:
 80% and
above
 Below 80%
Did the remedial
lessons Work? No.
of learners who:

lOMoARcPSD|33579739
What
Grade 9 difficulty
did I encounter
Quarter 4
which my
Principal/Supervis Page 16
or can help me
solve?
What innovation
or localized
materials did I
Prepared Checked
Grade 9, by: by:
Lesson Log Head:
Date Date:
Submitted:

lOMoARcPSD|33579739

Page 17
Week No. 3 MOND TUESDA WEDNESDAY THURSDAY FRIDAY
AY Y
I. OBJECTIVES
Content The Learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation
Standard of linear momentum.
Performance The Learners shall be able to propose ways to enhance sports related to projectile motion.
Standard
Learning Relate impulse and momentum to Infer that the total momentum before and after collision is equal.
Competency collision of objects (e.g., vehicular
collision).
Code S9FE-IVb -36 S9FE-IVb -37
Solve problems on Summa State the law of Explain the Law of Apply the Law of
DAILY TASK force of impact. tive Conservation of Conservation of Conservation of
Test Momentum. Momentum. Momentum.
II. CONTENT: Problems involving Impact Law of Conservation of Momentum
Force
Teacher’s Guide: TG, p 185 TG, pp. 186-187 TG, pp. 186-187 G9 TG ,pp. 186-187
Learner’s G9 LM, pp.263-264 G9 LM, pp.264-266 G9 LM, pp.264-266 G9 TM, pp.266-267
Materials:
Physics (Modular Physics (Modular Physics (Modular Physics (Modular
Approach); Alicia Approach); Alicia Approach); Alicia Approach); Alicia
Padua and Ricardo Padua and Ricardo Padua and Ricardo Padua and Ricardo
M. Crisostomo, 2nd M. Crisostomo, 2nd M. Crisostomo, 2nd M. Crisostomo, 2nd
Edition. p77 Edition. p.79 Edition. p.79 Edition. p79- 80
Additional Exemplar LP, Chapter 2 Exemplar LP, Chapter2 Exemplar LP, Chapter2 Exemplar LP , Chapter
Materials: 2

lOMoARcPSD|33579739
https://www.youtube. http://www.chez.com
com/watc h? https://www.youtube.
v=AYgSVipnzl https://www.youtube. com/watc h?
com/watc h? v=3WX7bweJK-k
https://www.youtube. v=AYgSVi_pnzI
com/watc h? https://www.youtube.c
v=2E9fy8h6o1g https://www.youtube. om/watc h?
com/watc h? v=LMaiVL8wQCc
v=2E9fY8H6O1g

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Review: Newton’s 2nd Review: Definition of State the Law of Types of Collisions Quarter 4
Law of Motion (Law of Momentum and Types Conservation of Can you identify Page 18
ELICIT Acceleration) and the of Collision Momentum which type of
Impulse-Momentum collision is shown in
Theorem, deriving the each situation of
formula figure 22
of Impulse. LM, p.269
Looking at figure 17a Using Meter Sticks Showing the video clip Demonstrate the
and 17b, Why can you and marbles, show to of 2 vehicle that stick collision of 2 balls of
not throw a raw eggs the students the together after collision. equal mass.
against a wall without possible outcome of Is momentum
breaking it, but you the collision. conserved after What happen to the
can through it with the collision? momentum of ball A
same speed on a piece Position 2 Meter and B after collision
of cloth without Sticks in such a way Source: assuming no
breaking it? that it will serve as a http://www.chez.com external force is
ENGAGE track for marbles to applied?
move and place 5
marbles such that
they form a train.
Ask students to
predict how many
marbles will be
dislodges is you hit
the train with 1
marble. Consider all
answers but withhold
explanation and invite
students to perform

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Let the students solve Let the students to Refer to Guide Showing a Video clip Grade 9
problem in pairs perform Activity No. Questions of Activity on the application of Quarter 4
showing the 8: Balloon Rocket. No. 8 the Law of Page 19
application of Impulse- Conservation of
Momentum Theorem. Momentum on a
rocket, jet plane and
Fernando hits a .05kg jelly fish.
golf ball, giving it a
speed of 65 m/s. What Source:
is the impulse doe he https://www.youtube.
impart to the ball? com/watc
h?v=LMaiVL8wQCc`
How do you solve Let the students When the total 1. What makes the
problems of Force of answer questions momentum of the rockets, jet plane and
Impact? nos. 41-45 system before and jelly fish move?
after collision is
State the Law of equal, what is the 2. How does the
Conservation of change of momentum principle of
EXPLAIN Momentum. is equal to? Conservation of
Momentum applied
Use the mathematical to Rockets, Jet plane
equation on Law of and Jelly Fish
Conservation of motion?
Momentum.
What is the
necessary condition
for the system to be
conserved?
Have you experienced Why do fireworks Suppose the entire What are the

