SEMI-DETAILED LESSON PLAN IN SCIENCE

GRADE LEVEL: QUARTER: TEACHING DATE: LC CODE:

GRADE 9 4th Quarter May 22, 2024 S9FE-IVd-40

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of conservation of mechanical
energy.
B. Performance The learner should be able to create a device that shows the conservation of
Standards mechanical energy.
C. Learning Competencies/ MELC/s: Perform activities to demonstrate conservation of mechanical
Objectives energy. S9FE-IVd-40

At the end of the lesson, the learners will be able to:

• Define kinetic energy and potential energy.
• Identify daily activities to demonstrate conservation of mechanical
energy.
• Illustrate the principle of conservation of mechanical energy on one’s
daily activities.
II. CONTENT A. Topic: Potential Energy and Kinetic Energy

B. Concept:
There are two basic forms of mechanical energy: Potential energy
which is defined as the energy associated with height or position and
kinetic energy which is associated with motion.
The principle of conservation of mechanical energy states that the total
mechanical energy in a system remains constant as long as the only
forces acting are conservative forces.

III. LEARNING
RESOURCES
A. References Conservation of Mechanical Energy. Science 9 Quarter 4 – Week 4 Module 5
1. Teacher's Guide pages
2. Learner's Materials pages Pages 1 - 4
3. Textbook pages

4. Additional Materials from https://youtu.be/tOShHdtB8jA?feature=shared

Learning Resources (LR)
Portal
B. Other Learning Resources Power Point presentation, Visual Aids, Pictures

IV. PROCEDURES Activity: Energy Detectives

Let the learners analyze the picture and determine what form of energy is
A. Elicit represented by each lettered graphic.
 Answers:
A. Light bulb in a lamp post – Electrical Energy
B. Cups of water - one is placed on a table and the other is in woman’s
hand. – Thermal/Heat Energy
C. An x-ray – Nuclear energy
D. A frisbee flying through the air – Mechanical (Kinetic) Energy
E. The Sun – Radiation
F. A golf club ready to hit a ball - Mechanical (Potential) Energy
G. The ice cream in an ice cream cone – Chemical Energy
Energy takes many forms. The six fundamental forms of energy:
Mechanical, Chemical, Thermal/Heat, Electrical, Nuclear, and Radiation
B. Engage Activity: Bottle Battle
Divide the class into two (2) groups. Each group shall choose one (1)
representative who can quickly grab the bottle to get a chance to answer the
trivia and gain points. Learners will be instructed to classify whether the item
describe about IN MOTION or AT REST.
1. A moving tricycle 6. A large stick of dynamite
2. A ball rolling down a hill 7. A mango fruit high up in a
tree
3. Standing on a stage 8. A falling apple
4. A book on top of a table 9. A parked bike on top of a hill
5. A paper airplane 10. A stretched rubber band
Process Questions:
1. Upon recalling the different forms of energy, what form
of energy did you use while performing the activity?
2. What energy do you think is present when you were just
standing and waiting to grab the bottle? When you were
moving to grab the bottle?
C. Explore Activity: Reverse Motion
Divide the class into two (2) groups. Give each group strips of paper which
contain different actions or scenarios. Each group shall present each scenario
to the rest of the class (e.g. If the given scenario describes Kinetic energy, the
representative will transform such scenario to potential energy, vice versa). The
learners will be given three (3) minutes to finish the activity.

D. Explain Video Presentation: Potential Energy and Kinetic Energy

The following questions might be asked during the discussion.
1. What are the two basic forms of mechanical energy?
2. How do you define potential energy? Kinetic energy?
3. Can potential energy be transferred?
4. Is kinetic energy transferrable?
5. How is potential energy and kinetic energy related to the
conservation of mechanical energy?
E. Elaborate Let the learners ask questions for clarifications. Then allow them to perform
another activity.

Activity: VIP Card

Let random learners receive their VIP card which contains activities they
see around them or they do on a daily basis. Each learner should keep their
action a secret from the others. One by one, let learners act out the action on
the card, as a game of charades. Let the rest of the class compete on guessing
the action and tell whether the action being portrayed is kinetic or potential
energy.
F. Evaluate Modified True or False

Direction: Read each statement carefully, write TRUE if the statement is

correct and if FALSE change the underlined word/phrase to make the statement
correct.
_____1. The total mechanical energy of a given system is changeable.
_____2. A thrown baseball has kinetic energy.
_____3. Potential energy is energy of motion.
_____4. The faster an object moves, the smaller the kinetic energy it has.

G. Extend Video Presentation/Illustration of Potential and Kinetic Energy

Instruction: Choose only one (1) between the two activities below.
1. Present a video of activities at home showing conservation of
mechanical energy is manifested. The length of the video recorded
should be 1 minute at most.
2. Illustrate a situation that demonstrates conservation of mechanical
energy. You may create a vlog/tiktok video for you to illustrate the
conservation of mechanical energy.
RUBRIC

Points 10 pts. 8 pts. 6 pts. 4 pts.

Output is Content is Output is Output is

very related to missing completely
informative the topic but most of the unrelated to
Over-all and is missing key contents the topic
Content creatively some and ideas are given.
done. important somewhat
points and unorganized.
insights.
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
works? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these works?
F. What difficulties did I
encounter which my
principal of supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared By:
JE ANN J. CAIDOY

Reviewed by: Noted: