GRADE 1 to 12 School Grade Level 9

DAILY LESSON LOG Teacher Learning Area SCIENCE

Teaching Dates and Time WEEK 5 Quarter 4

CLASS SESSION 1 CLASS SESSION 2 CLASS SESSION 3 CLASS SESSION 4

I. OBJECTIVES

The learners demonstrate understanding of...

A. Content Standards
conservation of mechanical energy

The learners should be able to...

B. Performance Standards
create a device that shows conservation of mechanical energy.

Perform activities that demonstrate conservation of mechanical energy. S9FE-IVd-40

C. Learning
Competencies/Objectives At the end of the lesson, you should be able to:
Write the LC code for each.
K: Explain energy transformation in the Law of Conversation of Mechanical Energy
S: Create a device that show conservation of mechanical energy
A: Ascertain that the total mechanical energy remains the same during any process.

II. CONTENT CONSERVATION OF MECHANICAL ENERGY

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

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 3. Textbook pages

4. Additional Materials from

Learning Resources (LR) portal

B. Other Learning Resources

IV. PROCEDURES

a. Briefly review the definitions a. Briefly review the concept of a. Briefly review the concept of Briefly review the topics that were
of kinetic energy (energy of mechanical energy as the work and energy, reminding discussed within the week ready
motion) and potential energy sum of kinetic and potential students of units (Joules). for the assessment.
energy (KE + PE). b. Introduce the concept of
(stored energy due to
b. Introduce the principle of mechanical energy,
position). consisting of kinetic energy
conservation of mechanical
A. Reviewing previous lesson or energy: In a closed system (energy of motion) and
presenting the new lesson potential energy (energy due
with no friction, the total
to position or configuration).
mechanical energy remains c. Briefly explain the formula
constant even though there for kinetic energy (KE = 1/2 *
might be transfers between mass * velocity^2) and
kinetic and potential energy. potential energy (PE = mass
* gravity * height).

B. Establishing a purpose for the a. Introduce the Law of a. Today, we will become a. Ask students if they think Remind the learners that today’s
lesson Conservation of Mechanical engineers and design a energy can disappear or be agenda is to assess their learning
Energy and explain that it device that demonstrates the created. via quiz.
states the total mechanical conservation of mechanical b. Lead a discussion to
energy of a closed system energy! introduce the concept of
remains constant, although it b. Your device should show conservation of energy:
can transform between kinetic how one form of mechanical energy can transform from
and potential energy. energy can be transformed one form to another, but the
b. Discuss the importance of into another without any loss total amount of energy in a
understanding energy of total energy. closed system remains
transformations in various constant.
applications. c. Today's lesson will focus on
the conservation of
mechanical energy (kinetic +
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 potential) in a closed system.

a. Show real-world examples a. Show pictures or videos of a. Show a short video clip Give more instances or examples
(videos or pictures) like a real-life examples of (https://www.pbslearningmed of situations related to the topic of
roller coaster or a swinging conservation of mechanical ia.org/resource/midlit11.sci.s the week.
energy, such as a roller plenergy/energy-transfer-in-
pendulum, highlighting the
coaster, a pendulum, or a a-roller-coaster/) of a roller
transformation of energy bouncing ball. coaster in action.
between kinetic and potential b. Discuss how the energy b. Discuss the transformations
throughout their motion. changes form (PE to KE and of energy happening
C. Presenting examples/instances of vice versa) but the total throughout the ride: potential
the new lesson amount stays the same. energy at the top translates
to kinetic energy at the
bottom of hills, loops require
both kinetic and potential
energy, etc.
c. Use simple diagrams to
illustrate the energy changes
at different points of the ride.

D. Discussing new concepts and Activity: Rollercoaster Ride a. Show pictures or videos of a. Introduce the concept of a Allow learners to review their
practicing new skills # 1 a. Divide students into pairs. real-life examples of closed system: a system lesson.
b. Provide each pair with a ball conservation of mechanical where no energy transfer
and a ramp (different heights energy, such as a roller occurs with the surroundings
for variation). coaster, a pendulum, or a (e.g., a swinging pendulum
c. Ask them to represent the bouncing ball. with minimal air resistance).
motion of a rollercoaster b. Discuss how the energy b. Explain that the conservation
using the ball and the ramp. changes form (PE to KE and of mechanical energy
d. Students should identify vice versa) but the total applies to closed systems.
points of high potential c. Present a real-world
amount stays the same.
energy (top of the ramp) and scenario (e.g., a ball rolling
high kinetic energy (bottom of down a hill):
the ramp) during the ball's ● Ask students to identify
movement.
e. Encourage discussion on how the initial and final forms
of mechanical energy
energy transforms between
(potential to kinetic).
kinetic and potential as the
● Guide them through
ball rolls.
calculating the initial and
final mechanical energy
using the formulas.
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 ● Emphasize that the total
mechanical energy
should remain the same
(ignoring negligible
friction).

