School BINMALEY SCHOOL OF FISHERIES Grade Level NINE (9)

DAILY
LESSON Learning
Teacher MADELYN MAMARIL SCIENCE
LOG Area
DepEd Order No. 42,
s. 2016 Teaching Dates
Quarter FOURTH
and Time MAY 15, 2024 (WEDNESDAY)

I. OBJECTIVES
A. Content Standard Conservation of mechanical energy
B. Performance
Create a device that shows conservation of mechanical energy
Standard
C. Learning Competency
Perform activities to demonstrate conservation of mechanical energy
Write the LC code for
each. S9FE - IVd -40
D. Learning Objectives  Express the law of conservation of mechanical energy
mathematically;
 Calculate the potential/kinetic energy of an object using the
law of conservation of mechanical energy; and
 Appreciate the applications of the law of conservation of
mechanical energy.
II. CONTENT Law of Conservation of Mechanical Energy Part 2
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Grade 9 Teacher’s Guide in Science. Conservation of
Mechanical Energy. pages 203-207
2. Learner’s Materials K to 12 Grade 9 Learner’s Module in Science. Conservation of
pages Mechanical Energy. pages 292-299
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resource Power point Presentation, Activity sheets, and charts
IV. PROCEDURES
A. Reviewing the previous ELICIT Begin with classroom
lesson or presenting the routine:
new lesson.
a. Prayer - Good morning,
- Good day, class! Kindly Ma’am Madelyn!
arrange your seats and - Yes, Ma’am.
pick up pieces of paper
or candy wrappers near
you. Done?
- Now, can we all stand
as we start our day with
a prayer? (Learner will lead the
- May I ask Christine to prayer)
lead our prayer?

b. Greetings - Good morning,

- Again, good morning, Ma’am.
class! - We’re fine,
- How are you today? Ma’am.
- That’s great!

c. Checking of Attendance
- Cybill, who is absent - No one is absent
from our class today? from our class
today, Ma’am.
- Very good! Keep it up,
class!

d. Classroom Rules
- Before we start our

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 lesson proper, let me
first remind you of our
five classroom rules for
your guidance as we go
on to our lesson today.

C - Cooperate with others

L - Listen actively
A - Always be respectful
S - Stay focused and on task
S - Speak kindly and positively
- Yes Ma’am.
- Is that clear, class?

- Before proceeding to
our new lesson, let us
first have a short recap
of our last topic
yesterday by doing an
activity.

- This activity is called

IDENTIFY ME. I will
show you different
scenarios and you will
identiy if it has Kinetic
Energy or Potential
Energy. - Yes, Ma’am!
Is that clear?

Activity 1: IDENTIFY ME

Directions: Identify if it has

Kinetic Energy or Potential
Energy.

- The mango in the tree (Learners raise their

has __________ energy. hands)

- Who wants to volunteer

first? - Potential energy,
ma’am.
- Yes, Daniel.

- Very good! So, what

about the next scenario,
Yes Charles? - Kinetic energy,
ma’am/
- Once the yoyo is
released, it has
_________ energy.

- Potential energy,
- Excellent, Charles. How ma’am.
about the next scenario.
Yes Dion.
- Unscratched rubber
bands have _________
energy.

- Good job Dion! So, what

about the next scenario, - It gains kinetic
yes Ivy. energy, ma’am.

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 - When the roller coaster
moves downward, it
gains ______ energy.

- You got it right, Ivy!

That shows that you all
still remember our last
topic. Let’s give
ourselves a very good
clap.
B. Establishing a purpose ENGAGE - Now, we will have
for the lesson. another activity called,
“Pick and Match”.
- I have here a mystery
box you will pick one
either a symbol, a unit
or formula. You just to
Read and analyze the
given quantities in the
first column.Is that
- Yes, ma’am!
clear?

Activity 2: PICK AND

MATCH!

Objective:

 Write the mathematical

expression or formula of
potential energy, kinetic
energy and total
mechanical energy.

Materials:

• Chart

• Symbols, unit and

formulas

Procedure:

• Read and analyze the

given quantities in the first
column.

• Learners will pick in the

mystery box their symbol, unit
and formula.

• Learners will place in

the chart what they had choose
C. Presenting in the mystery box.
Examples/instances of
new lessons.

Qua Sym Unit For

ntity bol mula

1.Pot
entia
l
ener

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gy

2.Ki
netic
ener
gy

3.Tot
al
mec
hani
cal
ener (Learners raise their
gy hands)

- Who wants to volunteer - Picked ME.

to pick inside a box? (LOCATE IT
UNDER SYMBOL
- Yes Gammy, just pick OF MECHANICAL
one and locate it in our ENERGY)
chart.

- Job well done Gammy, - Picked PE=mgh

so ME is a symbol for ( Locate it under
mechanical energy. Next the formula of
Volunteer? Yes Mario, Potential energy)
just pick one.

- Excellent, Mario so the

formula for Potential
energy (PE) is mass
multiplied by gravity - Picked joule
and height. Next, yes ( locate under
Denver, just pick one. unit of ME)
- Very good Denver, so
the unit for mechanical
energy is joule. Next - Picked joule
volunteer, yes Nicollete. ( locate under
unit of PE)

- Picked joule
- Great. The unit for ( locate under
Potential energy is joule unit of KE)
also. Next volunteer, yes
Jerby?
- Picked KE= ½
- Very good Jerby. The MV2 (Locate
unit for Potential energy under the
is joule also. Next formula of kinetic
volunteer, yes Ella? energy)

- Excellent Ella, so if we - Picked KE ( locate

calculate for the KE we under the symbol
need to get the one half for kinetic energy)
of answer if the mass
multiplied by the
velocity squared. Next - Picked PE( locate
volunteer, yes Angeline. under the symbol
for potential

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 energy)

- Yes very good Angeline,

KE is the symbol we use
for Kinetic Energy. How - Picked ME = PE +
about the other KE ( locate under
volunteer, yes Wilfredo. the ormula for
mechanical
energy)

- Yes very good Wilfredo ,

PE is the symbol we use
for Potential Energy. -
How about the other
volunteer, yes Lesther.

- Great Job Lesther, so

mechanical energy is
the sum of potential
and kinetic energy.

- You’ve done a great job

so before we discuss - The total
our next topic How is mechanical
the total mechanical energy in an
energy in an isolated isolated system
system calculated? Yes where no external
Erika. forces are acting
on it, remains
constant. This
- Very well said Erika so means that the
our total mechanical sum of potential
energy remains energy (PE) and
constant no matter kinetic energy
what the circumstances (KE) at any point
is. is the same.

- All of you are very good.

Seems like you all know
the mathematical
expression we use
computing the total
mechanical energy,
potential energy and
kinetic energy.

- Our topic for today is all

about the Law of
Conservation of
Mechanical Energy
Part 2. (Learners read the
- For your guide in learning objectives)
today’s lesson, I want
you to read our learning Learning Objectives:
objectives. 1. Express the law
of conservation
of mechanical
energy
mathematically;
2. Calculate the
potential/kineti
c energy of an

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 object using the
law of
conservation of
mechanical
energy; and
3. Appreciate the
D. Discussing new concepts - Now, to start our class
and practicing new skills proper, we will have a
#1 collaborative activity
about the calculation of
the potential and
kinetic energy of an
object using the law of
conservation of
mechanical energy.

Activity 3: What’s my
Potential and Kinetic
Energy?
Procedure:

 Solve for the

potential/kinetic energy
of an object using the
law of conservation of
mechanical energy.

 Complete the table

below and analyze the
results.

 Answer the questions

that follow.

Problem: Suppose you dropped

a 0.25-kg ball from a height of
9 meters. Calculate the PE, KE
and total ME at different
positions/points: A(9m), B
(7m), C (5), D (3) and E (0m).

Po He M PE K M
sit ig as = E E
io ht s m = =
n M PE
gh
E +
- K
PE E

A 9 0. 22 0 22
m 25 .0 .0
kg 5 5
J J

B 7 0.
m 25
kg

C 5 0.
m 25

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 kg

D 3 0.
m 25
kg

E 0 0.
m 25
kg

E. Discussing new concepts

and practicing new skills Presentation of Outputs
#2 - Now, let us have group Each group has a
1…2…3…4…5…6 to volunteer to solve in the
present their outputs. board.

- Very good, class! Give

yourself a round of
applause.

 (The teacher will

introduce and explain
the concept how to
solve for the
potential/kinetic energy
of an object using the
law of conservation of
mechanical energy.

- As you observed a while

ago in our activity our
Mechanical energy is
constant. Because the
energy is conserved it
cannot destroyed but it
can transfer from one
orm to another.

- While getting our

potential energy we just
need to multipy the
given which is the mass
gravity and the height.

- In the other hand, while

getting our kinetic
energy we just subtract
our Potential energy to
the Mechanical Energy.

F. Developing mastery. EXPLAIN

Rationalization of the
answers of the learners.

Guide Questions:
1. What happened to the
potential and kinetic
energy of the object as
its position (height)
from a reference point
decrease?

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 Expected Answers:
1. The PE decreases
while the KE
increases as the
height from a
reference point
decreases.

