GRADE 1 TO 12 School SARAVIA NATIONAL HIGH SCHOOL Grade & Section 9-Humility

Daily Lesson Log Teacher NANCY C. BATALON Learning Area SCIENCE

Teaching Date and Time March 14, 2019; 10:00 Quarter FOURTH

Thursday
1. identify the energy forms present in the operation of simple objects;
I. OBJECTIVES 2. demonstrate the energy transformations in certain activities; and
3. appreciate energy transformations in daily lives.
A. Content Standards The learners demonstrate an understanding of projectile motion, impulse and
momentum, and conservation of linear momentum
B. Performance Standards The learners shall be able to propose ways to enhance sports related to
projectile motion.
C. Learning Competencies/ Explain energy transformation in various activities/events
Objectives (S9FE-IVc-39).

II. CONTENT Transformation of Energy

III. LEARNING
RESOURCES
A. References
1. Teacher's Guide pages 193
2. Learner's Materials
281-284
pages
3. Textbook pages
4. Additional Materials
from learning Resource
(LR) portal
B. Other Learning Resources Videos, photos of energy transformation

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson ELICIT
Identify all the forms of energy you can find in the picture below.

A – running cat (Mechanical)

B – turned on lamp shade (Radiant)
C – alarm clock (Sound)
D – singing birds (Sound)
E – Sun (radiant and thermal)
F – candle stick (chemical)

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 B. Establishing the purpose for
the lesson ENGAGE
1. Tell students that today they will be learning about energy transformations.
2. Let them watch a video clip of a burning matchstick and identify the energy
transformation present.
3. Hopefully, they will come up with chemical, thermal (heat).
4. State that energy can be transformed from one form to another.

C. Presenting examples/
instances of the new lesson

Chemical> heat (thermal)> light (radiant)

D. Discussing new concepts and
practicing new skills # 1 EXPLORE
E. Discussing new concepts and Explore It!
practicing new skills # 2 Let’s see what you know about energy transformations.
Work in group of 3 to identify the energy transformations take place in the
simple objects. Write your answer in the output paper.

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 F. Developing mastery
(Leads to formative Assessment) EXPLAIN
Randomly select one group for each item to explain the transformation of
energy. During the explanation piece, the teacher will be clearing up any
misconceptions about energy transformation with an interactive PowerPoint.

G. Finding practical applications

of concepts and skills in daily ELABORATE
living Organize It!
H. Making generalizations and Students at this activity will match the simple activities and energy
abstractions about the lesson transformations. Students will work to determine which would be a match.
Once students have completed their organization, the teacher will check their
output.

I. Evaluating Learning
EVALUATE
Assess It!
The assess it activity is where students will go to prove mastery over the
concepts they learned. The questions are set up in a standardized format with
multiple choice answers. Some questions include: What is the correct energy
transformation in a battery-operated flashlight? What is the correct energy
transformation in a gas-powered motorcycle? What is the correct energy
transformation in a hydropower dam? Which energy type is missing from the
solar panel?

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 J. Additional activities for
application or remediation EXTEND
Write It!
Students who can answer open-ended questions about the lab truly
understand the concepts that are being taught. At this station, the students will
be answering three task cards: Describe the energy transformation in a
windmill. What does the law of conservation of energy state? Provide an
example of a household item and describe the energy transformations that it
undergoes.

V. REMARKS

VI. REFLECTION
A. No. Of learners who earned 80% in the
evaluation
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?

Prepared by: Checked by:

NANCY C. BATALON JOIE A. VELARDE

Teacher I Master Teacher II

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