lOMoARcPSD|33579739
to ensure the Grade 9

safety of the Quarter 4
passengers? Page 20
Solve the problem: Fill up the missing Tell whether each of
Automobile companies word/s to complete Supply the missing the statement is True
often test the safety of the statement. word/s: or False:
cars by putting them 1. A bug and a
through crash tests to 1 momentum of the In the 1 of external 2, windshield of a fast-
observe the integrity system before 2 is 3 the total moving car collide.
of the passenger to the Total 4 of 3 of a 4 is 5. Tell whether each of
compartment. If a the system 5. the statement is true
1100kg car is sent or false.
toward cement with A. The change in the
wall with a speed of 15 speed of the car and
EVALUATE m/s and the impact the bug are the
stops the car in 0.09 s, same.
with what average B.The change in the
force is it brought to momentum of the
stop? car and of the bug
is the same.
2. A firecracker
placed in a
stationary object
will cause the
object to explode.
Upon explosion, the
object will break
into a variety of
fragments.
A.Before the
explosion, total

lOMoARcPSD|33579739
VI. 9REFLECTION
Grade
Quarter 4
No. of learners who
earned: Page 21
 80% and
above
 Below 80%
Did the remedial
lessons Work? No.
of learners who:
 Have
caught up
with
the lesson
 Continu
e to
require
Remediation
Which of my
teaching
strategies
worked well
Why did these work?
What difficulty
did I encounter
which my
Prepared Checked
Grade 9, by: by:
Lesson Log Head:
Date Date:
Submitted:

lOMoARcPSD|33579739

Page 22
Week No. 4 MOND TUESD WEDNESDAY THURSDAY FRIDAY
AY AY
I. OBJECTIVES
Content The Learners demonstrate an understanding of
Standard projectile motion, impulse and momentum, and conservation of linear momentum.
Performance The Learners shall be able to
Standard propose ways to enhance sports related to projectile motion.
Learning The Learners should be able to
Competency examine effects and predict causes of collision-related damages/injuries.
Code S9FE-IVc -38
Solve problems Differentiate elastic Develop and demonstrate a fun five- Summa
DAILY TASK involving the Law of collision from minute team drill applying project tive
Conservation of inelastic collision. concepts and principles to the learning Test
Momentum. and development of three motor skills
in volleyball.
Problems Involving on Difference between Development and Demonstration of a Volleyball
II. CONTENT:
Law of elastic Team Drill
Conservation of collision and inelastic
Momentum
Teacher’s Guide: G9 TG, pp. 186-187 G9 TG, p. 187 G9 TG ,pp. 188-189
Learner’s G9 LM, pp. 267-270 G9 LM, pp268-270 G9 TM, p271-274
Materials:

lOMoARcPSD|33579739
Exemplar LP , Chapter 2 Exemplar Physics LP,

Chapter 2
Physics (Modular
Approach); Alicia Padua Physics(Modular
Additional and Ricardo M. Approach); Alicia Padua
Materials: Crisostomo, 2nd Edition. and Ricardo M.
pp.80-83 Crisostomo, 2nd Edition,
pp 79-80

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1. State the Law of Recall the factors that Projectile motion Quarter 4
Conservation of may affect the motion concepts and principle: Page 23
Momentum. of the objects? 1. angle of release
ELICIT 2. Translate the 2. range
statement in an 3. height of Fall
equation form.
3. Give the
relationship among
mass and velocity of
an object before and
after collision.
If you are chased by a Show a Video clip on
carabao, what is the collision between two
best way so that you cars in which both
can safely escape from stick together:
ENGAGE it? 1. What
happened to the two
cars?
2. What
happened to the two
cars after the
impact?
(Source:
http://www.chez.com.)
Essential Question: Essential Question: Essential Question:
How will you solve What is the difference How do you develop
problems on Law of between elastic collision and demonstrate the
Conservation of and inelastic collision? three motor skills in
Momentum? five- minute team drill
of volleyball applying

