NOTRE DAME OF MAKILALA, INC.
Poblacion, Makilala North Cotabato
STUDENT LEARNING PLAN
SY 2024-2025
DEPARTMENT: Junior High School QUARTER: 4 WEEK: 34
SUBJECT/LEVEL: Science 9 UNIT: 4 DAY/S: 1
UNIT TOPIC: Force, Motion, and Energy
TOPIC: Conservation of Mechanical Energy
DATE: April 10-11, 2025
GUIDANCE DATA UTILIZATION: Verbal, Bodily Kinesthetic, and
Visual Spatial
TRANSFER GOAL/S:
The students in the long run and on their own will be able to the learner demonstrates understanding of force,
motion, and energy and their interrelationships in various physical phenomena.
ESSENTIAL UNDERSTANDING:
Learners understand that in the absence of friction, the total mechanical energy (sum of potential and
kinetic energy) of an object remains constant.
ESSENTIAL QUESTION:
How does the conservation of mechanical energy explain the movement of objects in our daily lives?
I. PRELIMINARIES
● Prayer
● Greetings
● Checking of Attendance
● Classroom Standards
Review: What have you learned last meeting?
MOTIVATION: “Roller Coaster Video Clip”
DIRECTION: Watch a short video clip showing a roller coaster. Ask:
Where is the roller coaster moving fastest?
Where does it stop momentarily?
APK
Questions
Transition Statement: Now that you have already activated your prior knowledge, let’s have our learning
objectives for today.
II. LESSON DEVELOPMENT
A. Focus: Conservation of Mechanical Energy
B. Learning Targets.
At the end of the lesson, it is expected that I can:
Explain the Law of Conservation of Mechanical Energy
Demonstrate the conservation of mechanical energy using a physical model or creative presentation
C. PRESENTATION OF CONCEPTS
Discussion
Transition Statement: Now that we already identify our learning objectives, let us proceed with our activity.
D. ACTIVITIES
TEACHER’S ACTIVITY:
The teacher will discuss the topic and facilitate the activity.
STUDENT’S ACTIVITY: “Energy is Conserved!”
DIRECTION: In groups, students will choose one of the following formats to show how mechanical
energy is conserved:
Create a pendulum model and explain the conversion of PE and KE
Make a stop-motion video of a ball rolling down a ramp
Design a comic strip or infographic that tells a story illustrating conservation of mechanical
energy
This will be the given criteria:
Content- 20
Creativity- 15
Cooperation- 15
50 pts
Transition Statement: To test your critical thinking skills, answer the following questions.
III. BROADENING OF CONCEPT
DIRECTION: Answer the following.
1. What is mechanical energy?
2. How do potential and kinetic energy relate to mechanical energy?
3. How does the conservation of mechanical energy help explain the motion of objects?
4. Why doesn’t mechanical energy remain constant in all real-life cases?
IV. INTEGRATION
a. ICV/RV: Integrity / Excellence
How can we use energy responsibly in daily life?
b. SOCIAL ORIENTATION: Disaster Risk Reduction (e.g., landslides)
How does energy transfer affect environmental hazards?
c. LESSON ACROSS DISCIPLINE: Mathematics (using equations and data analysis)
d. Biblical Text: Romans 12:11 – “Never be lacking in zeal, but keep your spiritual fervor, serving the
Lord.”
Transition Statement: Since we already done with our discussion, let us test your mastery of the lesson.
V. EVALUATION/ASSESSMENT
DIRECTION: On a ½ sheet of paper, solve the following.
1.A 2-kg ball is dropped from a height of 5 meters. What is its potential energy before falling?
2. What is its speed just before it hits the ground, assuming no air resistance?
3.If total mechanical energy is conserved, what is the kinetic energy just before impact?
Transition Statement: At this time, I want to gather ideas from you about the topic that we have just discussed.
VI. SUMMARY/ACTION
DIRECTION: Cite three things you had learned about the topic.
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Transition Statement: Before we will end our discussion, to exercise your minds, do not forget to do your
homework
VII. PURPOSIVE ASSIGNMENT
DIRECTION: Record a short (1–2 min) video or create a visual presentation showing a real-life application of
mechanical energy conservation (e.g., a swing, bouncing ball, skateboard ramp). Explain your observations.
VIII. REFERENCES/ INSTRUCTIONAL MATERIALS
Allas, I M. F. (2021). Science for Innovative Minds Grade 9. Diwa Learning Systems Inc.
Prepared by: Checked by: Date:
MR. RENZ NIKKO D. CABALLERO MS. EUMI G. ABREA April 10-11, 2025
Subject Teacher Subject Area Coordinator
Approved by:
S. MA. CHARITA P. CABUNOC, RVM
School Principal
Status of Implementation Modifications:
____ Implemented
____ Partially Implemented
____ Not Implemented
Remarks:
Date Observed: ____________ Remarks:
Observed by: ______________
