School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 9

K TO 12 Teacher NAZER M. LACABO, LPT Learning Area Science

DAILY LESSON LOG WEEK 1-2

Teaching Dates and Time Quarter 4
11:20-12:20PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of: projectile motion, impulse and momentum, and conservation of linear momentum

B. Performance Standard The learners shall be able to: propose ways to enhance sports related to projectile motion

C. Learning Competencies / This serves as a prerequisite or enrichment for the following competency:
Write the LC code for each
● describe the horizontal and vertical motions of a projectile (S9FE-IVa-34)

At the end of this lesson, students should be able to: At the end of this lesson, students should be able to:

● describe uniformly accelerated motion (UAM); ● describe uniformly accelerated motion (UAM);

● derive the equations for uniformly accelerated ● derive the equations for uniformly accelerated motion;
Objectives: motion; and and

● solve problems using UAM equations. ● solve problems using UAM equations.

Uniformly Accelerated Motion Free Fall Motion

II. CONTENT

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III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 9 STUDENTS ND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson In order for the students to understand this lesson, it is A freely falling object is an example of a uniformly
or presenting the new lesson important to recall the definition of acceleration. What accelerated motion. In order for the students to relate the
is acceleration? discussion to the past discussion.

B. Establishing a purpose for ● What is the acceleration of a body that is speeding ● How does the acceleration of a horizontally moving
the lesson up or slowing down? body differ from a vertically moving body?

● How would you describe the motion of an object or ● What factors influence the motion of an object or body
body that is moving in uniform acceleration? under free-fall motion?

C. Presenting True or False? Side A or B?

examples/instances for the
new lesson In this activity, the students will identify whether the In this activity, the students will identify whether the
following statements regarding acceleration are true or following statements regarding acceleration are true or
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 false. false.

D. Discussing new concepts Discuss the definition of uniformly accelerated Discuss the history of the characterization of free-falling
and practicing new skills # 1 motion. What is uniformly accelerated motion? objects. You

The motion of an accelerating object can also be Discuss the effect of air resistance on falling objects.
described using graphical methods.
You can emphasize that freely falling objects are examples
Discuss the graph of an accelerating object. of UAM. How can we solve free-falling object problems
in physics?
Discuss the derivation of uniformly accelerated motion
equations.

E. Discussing new concepts Solve These Solve These

and practicing new skills # 2
In this activity, the students will solve problems In this activity, the students will solve problems involving
involving uniformly accelerated motion. free-falling objects.

F. Developing mastery Ask the students to solve the following problem. A Read and analyze the problems given below. Show your
bicycle moves at 5 m/s and coasts up a hill with a pertinent solution.
(Leads to Formative constant acceleration of –0.2 m/s
Assessment 3) 1. A student dropped her notebook from her desk. It took
2. What is its displacement after 20 seconds? You can 0.5 s to reach the floor. What was the eraser’s speed just
go around the classroom to look at the solution of the before hitting the ground?
students to provide immediate feedback. After giving
them enough time, you can ask one student to show 2. Klaire accidentally dropped her cell phone while she
the solution on the board. was texting. If the cell phone was dropped 0.5 m from the
ground, how long does it take for the cell phone to hit the
ground?

3. Gerald throws a ball upward with an initial speed of 6

m/s. What maximum height will the ball reach before
falling back down?

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 4. Suppose a boy dropped a stone from a rooftop of a high-
rise building. How far has it fallen after 2 s?

5. Calculate the time it took for a ball to reach its

maximum height if it was thrown upward with an initial
velocity of 20 m/s.

G. Finding practical Relate scientific process in solving real life situation. Relate scientific process in solving real life situation.
applications of concepts and
skills in daily living

H. Making generalizations The teacher will ask the students about what they have The teacher will ask the students about what they have
and abstractions about the learned from the lessons. learned from the lessons.
lesson

I. Evaluating Learning Paper and pen test Prepare a 15 item quiz

J. Additional activities for

application for remediation

V. REMARKS

VI. REFLECTION

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 School Rizal Special Education Learning Center Grade Level Grade 9

K TO 12 Teacher NAZER M. LACABO, LPT Learning Area Science

DAILY LESSON LOG WEEK 3-4

Teaching Dates and Time Quarter 4
11:20-12:20 PM

I. OBJECTIVES MONDAY TUESDAY WEDENESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of: projectile motion, impulse and momentum, and conservation of linear momentum

B. Performance Standard The learners shall be able to: propose ways to enhance sports related to projectile motion

C. Learning Competencies / At the end of this lesson, the given DepEd learning At the end of this lesson, the given DepEd learning
Write the LC code for each competency should be met by the students. competency should be met by the students.