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target. What is the final 2. Hit the marble Grade 9

velocity of the combined that is at rest with Quarter 4
mass? the other marble Page 24
(give it enough initial
2. A 50-kg astronauts velocity).
eject 100g of gas from 3. Note what
his propulsion pistol at a happens before and
velocity of 50 m/s. What after the collision.
is his resulting velocity?
B. Inelastic Collision
Note: The teacher may 1. Stick modeling
give illustrative sample clay on one marble
problem prior to the and place it on a flat
activity /problems given surface.
above. 2. Hit the marble
that is at rest with the
other marble aiming
at side where the
modeling clay is stuck
(give it enough initial
velocity).
3. Note what
happens before and
after the collision.
Refer to Exemplar LP,
chapter 2
1. What Answer the following How will you apply
difficulty did you questions: the concepts and
encounter in 1. What happens to principle of
solving the the colliding marbles projectile motion in
problems? in an elastic collision? learning,

lOMoARcPSD|33579739
Show a video clip of Giving the Rubrics Grade 9

Fish-Lunch Problem for Quarter 4
Source:  Communicat Page 25
https://www.youtube.co ion of
ELABORATE m/watch?v Proposal
=MK0B5hEU7OI  Physics of
Sports
Justification
 Moveme
nt
composi
tion
 Performance
Solve the following Multiple Choice: Checking their
problems: 1. Which of the performance based
1. Two .5 kg balls following on the rubrics for
approach each other illustrates elastic development and
with the same speed of collision? demonstration of a
1.0 m/s. What is the A.a rolling metal ball volleyball team
momentum of the Ball A the stuck to a clay drill.
and Ball B before ball
collision and after B.a bullet
collision? embedding itself
in the trunk of a
EVALUATE 2. Alfred is 60 kg tree
whizzes around the ice C.two cars that were
skating rink with a damaged after
velocity of 3 m/s and crashing against
suddenly sees his 35 kg each other
small brother Aldrich at D.a billiard ball
rest directly in his path. initially at rest
Rather than knock him

lOMoARcPSD|33579739
3. Which of the following Grade 9

is True about perfectly Quarter 4
inelastic collision? Page 26
A.The objects stick
together after the
collision and
momentum is
lost.
B.The objects stick
together
afterwards and a
maximum amount
of kinetic energy is
lost.
C.Two objects
deformed after
collision and
kinetic energy
decreases.
D. Two
A 25 kg girl is riding a 5 Plan for the Study for the Read on
kg bike with the velocity Demonstration of a 5- Summative Test. the
of 5 m/s going east. minute Volleyball Different
EXTEND
What is the total Team Drill. Write the Forms of
momentum of a girl and group proposal. Energy
a bike together? Assign materials to and its
bring for the said task. resources.
Group discussion for
the activity will be
taken in the next day.
V. REMARKS

lOMoARcPSD|33579739
Did 9the remedial

Grade
lessons Work? No.
Quarter 4
of learners who:
 Have Page 27
caught up
with
the lesson
 Continue to
require
Remedia
tion
Which of my
teaching
strategies
worked well
Why did these
work?
What difficulty
did I encounter
which my
Principal/Supervis
Prepared Checked
Grade 9, by: by:
Lesson Log Head:
Date Date:
Submitted:

lOMoARcPSD|33579739

Page 28
AY AY
I. OBJECTIVES
Content Conservation of Mechanical Energy
Standard
Performance Create a device that shows conservation of mechanical energy.
Standard
Explain energy Perform activities to demonstrate Infer that the total
transformation in Conservation of Mechanical Energy. mechanical energy
Learning
various activities/ remains
Competency
events the same during any
(e.g., waterfalls, process.
archery,
amusement
rides)
Code S9FE-IVc-39 S9FE-IVd-40 S9FE-IVe-41
Trace and explain the Construct a simple Perform the Explain how Summative
energy turbine unit. activities using mechanical energy Test
DAILY TASK
transformation in the turbine unit to is conserved.
various activities. demonstrate
mechanical
energy
transformation.
II. CONTENT: Work, Power and Energy
Teacher’s Guide: pp. 193-194 pp. 196-197 pp. 196-197 p. 203
Learner’s pp. 282-284 pp.287-288 pp. 292-293
Materials:

lOMoARcPSD|33579739
Physics LP Exemplar; Physics LP Exemplar;

Additional Practical and Practical and
Materials: Explorational Physics Explorational
Physics
IV. LEARNING TASKS
Recall on the different Check on the activity Check the finished Recall on Potential
forms of Mechanical materials assigned to turbine model. and Kinetic Energy;
ELICIT energy. (Refer to table construct a simple examples of Energy
1 and 2 of the LM). turbine unit. Transformations.
Show a short video
on how to construct a
simple turbine unit.