2. Is there any difference 2. NO, the total

in the amount of total
mechanical
mechanical energy from
positions A to E? Why energy remains
do you say so? the same because
according
mechanical
energy, the total
mechanical to the
law of
conservation of
energy in an
isolated system is
consta

G. Finding practical ELABORATE Now, for your seatwork

application of concepts and applications of the law of
skills in daily living conservation of mechanical
energy are usually observed in
our daily lives.

Ask the learners the following

questions:

1. Did you observe the law

of conservation of
mechanical energy in
your daily life? Yes,
Joram.
(Learners will raise their
hands)

- Yes ma’am
sometimes I
- Very good Joram, Does observed the
any volunteer can concept of law of
enumerate some other conservation of
examples of mechanical
applications of the law energy in my
of conservation of daily life.
mechanical energy that
you’ve experience, or
you have observed in
your daily life. Yes, Law of conservation of
Ashley. mechanical energy are
usually observed or
practiced in the different
rides in amusement
parks such as Vikings,
roller coaster rides, etc.

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 - Yes very well said Even in the slides in
Ashley. So in our daily swimming pools, the law
lives we unconsciously of conservation of
encounter the law of mechanical energy is
conservation of also applied,ma’am.
mechanical energy
especially in the -
amusement parks.

H. Generalizing and - Let’s now have a review

abstractions about the lesson of what we have
discussed in our lesson
for today by completing
the concept map.
- I will give you a variety
of flashcards and you
will work in groups to
identify and locate it in
our concept map.

Expected Answers:

I. Evaluating learning EVALUATE - It’s time to assess your

learning. Kindly bring
out ¼ sheet of paper for
your short test.
- For this test. You will
have two parts first is
the Matching Type and
next is Multiple Choice.
- Is that clear?
- You may write the
answers only
- Yes, Ma’am!
- Ma’am copy and
answer?
I. MATCHING TYPE
Direction: Read and analyze
the given quantities in column
A and find their symbol, unit or
formula in column B.

COLUMN A COLUMN B
1. Total A. meter
mechanical

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 energy
2. Potential B. PE =
energy mgh Expected Answers:
1. C
3. Kinetic C. PE + KE
2. B
energy = ME 3. E
4.height D. kilogram 4. A
5.mass E. KE = ½ 5. D
mv2

II. MULTIPLE CHOICE

Directions: Choose the letter of

the best answer. Write your Expected Answers:
answer separately on your 1. C
paper. 2. B
3. B
1. What law states that 4. C
the total Energy in an 5. B
isolated system remains
the same?

a) Law of Conservation of
Momentum
b) Law of Definite
composition
c) Law of Conservation of
Energy
d) Law of conservation of
Mass

2. Which of the following is

used to express the unit
of energy?
a) watt
b) joule
c) coulomb
d) kilowatt hour
3. Which event does NOT
describe potential
energy being changed
into kinetic energy?

a) A cart rolling down a

hill.
b) A rubber foam being
compressed
c) A student lets go a
stretched slinky.
d) A twig falling from a
branch

4. The potential energy of

an 8-kg object on top of
a hill is 256 J. What is
its velocity in m/s just
before it hits the
ground?
a) 36
b) 18
c) 8
d) 3
5. A stone rolls down
some distance and
gains 50 J of kinetic
energy. Neglecting air
resistance, how much
gravitational potential

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 energy did the stone
lose?
a) more than 50 J
b) exactly 50 J
c) less than 50 J
d) cannot be determined
from the information

- Times up! Exchange

your paper at the
back.
- Who got 10…9…8?
- Who got 7 and below?
- Very good, class! That
shows that you listen
and understand our
topic today.
J. Additional Activities
for Application or Remediation
- For your assignment,
Search the definition of
the following:
- What is heat?
- What is energy? - Yes, ma’am!
- The submission of your
- When is the
assignment will be
Tomorrow. submission
EXTEND - Any questions or ma’am?
clarifications? if there's - None, ma’am!
nothing more, kindly
arrange your seats and
check if there are some
trashes. Thank you for
listening and I do hope
you learned something. - Goodbye and
Goodbye, class! thank you,
ma’am Madelyn!

V. REMARKS
VI. REFLECTION 9 – HAIRTAIL 9 – COBIA 9 – SEABASS
A. No. of learners who
___ / 39 ___ / 39 ___ / 35
earned 80% in the evaluation
B. No. of learners who
require additional activities for
___ / 39 ___ / 39 ___ / 35
remediation who scored below
80%
C. Did the remedial lessons Yes/No Yes/No
work? No. of learners who Yes/No ____ ____
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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 Prepared by:

MADELYN MAMARIL
Practice Teacher
Date:

Checked and Reviewed:

MANILYN M. ROSARIO, MAEd

Cooperating Teacher
Date:

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