● describe the horizontal and vertical motions of a ● investigate the relationship between the angle of
projectile (S9FE-IVa-34). release and the height and range of the projectile (S9FE-
IVa-35)

At the end of this lesson, students should be able to: At the end of this lesson, students should be able to:
Objectives:
● describe the horizontal and vertical motions of a ● investigate the relationship between the angle of
projectile. release and the height and range of the projectile.

II. CONTENT Horizontal Projectiles Projectiles Launched at an Angle

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III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER TEACHER’S GUIDE AND STUDENT’S GUIDE

IV. PROCEDURES

A. Reviewing previous lesson Start the lesson by having a recall about free fall Recall the different concepts about projectile in general.
or presenting the new lesson motion. What makes an object freely falling? What is What is a projectile? What is the shape of the path of a
the acceleration of a freely falling object? projectile? What do you call the maximum horizontal
displacement traveled by a projectile?

B. Establishing a purpose for ● What is projectile motion? ● How do projectiles behave when launched at an
the lesson angle?
● Why do projectiles follow a curved path?
● What are the factors that affect the motion of a
projectile launched at an angle?

C. Presenting Come and Solve These Label that parts

examples/instances for the
new lesson In this activity, the students will solve problems In this activity, the students will label the parts of a
involving free-falling objects. horizontally launched projectile

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D. Discussing new concepts Define projectile motion and identify its Discuss the characteristics of a projectile launched at an
and practicing new skills # 1 characteristics. angle. You can start by identifying that the object
launched horizontally is actually half of the trajectory of
What makes an object a projectile? a projectile launched at an angle.
Discuss the vertical (y) component and the horizontal What are the characteristics of a projectile launched at
(x) component of a projectile. an angle?
After discussing the conceptual information about Discuss the components of the velocity of the projectile
horizontal projectiles, you can now discuss the motion.
mathematical interpretation of the topic.
Analyze the projectiles launched at an angle.
How can horizontal projectiles be described using
mathematics? What makes projectiles launched at an angle different
from horizontally launched projectiles?

E. Discussing new concepts Solve These Observe that Projectile

and practicing new skills # 2
In this activity, the students will solve problems In this activity, the students will deduce the relationships
involving projectiles of range and the launch angle

F. Developing mastery Ask the students to solve the following problem in A player kicks a football from the ground at an angle of
their notebooks. Afterward, call two students to show 15° as it follows a parabolic trajectory. If it was kicked
(Leads to Formative their solution on the board. Call another student to at a speed of 27.0 m/s and landed on level ground, how
Assessment 3) evaluate the answer. You can go around the room to far did it travel horizontally?
immediately give feedback to students as they answer.

A stone is thrown horizontally at a speed of 13.0 m/s

from the top of a cliff that is 89.0 m high. How long The catapult used by the marauders hurls a stone with a
does it take the stone to reach the bottom of the cliff? velocity of 5.0 m/s at a 50° angle of elevation. What are
the maximum height and the total flight time of the
stone?

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G. Finding practical Relate scientific process in solving real life situation. Relate scientific process in solving real life situation.
applications of concepts and
skills in daily living

H. Making generalizations Ask the students what they have learned about the Ask the students what they have learned about the
and abstractions about the lesson. lesson.
lesson

II.Evaluating Learning Paper and pen test Paper and pen test

J. Additional activities for

application for remediation

V. REMARKS

VI. REFLECTION

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 School Rizal Special Education Learning Center Grade Level Grade 9

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 5-6

Teaching Dates and Time Quarter 4
11:20-12:20 AM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of: projectile motion, impulse and momentum, and conservation of linear momentum

B. Performance Standard The learners shall be able to: propose ways to enhance sports related to projectile motion

C. Learning Competencies / This serves as a This serves as a This serves as a prerequisite for the following
Write the LC code for each prerequisite for the prerequisite for the competency:
following competency: following competency:
● examine the effects and predict causes of collision-
● relate impulse and ● infer that the total related damages/injuries
momentum to the collision momentum before and
of objects (e.g., vehicular after the collision is (S9FE-IVc-38).
collision) equal (S9FE-IVb-37).
Objectives:
(S9FE-IVb-36).