a. Introduce the formula for a. Divide students into small a. Divide students into pairs
mechanical energy: ME = KE groups and provide them and provide them with
+ PE (ME = Mechanical with the chosen materials. various scenarios and simple
Energy, KE = Kinetic Energy, b. Challenge them to design apparatus (e.g., toy car on a
PE = Potential Energy). and build a working model ramp, spring with a mass
b. Activity: Energy Calculations that showcases the transfer attached).
of mechanical energy with b. Each pair will:
minimal friction. ● Design an experiment
● Provide students with
c. Encourage creativity and
scenarios involving demonstrating the
collaboration while
objects at different heights conservation of
emphasizing the mechanical energy in
E. Discussing new concepts and or speeds (e.g., a ball
dropped from a specific conservation principle. their assigned scenario.
practicing new skills # 2
height, a car moving at a ● Predict the changes in
certain velocity).
potential and kinetic
● In pairs, students should energy.
calculate the potential and ● Conduct the experiment
kinetic energies (given and make observations.
mass and height/velocity) ● Calculate the initial and
and verify that the total
final mechanical energy
mechanical energy
(where possible) to verify
remains constant
their prediction.
throughout the scenario.

F. Developing mastery (leads to Energy Transformation Chain Energy Transformation Race

Formative Assessment 3) Reaction a. Divide students into teams of
a. Divide the class into small 3-4.
groups and provide each b. Set up a series of stations
group with various materials around the classroom, each
like blocks, dominoes, representing a simple
marbles, and ramps. transformation of mechanical
b. Challenge them to create a energy (e.g., ramp with a
chain reaction where the ball, spring with a mass,
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 transformation of mechanical inclined plane).
energy (kinetic and potential) c. Each station will have a task
is evident throughout the card describing the initial
entire sequence. configuration and asking
c. Groups present their students to predict the final
creations and explain the configuration based on the
energy transformations at conservation of mechanical
each step. energy.
d. This activity allows students d. Teams race around the
to demonstrate their stations, completing the task
understanding in a creative cards and explaining their
reasoning.
and collaborative way.
e. The teacher will be present
at each station to guide and
assess student
understanding

Discuss real-life applications of a. Discuss how the concept of a. Discuss real-world examples
the Law of Conservation of conservation of mechanical of the conservation of
Mechanical Energy, for example, energy is applied in various mechanical energy (e.g.,
everyday machines like bouncing a ball, swinging on
in hydroelectric dams, playground
pendulums in clocks, roller a swing, hydropower
G. Finding practical application of swings, or bungee jumping. coasters, and even in generation).
concepts and skills in daily living bouncing on trampolines. b. Encourage students to
b. Encourage students to identify situations in their
identify examples in their daily lives where they can
surroundings. observe the transformation
of mechanical energy.

H. Making generalizations and Summarize the key points: a. Summarize the key points a. Remind students of the key
abstractions about the lesson mechanical energy is conserved, about mechanical energy takeaway: the total
it can transform between kinetic and its conservation. mechanical energy in a
b. Reiterate how their marble closed system remains
and potential forms, and the
maze activity demonstrated constant throughout any
formula ME = KE + PE can be process.
the transfer of energy
used for calculations. b. Emphasize the importance
without a loss in the total
of identifying the different
amount.
forms of mechanical energy
involved (kinetic and

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 potential).

Use an exit ticket with questions a. Have students complete a a. Students respond to a The teacher will prepare a quiz to
that assess students' short exit ticket asking prompt like "Explain how the assess the learnings of the
understanding of energy them to explain the conservation of mechanical students.
transformation within the Law of principle of conservation energy applies to a bouncing
Conservation of Mechanical
of mechanical energy and ball." This provides a quick
Energy. Examples:
a. Explain how the energy of a
how their maze assessment of student
I. Evaluating learning Make sure that the quiz covers all
ball rolling down a hill showcased this principle. understanding. the objectives of the topics that
changes.
were discussed in class.
b. Describe a real-world
example of the Law of
Conservation of Mechanical
Energy.

a. Provide worksheets with a. Students can research and a.

practice problems on present on more complex
calculating mechanical real-world examples of
energy and identifying energy conservation of mechanical
transformations. energy.
J. Additional activities for application b. Encourage students to b. For struggling students,
or remediation research and present on provide a semi-constructed
specific applications of the maze with specific points to
demonstrate PE and KE
Law of Conservation of
conversions.
Mechanical Energy in various
fields.

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs to
VI. REFLECTION be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them you can
ask them relevant questions.

A. No. of learners who earned 80%

in the evaluation

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 B. No. of learners who require
additional activities for
remediation who scored below
80%

C. Did the remedial lesson work?

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
work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovation or localized

materials did I use/discover which
I wish to share with other
teachers?

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Checked by:

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