lOMoARcPSD|33579739
When you plug on the Remind students With the use of the Show students a Grade 9
electric fan, what will about the danger of finished Turbine PENDULUM. Let it Quarter 4
happen? (List down the materials they will Model, tell the oscillate for some Page 29
students responses.) be using in this students that time and ask them
activity. electricity is what happens as the
ENGAGE  Glue may generated in pendulum swings to
burn, bond hydropower plant by and fro. (Any
skin or release connecting the suspended object
gas that may turbine’s shaft to a may be used).
irritate the dynamo…
eye.
 Danger of injury
from the pair of
scissors and
cutter.
Essential Question: Essential Essential Essential
How will you trace and Question: How to Question: How Question:
explain energy construct a simple does the turbine How is mechanical
EXPLORE transformation in turbine unit? unit demonstrates energy conserved?
various mechanical
activities? energy
transformation?
Perform Activity on LM Perform Activity on LM Perform the Perform the
pages 283-284 and pages 283-284 and Activity LM Activity LM pages
answer the Guide answer the Guide pages 285-287. 294-297and
Questions. Questions. answer
the Guide Questions.
 Identify all forms  Show students the  From our recent  Did the bowling
of energy involved teacher- made activity, what ball reach the tip
in each of the simple turbine unit. machine can of the nose of the
processes in the  Guide students in transfer the student

lOMoARcPSD|33579739
begins to generate gravitational Grade 9

? potential Quarter 4
 What mechanical energy the Page 30
energy greatest?
transformation Why?
occur in a turbine  At any given
unit? position, how do
the loss in GPE
compare with the
gain in KE?
 At any given
position, what is
the sum of GPE
and KE of the
bowling
ball?
Discuss students’ Test the functionality Explain the Discuss the short
responses in the and durability of the students’ activity in the
ELABORATE beginning of the class. turbine model of the responses to the beginning of the
Explain the energy students. Guide Questions. class about the
transformation oscillating
involved in the electric pendulum.
fan.
What energy Rubrics Hydropower plants Energy cannot be
transformation takes  5 points- if the capture the energy (1) nor
place in: construction of the of falling (2) but
a. Hydroelectric power turbine model is (1) to generate (3) from one
plant patterned from the _(2)_ _. A form to another.
b. Pendulums prescribed turbine converts the The sum of all the
EVALUATE c.Roller coasters procedure _(3)_ _ into energies in the

lOMoARcPSD|33579739
prescribed Grade 9
procedure but with Quarter 4
2 deviations Page 31
 2 or 1 points- if the
construction of the
turbine model is
patterned from the
prescribed
procedure but
with more than 2
deviations
List at least 5 energy Cite the applications of Read on the Law of Consider the rising Construct a
transformation that the turbine model in Conservation of and falling of a roller model to
occurs in your home. demonstrating Mechanical Energy coaster and apply demonstrate
Bring the materials mechanical energy the Law of that heat
EXTEND
needed for activity 2. transformations. Conservation of can do work.
(LM p.282) Mechanical Energy. Model
presentation
would be
done next
meeting.
V. REMARKS
VI. REFLECTION
No. of learners who
earned:
 80% and
above

lOMoARcPSD|33579739
Which of my Grade 9
teaching
Quarter 4
strategies
worked well Page 32
Why did these
work?
What difficulty
did I encounter
which my
Principal/Supervis
or can
help me solve?
What innovation
or localized
materials did I
use/discover?
Which I wish to
share with other
teachers?
Prepared Checked
Grade 9, by: by:
Lesson Log Head:
Week No. 5 Signature: Signature
:
Date Date:
Submitted:

lOMoARcPSD|33579739

Page 33
Week No. 6 MONDAY TUESD WEDNESDAY THURSDAY FRID
AY AY
I. OBJECTIVES
Content The relationship among heat, work and efficiency.
Standard
Performance Analyze how power plants generate and transmit electrical energy.
Standard
Construct a model Infer that heat transfer can be used to do work, and that work involves the release of
Learning to demonstrate that heat.
Competency heat can do work.
Code S9FE-IVe-42 S9FE-IVf-43
Presentation of Explain the relationship between heat, Explain that Elaborate the
DAILY TASK Models internal energy and work. when work is first law of
done heat is thermodynamics.
involve.
II. CONTENT: Heat, Work and Efficiency
Teacher’s Guide: pp. 209-210 pp. 209-210 pp. 209-210 pp. 209-210
Learner’s pp. 306-307 pp. 304-305 (First pp. 304-305 (First pp. 304-305 (First
Materials: Edition) Edition) Edition)
Physics Exemplar Phet Simulations Physics Exemplar
Additional (Chapter 3 LP9)
(States of
Materials: Matter)
IV. LEARNING TASKS

lOMoARcPSD|33579739
Unlock difficulties When can we say What happened if Ask: How are
with the use of Mix work is done? a body does work? work, heat and
and Match game like Like for example internal energy
heat, work, the human body related?
ELICIT temperature, internal did work? Recall
energy. the previous
activity.