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 At the end of this lesson, At the end of this lesson, At the end of this lesson, students should be able to:
students should be able to: students should be able
to: ● relate impulse and momentum to the collision of objects;
● define impulse and and
momentum. ● infer that the total
momentum before and ● examine the effects and predict causes of collision-
after the collision is related damages and injuries.
equal.

II. CONTENT Momentum and Impulse Law of Conservation Collision-Related Damages and Injuries
Momentum

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER TEACHER’S GUIDE AND STUDENT’S GUIDE

IV. PROCEDURES

A. Reviewing previous lesson Review Newton’s second Review the concept of

or presenting the new lesson law of motion. State what
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 the law of acceleration momentum an impulse. Review the concept of momentum conservation. Instruct
implies. Let students differentiate students to conceptually and mathematically describe it.
the two science concepts. What does the law of conservation of momentum state?
Describe how net force, Identify how they are How is it expressed mathematically?
acceleration, and mass mathematically
affect one another. What expressed. What are
does the law of momentum and impulse?
acceleration state? How do How are they
the net force, acceleration, mathematically
and mass affect one expressed?
another with regard to an
object’s motion?

B. Establishing a purpose for ● What is meant by ● What is the ● What is the relationship between impulse and
the lesson impulse and momentum relationship between the momentum in a collision?
and how do these two total momentum before
differ? and after the collision, ● What are the causes and effects of collision-related
and how is this damages and injuries?
relationship described in
the law of conservation
of momentum?

● What is the
relationship between
impulse and momentum
in a collision?

C. Presenting Newton’s Second Law of Solving Problems on Picture Connect

examples/instances for the Acceleration Momentum and Impulse
new lesson In this activity, students will recall how the law of
The net force is the In this activity, students conservation of momentum is applied in practical
difference between the two will recall how problems.
opposing forces. Newton momentum and impulse
stated that mass and are mathematically
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 acceleration determine the determined.
net force of an object. In
this activity, students will
recall Newton’s second
law of motion using virtual
simulation.

D. Discussing new concepts Start the main discussion Start the main discussion Start the main discussion by describing what a collision is.
and practicing new skills # 1 by describing the scientific by describing how Discuss the different of collision and how momentum is
definition of momentum. momentum is conserved. related to each of them. What is collision?
Relate the discussion to
Identify the defining how Newton’s third law What are the different kinds of collision? How is the
factors of momentum and of motion is applied in concept of momentum applied in collision?
how they affect one this concept. Show to
another. students how the law of
Discuss how momentum is conservation is Continue the discussion by describing the different effects
mathematically expressed of collisions. Explain
determined. What is mathematically. What is these effects by applying the concept of momentum and
momentum? What are the the law of conservation impulse in real-life scenarios. Discuss, as well, the
factors that affect an of momentum? How different safety precautions to lessen or avoid the damages
object’s momentum? How does the third law of collisions may cause. What are the effects of collisions?
is momentum determined motion apply to
How can we lessen or avoid the damaging effects of
mathematically? momentum
collisions?
conservation? How is
momentum conservation
expressed in the
Continue the discussion by
equation?
describing impulse.
Identify the factors that
affect an object’s impulse.
Show how impulse is Continue the discussion
mathematically expressed by showing the students
and determined by relating how the initial and final
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 it to Newton’s Second Law momentum is
of Motion. Relate impulse determined using the
to momentum. mathematical expression
of the momentum
What is impulse? What are conservation. How do
the factors that affect we solve for the total
impulse? How is impulse momentum of the objects
related to momentum? before and after a
How is impulse collision?
determined?

E. Discussing new concepts Save the Egg! Problems on Momentum Parachute Engineering
and practicing new skills # 2 Conservation
In this activity, students A fall or drop from a very high structure will cause large
will determine the safest Momentum in an damage to an object or body. In this activity, students
landing area for an egg isolated system is always will design a protective parachute that will protect a raw
using the concepts of conserved. In this egg from breaking.
momentum and impulse. activity, students will
They will virtually observe prove that momentum is
the results of dropping an conserved through
egg onto a surface. solving practical
problems.

