Republic of the Philippines

Department of Education
REGION XI
DIVISION OF PANABO CITY
SOUTHERN DAVAO NATIONAL HIGH SCHOOL
BRGY. SOUTHERN DAVAO, PANABO CITY

“Nurturing Potentials, Inspiring Excellence, Building Futures”

__________________________________________________________________________________________

Name of Teacher Frences Clarish M. Navalta Grade Level 9

Time /Date March 10, 2025 School Year 2024-2025
2:00-2:45
Quarter/Week Quarter 4 Module 5 Learning Area Science
I. OBJECTIVES
A. Content The learners demonstrate an understanding of conservation of mechanical
Standard energy.
B. Performance The learners shall be able to create a device that shows conservation of
Standard mechanical energy
C. Learning Learning Competency:
Competencies The learners should be able to perform activities to demonstrate
and Learning conservation of mechanical energy. (S9FE-IVd-40)
Objectives
Learning Objectives:
1. Identify the different types of mechanical energy;
2. Calculate the potential and kinetic energy of an object; and
3. Cite the importance of mechanical energy in daily life.
II. CONTENT Potential Energy and Kinetic Energy
III. LEARNING Reference: Science 9 Quarter 4 Module 5 Worksheet
RESOURCES
Other Laptop, television, manila paper, colored paper, marker,
Resources: scotch tape

IV. PROCEDURE
A. Preliminary The teacher starts with the Preliminaries:
Activities (5 Minutes)
● Prayer
● Greetings
● Energizer
● Checking of Attendance
● Classroom Management

The teacher will also introduce verbal and non-verbal communication

strategies to enhance students’ engagement and participation

B. Lesson Proper (40 Minutes)

a. Reviewing previous ELICIT (5 minutes)
lesson or presenting
the new lesson Activity 1: Pass the Cabbage
The students will answer the following questions using a crumpled paper
ball.
1. What is the formula for momentum?
2. What does the law of conservation of momentum say?
3. What is the difference between elastic and inelastic collisions?
 4. What happens to the momentum in a perfect inelastic collision?

Unlocking Content Vocabulary Area

The teacher will show words to the class:

Mechanics, Energy, Store, Elastic, Joules

 The students will be asked to select one of the words above and
create one sentence using that word in everyday language.
 The students will be asked to select one of the words above and
create one sentence using the scientific meaning of that word.

ENGAGE (3 minutes)

Activity 2: Roller Coaster Ride!

Direction: The students will pretend to ride a roller coaster. They will
follow the motions and directions of the ride, mimicking the ups, downs,
twists, and turns.

b. Establishing a
purpose for the lesson

Youtube Link: https://youtu.be/BQL-CP8d1-o?si=3JDpjTVmLktQOzKh

Guide Questions:
 How did you feel after riding the roller coaster?
 What happens to your speed when you go up the hill?
 Where do you have the most stored energy on the ride?

c. Presenting EXPLORE (5 minutes)

examples/ instances of  The teacher will have another activity in connection with the topic.
the new lesson
Activity 2: Match My Energy!
DIRECTION: Identify whether the following has Potential or Kinetic
Energy. Paste the statements in each corresponding column. If the activity
is classified as potential energy, indicate the specific type of potential
energy.
d. Discussing new EXPLORE (10 minutes)
concepts and  The teacher will have another activity in connection with the topic.
practicing new skills #1
Activity 3: How Much Energy Do I Have?

In this activity, students will calculate the energy in different scenarios by

solving problems related to kinetic and potential energy.

1. A ball with a mass of 1.5 kg rolls down a hill and reaches a speed
of 12 m/s at the bottom. What is the kinetic energy of the ball when
it reaches the bottom of the hill?

2. A mango with a mass of 0.4 kg is hanging 6 meters above the

ground. What is the potential energy of the mango while it is
hanging on the tree?

e. Developing mastery EXPLAIN (5 minutes)

(Leads to Formative
Assessment) ❖ The questions presented in class are similar to what the learners
explain, but corrections and clarifications will occur here. Additional
information will be included in this section.

Mechanical energy is the sum of the potential and kinetic energies in

a system. There are two basic forms of mechanical energy: Potential
energy which is defined as the energy associated with height or position
(PE = mgh) and kinetic energy which is associated with motion (KE= ½
mv2). Potential energy is the type of energy that is waiting to be used or
considered a stored energy.

There are 3 different types of Potential energy.

a) Gravitational Potential Energy (GPE)

The energy possess by an object due to its position or location.
Thus, the higher the position of the object, the higher the GPE.
An object is lifted possess GPE.

b) Elastic Potential Energy (EPE)

Anything that can act like a spring or a rubber band can have
elastic potential energy.
 c) Chemical Potential Energy (CPE)
A chemical bond can be thought of as an attractive force
between atoms.

Mechanical energy conservation applies to GPE and EPE. The

principle of the conservation of mechanical energy states that:

“The total mechanical energy in a system (i.e., the sum of the potential
plus kinetic energies) remains constant as long as the only forces acting
are conservative forces.”

This means that potential energy can become kinetic energy, or vice
versa, but energy cannot “disappear”. It is only converted from one form to
another form like potential energy converted to kinetic or vice versa.

f. Finding practical ELABORATE (5 minutes)

applications of
concepts and skills in Gallery Wall
daily living Direction: The learners will reflect on examples of potential and kinetic
energy from their everyday life, such as activities at home or things they
observe at school. They will write at least one example of each type of
energy on sticky notes and then paste them on the wall.

Example:
Potential energy Kinetic energy

A book on a shelf A student running

across the playground

Guide question:
 When can you say that an object has potential energy? How is this
stored energy converted into kinetic energy when the object starts
to move?

g. Making ELABORATE (5 minutes)

generalizations and
abstractions about the Learners’ Takeaways
lesson
Ask the learners the following questions:
1. What are two basic forms of mechanical energy?
2. What does the law of conservation of mechanical energy state?
3. Can you cite importance of understanding the role of mechanical
energy in everyday circumstances?

h. Evaluating learning EVALUATE

Directions: Choose the letter of the correct answer and write it in the
separate sheet of paper.

1. What does the law of conservation of mechanical energy state?

A. Potential energy is always equal to kinetic energy
B. Potential energy is always converted to kinetic energy
 C. There is always some energy lost as heat
D. For any system the total amount of mechanical energy
remains the same

2. Why would a system have less energy than it originally started with?
A. The energy was lost as heat.
B. The energy was destroyed.
C. More energy was created at the beginning than at the end.
D. The temperature was too low to create heat.

3. Which best describes potential energy?

A. Energy of motion
B. Energy as heat
C. Stored energy
D. Energy that is doing work

4. Which of the following happens to the energy of a coconut that falls

freely?
A. Loses potential and gains kinetic energy.
B. Loses both potential and gains kinetic energy.
C. Gains potential and loses kinetic energy.
D. Gains both potential and kinetic energy.

5. What is the energy of a motorcycle moving slowly at the top of a hill?

A. entirely kinetic
B. entirely potential
C. entirely gravitational
A. D. both Kinetic and Potential
h. Additional activities EXTEND
for application or
remediation Video Presentation / Illustration of Potential and Kinetic Energy

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.

Video Presentation/Illustration Rubric

Submitted by:

FRENCES CLARISH M. NAVALTA

Student Teacher

Checked by:

JOANALLE P. PAMA
Cooperating Teacher