lOMoARcPSD|33579739
Introduce a game – Show the set up of Show the Phet Show an Grade 9
LET’S GET activity 1 “Heat and simulation set up. improvised set up Quarter 4
MOVING. Internal Energy” in of cooking rice. Page 34
Let the students module 3 p.306 When will the lid or
pretend to be cover be Which represents
molecules of an What would make displaced? If the internal energy in
object which is a the alcohol/mercury cover will be the set up?
classroom. in the laboratory displaced what Which represents
thermometer go causes the work? Which
Say: “No energy has up? Is there any displacement? represents heat?
entered the room.” work done in the
(Students should set up?
stand still and close
together.)
“Energy has entered
the room.” (Students
ENGAGE
should wiggle and
then walk and move
around to
demonstrate energy
entering the
system.)
“More energy enters
the room.” (Students
should move faster
and jump up and
down to demonstrate
energy entering the

lOMoARcPSD|33579739
*How does Perform the Activity Students will Show the Phet Students will Grade 9
your model in the LM pages 306- perform activity 1 simulation (States perform the Quarter 4
demonstrate 307 and answer the “Heat and Internal of Matter) “Intuitive Page 35
that heat can Guide Questions. Energy” of module Introduction to
do work? 3 p. 306 the First Law of
Thermodynamics
”
(Physics Exemplar)
 How would you  What causes  When did the Discuss students’
compare the the change in displacement of responses on the
temperature of temperature of the lid or cover activity.
water before it is the water? happen?
boiled, while it is  What causes  What
boiling and after the rising of the displaced the
it is boiled? mercury in the cover or lid?
 Which pot thermometer?  How it is
EXPLAIN contains water  Is there work possible to
molecules with done? displace the
greater Kinetic  What did work? cover?
Energy?  To whom was  When can an
 Which pot has a work done? object do work?
higher  What is internal  Explain that
temperature? energy? when work is
 What does the done on/by the
increase in Lecturette: Heat, object heat is
temperature in the internal energy involved.
boiling pot and work
indicate? relationship. Lecturette: Positive
and negative work
or heat and its
effect on the

lOMoARcPSD|33579739
Rubric: Modified True or False. True/False Explain how heat Complete the Grade 9
A. Construction 1. Temperature is 1. The more heat can do work in an Statement: Quarter 4
1. Sturdiness the measure of the body absorb the electric heater. Page 36
and the average higher its internal The change in a
neatness kinetic energy of energy. Rubric system's
2. Creativity molecules. 2. At constant 5 - Answer is 1__ is equal to
B. Presentation 2. Heat is the temperature, the appropriate to the the
1. Justification process of internal energy of question. Content 2__ between
2. Physics energy the system is factually correct. heat
principle is transfer. decreases as more 3__ the system
applied 3. One calorie of work is done by the 4 - Answer is from its
3. Communic heat is system. appropriate to the surroundings and
EVALUATE ation skill required to 3. Heat is added question. work
is raise the to a system which Content have one 4__ the 5
manifested temperature of does no work, thus factual error. on
one gram of its internal energy its surroundings.
SCORING: water by one decreases. 3 - Answer is
5- if all criteria degree Celsius. 4. Work is done by appropriate to the
are met 4-if 4 4. 80 degree the system which question.
criteria are met Celsius is the does not gain nor Content have two
3-if 3 criteria boiling point of loss heat, its factual errors.
are met 2- if 2 water. internal energy
criteria are met 5. Increase in decreases. 2 - Answer is
1-if 1 criterion is temperature 5. The internal appropriate to the
met means an energy of the question.
increase in the system increases as Content have
internal energy the system do more significant factual
of the water. heat is absorb than errors.
the work done by
the system. 1 - Content
unrelated to

lOMoARcPSD|33579739
Grade 9
Quarter 4
Page 37
V. REMARKS
VI. REFLECTION
No. of learners who
earned:
 80% and
above
 Below 80%
Did the remedial
lessons Work? No.
of learners who:
 Have
caught up
with the
lesson
 Continue to
require
Remedia
tion
Which of my
teaching

lOMoARcPSD|33579739
What
Grade 9 innovation
or localized
Quarter 4
materials did I
use/discover? Page 38
Which I wish to
Prepared Checked
Grade 9, by: by:
Lesson Log Head:
:
Date Date:
Submitted:

lOMoARcPSD|33579739

Page 39
Week No. 7 MOND TUESDAY WEDNESDAY THURSDAY FRID
AY AY
I. OBJECTIVES
Standard
Standard
Learning Infer that heat transfer can be used to do work, and that work involves the release of heat.
Competency
Code S9FE-IVf-43
Solve problems Summativ Explain the second Explain the stroke Discuss heat
DAILY TASK involving the first law e law of cycle of gasoline pump.
Assessme thermodynamics. engine and the
nt efficiency of an
engine.
Teacher’s Guide: pp. 209-210 p. 211 pp. 212-214 pp. 211-212
Learner’s pp. 304-307 (First p. 307 (First edition) pp.312-314 pp.309-311
Materials: Edition)
Physics Physics Physics Exemplar Physics Exemplar
Exemplar Exemplar
Additional
(Chapter 3 (Chapter 3,
Materials:
LP9) LP10)
Practical and
Explorational Physics
IV. LEARNING TASKS

lOMoARcPSD|33579739
Who can write the State the first Gather ideas on Recall on the
mathematical law of students’ assignment difference between
expression of the first thermodynam on heat engine and the a spontaneous and
law of thermodynamics ics. four-cycle stroke of a a non-spontaneous
ELICIT
and tell what do the gasoline engine. process.
different symbols or
letters mean?