F. Developing mastery Ask the students the A 50-kg girl skating on Ask the students to identify whether each statement is
following questions. Invite MOA’s ice rink throws true or false. Call for volunteer students for each item. If
(Leads to Formative students to volunteer. If her 2.0-kg helmet to her their answer is incorrect, select another student to help
Assessment 3) answers are incorrect, right at a speed of 25 m/s him/her get the correct answer.
select another student to while on the frictionless
help him/her with the surface. 1. A perfectly inelastic collision rarely occurs in real
answer. If still incorrect, life.
the teacher may ask 1. How will you describe
the initial and final 2. It is difficult to stop a larger object than smaller
follow-up questions to lead objects.
students to the correct momentum of the girl-
helmet system?
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 answers. 2. What is the final speed 3. When an elastic collision occurs, the two objects stick
of the girl after throwing with each other.
a. Why is momentum the helmet?
called “mass in motion?” 4. Motion is transferred between an object in motion and
3. What is the girl’s an object at rest.
b. How are momentum and direction after throwing
impulse similar and the helmet? 5. A collision is an event where two objects exchange
different from each other? impulse and momentum.
4. What is the
approximate initial 6. The mass and direction of objects in a collision
momentum of the girl- determine the damages or effects.
helmet system? 7. When the two objects completely bounce off, the
5. What is the collision is called perfectly elastic collision.
approximate final 8. If the mass is constant, the velocity of the object
momentum of the girl- would determine the momentum of an object.
helmet system?
9. If velocity is kept constant, a decrease in an object’s
mass would also increase the momentum of the object.

10. Kinetic energy is gained during a collision when

forms of energy such as heat, sound, and light are
produced.

G. Finding practical Relate scientific process in Relate scientific process Relate scientific process in solving real life situation
applications of concepts and solving real life situation in solving real life
skills in daily living situation

H. Making generalizations Ask a student to define Ask the student what Ask the student what they have learned.
and abstractions about the solute and solvent. they have learned.
lesson

14 | Page
III. Evaluating Learning Paper and pen test. Paper and pen test. Paper and pen test

J. Additional activities for

application for remediation

V. REMARKS

K TO 12 School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 9

DAILY LESSON LOG Teacher NAZER M. LACABO, LPT Learning Area Science

Teaching Dates and Time WEEK 7-8 Quarter 4

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 11:20-12:20 am

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of: conservation of mechanical energy

B. Performance Standard The learners shall be able to: create a device that shows conservation of mechanical energy

C. Learning Competencies / At the end of this lesson, the given DepEd learning At the end of this lesson, At the end of this lesson,
Write the LC code for each competency should be met by the students. the given DepEd learning the given DepEd learning
competency should be met competency should be met
● perform activities to demonstrate conservation of by the students. by the students.
mechanical energy (S9FE-IVd-40).
● infer that the total ● explain energy
mechanical energy transformation in various
remains the same during activities/events (e.g.,
Objectives: any process waterfalls, archery,
amusement rides) (S9FE-
(S9FE-IVe-41). IVc-39).

At the end of this lesson, students should be able to: At the end of this lesson, At the end of this lesson,
students should be able to: students should be able to:
● define kinetic, potential energy, and mechanical
energy; and ● solve some problems ● give sample applications
involving mechanical of how energy is
● derive the formula for kinetic, potential energy, and energy and the law of transferred.
mechanical energy. conservation of

energy; and

● verify the law of

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 conservation of energy.

Mechanical Energy Law of Conservation of Energy Transformations

II. CONTENT Mechanical Energy

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 9 STUDENTS ND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson Recall the definition of work. It is important that the Recall the concept of Recall the concept of the
or presenting the new lesson students remember the definition of work in order for mechanical energy. It is law of conservation of
them to understand more complex topic about it. important that the students energy. It is important for
can relate the definition of the students to recall this
What is work? mechanical energy to the concept because the
lesson. What is mechanical transformation of energy is
energy? How can highly anchored on this.

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 mechanical energy be
solved?

B. Establishing a purpose for ● What makes it so difficult to move an object with ● What is meant by the ● How is energy
the lesson large inertia or to stop a moving object with a large law of conservation of transformed?
momentum? energy?
● What are the applications
● What is mechanical energy and how does it differ ● What happens to the or energy transformation?
from other forms of energy? potential energy and
kinetic energy of a freely
falling object?

C. Presenting Pass the Ball Around Swing that ball

examples/instances for the
new lesson Reveal that question In this activity, the In this activity, the students
students will answer will deduce the energy
In this activity, the students will answer conceptual different conceptual transformation on an
problems about work. questions about oscillating object.
mechanical energy and
work.

D. Discussing new concepts Discuss the relationship between kinetic energy and Discuss the early studies Discuss about the different
and practicing new skills # 1 work. on energy transfer. example of energy
transformation in everyday
What is the relationship between kinetic energy and What are the early studies life.
work? that dealt with energy
transfer? What are the different
Discuss the relationship between potential energy examples of energy
work. How can work be described using the concept of Discuss the conservation transformation in everyday
potential energy? of energy and inertia. life?
Discuss the relationship between work and mechanical How can the conservation After discussing the
energy. of energy be described application of energy
18 | Page
 using the idea of inertia? transformations in everyday
life, discuss about the
application of energy
transformations in
industries.

E. Discussing new concepts What is the Work Done? Roll that Ball How does it work?
and practicing new skills # 2
In this activity, the students will deduce the factors In this activity, the In this activity, the students
that affect the motion of an object along an inclined students will confirm the will identify the mechanism
plane. conservation of of electricity generation.
mechanical energy.

F. Developing mastery Ask the students to solve the following problems given Identify what is being Ask students to explain the
below about the gravitational and elastic potential described in the following energy transformation on
(Leads to Formative energy of an object. The problems are t be given in a statements. the following energy
Assessment 3) worksheet. They will have to answer each problem
determining the following: 1. He created an sources written below:
Archimedean screw and
a. identifying what is required to find; realized that work is a. wind turbines
needed to lift the water up b. nuclear power plan
b. identifying the given; and energy must be spent
c. writing the working equation; to do this lifting. c. solar panels

d. substituting the given values in the equation; and 2. This law states that power plant
energy can neither be
e. finding the answer. e. hydroelectric power plan
created nor destroyed.
power plant
3. He was able to provide
experimental evidence for
The problems to be solved are as given as follows:
the equivalence of work
and heat.

19 | Page
 a. How much energy is present in a book sitting on top 4. This law states that an
of a table if it has a potential energy of 300 J. object will indefinitely
move unless acted upon by
b. A load on a desk, 1.0m high, was pushed with a an external force.
speed of 5m/s from rest. How much energy is there in
there in the load if it weighs 3.0 kg. 5. This law states that the
total mechanical energy in
c. A balloon, after reaching the maximum height of 20 a system remains the
km, deflates and falls down the earth at a speed of 15 same.
m/s. If the balloon weighs 50 mg, what is the amount
of energy acting on the balloon?

G. Finding practical Relate scientific process in solving real life situation. Relate scientific process in Relate scientific process in
applications of concepts and solving real life situation solving real life situation.
skills in daily living

H. Making generalizations The teacher will ask the students about what they have The teacher will ask the The teacher will ask the
and abstractions about the learned from the lessons. students about what they students about what they
lesson have learned from the have learned from the
lessons. lessons.

IV. Evaluating Learning Output will serve as evaluation Prepare a 15 item quiz Prepare a 10 item quiz

J. Additional activities for

application for remediation

V. REMARKS

20 | Page
VI. REFLECTION

School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 9

K TO 12 Teacher NAZER M. LACABO, LPT Learning Area Science

DAILY LESSON LOG WEEK 9-10

Teaching Dates and Time Quarter 4
11:20-12:00 pm

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of: the relationship among heat, work, and efficiency

B. Performance Standard The learners shall be able to: analyze how power plants generate and transmit electrical energy

C. Learning Competencies / This serves as a This serves as a At the end of this lesson, At the end of this lesson, the
Write the LC code for each prerequisite or enrichment prerequisite or enrichment the given DepEd learning given DepEd learning
for the following for the following competency should be met competency should be met
additional competency: additional competency: by the students. by the students.

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 ● construct a model to ● construct a model to ● infer that heat transfer ● explain why machines are
demonstrate that heat can demonstrate that heat can can be used to do work, never 100-percent efficient
do work (S9FE-IVe-42). do work (S9FE-IVe-42). and that work involves the (S9FE-IVf-44).
Objectives: release of heat (S9FE-IVf-
43).