lOMoARcPSD|33579739
Show a picture of a Show to the class a Show students an Show students an Grade 9
complete diet breakfast. glass of hot water. animated slide show enlarged picture of Quarter 4
Ask: How much work Ask questions like: of the four-cycle a refrigerator with Page 40
can you do in eating 1. If we leave this stroke of a gasoline its detailed cross-
ENGAGE this? glass for some time, engine section.
How much is the what will happen to (www.animatedengin
internal energy of your the water? es.com).
Body in eating this? 2. Will heat move
from hot water to the
surrounding or
from the surrounding
to the hot water?
Essential Question: Essential Question: Essential Question: Essential
How much work is What do you think is What are the stroke Question:
done by an object the natural tendency cycle of gasoline What is a heat
which absorbs a (direction) of heat engine and the pump?
EXPLORE certain amount of flow? efficiency of the
heat? engine?
Students will Perform Activity in the Perform the
Student will analyse perform activity “2nd LM pages 313-314 and Activity in the LM
the sample problem Law of answer the Guide pages 309-311
given on page 306 and Thermodynamics Questions. and answer the
answer TRY THIS on (b)” from Physics Guide Questions.
page 307. Exemplar
Explain the answer to Discuss student’s  What happens to  How does a
the seatwork problem. responses to the guide the gas if it is refrigerator
questions in the heated inside the work?
W= activity. engine’s cylinder?  Describe a
40J Q  What happens to compressor? How
= 120J Lecturette: Entropy the piston and does it work?
EXPLAIN U =? gases during What gas is

lOMoARcPSD|33579739
 In exhaust stroke,  What happens to Grade 9

what happens to the pressure and Quarter 4
the piston and the heat in the Page 41
mixture of gases? evaporator?
 When does the
cycle repeat?
 The
compressor,
condenser and
evaporator are
the essential
parts of what
home
appliance?
 An air
conditioner is an
example of a
?
 What is a heat
pump?
Printed on the When you are in an Discuss the animation Discuss the
containers/wrappers air conditioned room shown in the essential parts of
ELABORATE of instant food are you are always told to beginning of the class the refrigerator and
nutritional facts. What close the door explaining further the how it function as
do these facts tell because the “cold” will strokes of heat pump
you? go out. Why? gasoline engine and its
efficiency.
Solve the following A. Fill in the blanks 1. What is the 1. A is a
problems: with the correct function of a heat device which
1. The internal answer. engine? reverses the
energy of a system is 2. What is the direction of the

lOMoARcPSD|33579739
change in the internal B. Tell whether the B.Because engine Grade 9

energy of the gas? following sentences is needs to be Quarter 4
TRUE or FALSE: cooled down Page 42
4. The second law C.All of the gases
of thermodynamics are used up by
constrains the the engine
operation of a heat D.Some of the
engine such that it gases are taken
sets limits on the up by the piston
possible efficiency of 4. What
the machine and causes thermal
determines the pollution?
direction of energy A.Exhaust of
flow. different
vehicles
5. The efficiency of B.Exhaust from
heat engines is different
maximized when the industrial
cold reservoir is as engines
cold as possible, and C.Degradation of
the hot temperature is water
as hot as D. All of them
possible.
Study the second Can the natural Point out to The second law of
law of process of heat flow students that thermodynamics
thermodynamics. be reversed? If yes, in THERMAL states that heat will
EXTEND
what way? If no why? POLLUTION can never by itself flow
be lessened by from a cold
developing temperature to a hot
alternative energy temperature. Apply
sources… this

lOMoARcPSD|33579739
VI. 9REFLECTION
Grade
Quarter 4
No. of learners who
earned: Page 43
 80% and
above
 Below 80%
Did the remedial
lessons Work? No.
of learners who:
 Have
caught up
with the
lesson
 Continu
e to
require
Remediation
Which of my
teaching
strategies
worked well
Why did these
work?
What difficulty
Prepared Checked
Grade 9, by: by:
Lesson Log Head:
:
Date Date:
Submitted:

lOMoARcPSD|33579739

Page 44
Week No. 8 MOND TUESDAY WEDNESDAY THURSDAY FRIDAY
AY
I. OBJECTIVES
Standard
Standard
Infer that heat transfer can be used to do Explain why machines are never 100-percent efficient.
Learning
work, and that work involves the release
Competency
of heat.
Code S9FE-IVf-43 S9FE-IVf-44
Investigate if the reverse Summativ Define thermal efficiency Explain why Summat
DAILY TASK of the second law e and solve problems machines are never ive
happens. Assessme involving it. 100% efficient. Assessm
nt ent
Teacher’s Guide: pp. 211-214 pp. 214-215 pp. 214-215
Learner’s pp. 309-313 (First Edition) pp. 314-315 (First Edition) pp. 316-317 (First
Materials: Edition)
Additional Physics Exemplar (Chapter Practical and Explorational
Materials: 3, LP10) Physics
IV. LEARNING TASKS
State the Second Law of Recall the concepts on Recall the equation of
ELICIT
thermodynamics. gasoline and efficiency.
diesel engines.
Which is easier to do: make Which is more efficient a Are you 100% efficient
a glass of warm water cold gasoline engine or a diesel worker? Why or why
ENGAGE

lOMoARcPSD|33579739
to room temperature engine? Why? not? Can you

or to make a glass of water convert all the energy
at room temperature of your body to work?
become hot? Why? Why or why not?
Essential Question: Essential Question: Essential Question:
EXPLORE What is needed in order to How efficient are the Why don’t we have
reverse the natural process engines of the cars? 100% efficient
of heat flow? machine?

lOMoARcPSD|33579739
Students will perform Students will analyse the Students will perform Grade 9
Activity 3 “ The Reverse of sample problems in page activity 5 “Fill Me In” Quarter 4
It” on page 309-311 of 315 and solve the seatwork. on page 316 of the Page 45
Learner’s Module Learner’s Module
An engine takes in 9000J
and does 1700J of work
each cycle while operating
at temperatures 6500C
and 3700C. What is the
engines’ actual
efficiency?
1. How was the Discuss the answer of When do machines
refrigerator able to the sample problems have the least thermal
remove heat from the and the seatwork. efficiency?
fridge? a. QH =
9000J When do machines have
2. How was the air Qc = the highest thermal
EXPLAIN condition unit able to efficiency?
1700J
remove heat from the �� .
room? �� Can a machine
=1− � 100% attain 100%
��
Lecturette: efficiency? Why or
Spontaneous and Non- 1700� why not?
spontaneous process =1− � 100%
9000�
= 1 − 0.18 �100%
= 82%
What appliances contribute Why do we have super Have you heard of
more to the electrical coolant fluid for the super coolant liquid
consumption of the cooling system of the used in the cooling
household? cars? system of motor
ELABORATE vehicles? Why do you

lOMoARcPSD|33579739
Why do you think they Grade 9

are doing that? Quarter 4
A. Fill in the blanks with Fill in the blank. True/ False Page 46
the correct answer. Thermal efficiency is the 1. There is a 100%
1. is needed for ratio of the efficient machine if
heat to flow from higher done to the _ friction is eliminated.
temperature environment provided. 2. The closer the
to lower temperature temperature of the
environment. Solve. cooling system of a
2. _ is a device An engine takes in 9000J vehicle to the
that transfers heat from and does 1700J of work temperature of the
EVALUATE
cold reservoir to hot each cycle while operating motor the more
reservoir. at temperatures 6500C and efficient the vehicle.
3. _ is the fluid 3700C.what is the maximum 3. If more water is
that absorbs the heat efficiency of the engine? added to the cooling
from the interior part of system of a motor
the refrigerator. vehicle it will attain
4. The fluid used in air 100% efficiency.
conditioned unit and 4. The farther the
refrigerator can easily values of temperature
be of the cooling system
so that it and the operating
can be repeatedly system of the vehicle
used. the more efficient the
5. _ is the part of vehicle.
the air conditioned unit 5. Thermal efficiency
that transfers heat from is the ratio of the
refrigerant to the amount of work done
surrounding air. using the heat provided
to a machine.
What device that is very Do we have cars Compare heat engines

lOMoARcPSD|33579739
VI. 9REFLECTION
Grade
Quarter 4
No. of learners who
earned: Page 47
 80% and
above
 Below 80%
Did the remedial
lessons Work? No.
of learners who:
 Have
caught up
with the
lesson
 Continu
e to
require
Remediation
Which of my
teaching
strategies
worked well
Why did these
work?
What difficulty
Prepared Checked
Grade 9, by: by:
Lesson Log Head:
:
Date Date:
Submitted:

lOMoARcPSD|33579739

Page 48
AY AY
I. OBJECTIVES
The relationship Generation, transmission and distribution of electrical energy from power plants
Content
among heat, (hydroelectric, geothermal, wind,
Standard work and efficiency. nuclear) to home.
Analyze how power
Performance plants generate and Making a diorama of power generation, transmission and distribution.
Standard transmit
electrical energy.
Explain how heat
transfer and energy
Learning Explain how electrical energy is generated, transmitted and distributed.
transformation make
Competency
heat engines like
geothermal
plants work.
Code S9FE-IVg-45 S9FE-IVh-j-46
Discuss how heat Explain how Compute the Discuss how Summat
transfer and electrical energy is cost of magnetism produces ive
DAILY TASK
energy generated, electrical electricity. Assessm
transformation transmitted and energy ent
make heat engines distributed from consumption.
like geothermal power plants.
plants work.
II. CONTENT: Heat, Work and Electricity and Magnetism
Efficiency
Teacher’s Guide: pp. 218-220 p. 222 pp.223-224

lOMoARcPSD|33579739
Learner’s pp. 322-330 (First pp. 332-334 (First pp.334-337 (First

Materials: Edition) Edition) Edition)
https://www.youtube. Physics Lesson Physics Lesson Physics Lesson
com/wat ch? Exemplar Navaza, D Exemplar (Chapter Exemplar (Chapter
v=WRR7yL3bbGY C. and Valdez, B J. 6, LP9) 6, LP15)
Additional
Physics
Materials:

lOMoARcPSD|33579739

What are heat Recall the differences Review how electrical Recall how power Quarter 4
engines? What are and similarities of heat energy is generated, plant works. What Page 49
geothermal power engines and transmitted and device is common
plants? geothermal power distributed from power among power that
plants. What is the plants. What electric converts the stored
ELICIT
important end product cooperative is energy of the source
of each? responsible for to electrical energy?
distributing electrical
energy to your
household? In
exchange of it we pay
the agency for our
electrical energy
consumption stated in
our electric bill.
Present pictures or Show pictures of water Let students compare What “magic” does a
illustration of heat falls and volcanoes. their electric bills. generator have that it
engines (preferably was able to convert
those of motor Do this water form and Do you pay the same the different forms of
ENGAGE vehicle or ICE) and land form possessed amount for your energy stored at the
geothermal power energy? Why or why electric bill? What source into electrical
plants. Ask: Are these not? makes the difference? energy?
two the same? Why
or why not? How can the energies of
these reach our home?
Essential Question: Essential Question: Essential Question: Essential Question:
What are the How is electrical energy How is the cost of How does magnetism
similarities and generated, transmitted electrical energy produce electricity?
differences of heat and distributed from computed?
EXPLORE

lOMoARcPSD|33579739
Students will answer Grade 9

the guide questions in Quarter 4
the activity 3 “Light Me Page 50
Up” on page 335-336
after reading the
concepts about
generator.
How do heat Discussion of Discussion of Discuss student’s
engines work? How student’s student’s responses to the guide
does a geothermal responses on the responses on the questions.
power plant works? activity. activity
1. Enumerate the Lecturette: Working
What is/are the Lecturette: Power factors that affect principle of generators
EXPLAIN
similarities transmission and the electrical energy (Electromagnetic
between the two? generation including consumption of an induction)
electrical energy appliance.
What is/are the consumption. 2. How will you
differences solve for this
between the two? amount of energy?
3. Give ways that
would help save
electrical energy.
Lecturette:
Distribution charge,
generation charge
and system loss.
Do you think human What kind of power A classroom has four- What is usually used as
body is similar to plant is built in Negros? 40W fluorescent temporary power

lOMoARcPSD|33579739
Complete the table Draw flow chart Solve the problem: Explain how Grade 9
below: showing how energy A household magnetism produces Quarter 4
Heat Geother from the earth’s consumed 240kWh electricity.
engi mal Page 51
interior, waterfalls, of electrical energy,
ne power
plant wind and nucleus of how much will have Rubric
Source the atom able to reach to pay at the rate of 5 - Answer is
of the household in the P15.50/kWh for a appropriate to the
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Form energy. cooperative charges is factually correct.
of
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at generation and 8% 4 - Answer is
EVALUATE the for transmission. appropriate to the
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lOMoARcPSD|33579739
Grade 9
V. REMARKS
Quarter 4
VI. REFLECTION
Page 52
No. of learners who
earned:
 80% and
above
 Below 80%
Did the remedial
lessons Work? No.
of learners who:
 Have
caught up
with the
lesson
 Continue to
require
Remedia
tion
Which of my
teaching
strategies
worked well
Why did these work?
What difficulty did I
encounter which
Prepared Checked
Grade 9, by: by:
Lesson Log Head:
:
Date Date:

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