At the end of this lesson, At the end of this lesson, At the end of this lesson, At the end of this lesson,
students should be able to: students should be able to: students should be able to: students should be able to:

● define thermodynamics; ● explain what heat ● explain the principle ● explain why machines are
and engines are; behind Carnot engines; never 100-percent efficient;

● discuss the different ● differentiate between ● explain the Carnot cycle ● explain the need to
laws of thermodynamics. gasoline and Diesel and energy efficiency; and consider thermal efficiency
engines; and when buying vehicles; and
● discuss how the reversed
● describe how the four- Carnot cycle works in ● compare the thermal
stroke cycle in an engine refrigerators, air efficiency of different kinds
works. conditioners, and other of engines.
cooling devices.

Laws of Thermodynamics Heat Engines Carnot Engines and Efficiency of an Engine

Refrigerators
II. CONTENT

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

22 | Page
3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 9 STUDENTS ND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson Recall the basic concepts Recall the laws of Recall the concepts on Recall the concept of the
or presenting the new lesson of work, heat, and thermodynamics. What heat engines. What is a Carnot cycle and Carnot
temperature. What is are the laws of heat engine? What are engine. Recall how
work? How is heat thermodynamics? Zeroth some examples of heat refrigerators and air
different from law of thermodynamics engines? What are the conditioners work. What is
temperature? Heat is the states that if two systems steps involved in a four- the Carnot cycle? What is a
energy transferred from are in thermal equilibrium stroke cycle of an internal Carnot engine? How do
one object to another with a third, then they are combustion engine? refrigerators and air
because of the also in thermal conditioners work?
temperature difference. It equilibrium with each
is also called as “energy other.
in

transit”.

B. Establishing a purpose for ● What is ● What are heat engines? ● What is the most ideal ● What is the maximum
the lesson thermodynamics? engine? efficiency an engine can
● How does heat do reach?
● How is internal energy work? ● How do refrigerators
different from heat? work? ● How is the maximum
efficiency calculated?
● What are the laws of ● How are these two
thermodynamics? related to the laws of

23 | Page
 thermodynamics?

C. Presenting Mini-Quiz Bee Categorize It! Relay Mini-Quiz Bee

examples/instances for the
new lesson In this activity, students In this activity, students In this activity, students In this activity, students will
will recall the basic will recall the will recall the four-stroke recall the basic concepts on
concepts of heat, applications of the laws cycle in an internal the Carnot cycle, Carno
temperature, and work in of thermodynamics. combustion engine with engine, and refrigerators
a mini-quiz bee. the corresponding PV through a mini-quiz bee.
diagram.

D. Discussing new concepts Discuss the basic concepts Discuss heat engines and Discuss the Carnot engine. Discuss thermal efficiency.
and practicing new skills # 1 of thermodynamics. What how they work. What is a What is the Carnot engine? What is thermal efficiency?
is thermodynamics? What heat engine? What are its How does a Carnot engine How is it calculated?
is the difference between parts? differ from other engines?
the system and the
surroundings? What are How does it work? What
are the examples of a heat Discuss situations where
the types of Differentiate reversible ideal efficiency occurs.
thermodynamic systems? engine?
from irreversible process. What are specific situations
How does a reversible where ideal efficiency can
process differ from an be reached?
Discuss internal energy. Discuss the difference irreversible process?
What is internal energy? between gasoline and
How is it different from diesel engines. How do
heat and temperature? gasoline engines differ
from diesel engines?

E. Discussing new concepts Jigsaw Classroom Engines Carnot Cycle - Wolfram Simulation
and practicing new skills # 2 Demonstration
In this activity, students In this activity, students In this activity, students will
will explain the different will understand the four- In this activity, students identify the factors affecting
laws of thermodynamics stroke cycle of an internal will understand how the the efficiency of an engine

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 using a jigsaw activity. combustion engine. Carnot cycle occurs on an using a simulation.
ideal gas using a Wolfram
simulation.

F. Developing mastery Ask the following Ask the following Ask the following Ask the following questions
questions in class. A questions in class. A questions in class. A in class. A student will be
(Leads to Formative student will be selected to student will be selected to student will be selected to selected to answer the
Assessment 3) answer the question. If the answer the question. If answer the question. If the question. If the answer is
answer is incorrect or the answer is incorrect or answer is incorrect or incorrect or insufficient,
insufficient, you may call insufficient, you may call insufficient, you may call you may call on another
on another student to on another student to on another student to student to answer.
answer. answer. answer.

G. Finding practical Relate scientific process Relate scientific process Relate scientific process in Relate scientific process in
applications of concepts and in solving real life in solving real life solving real life situation. solving real life situation.
skills in daily living situation. situation.

H. Making generalizations The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
and abstractions about the students about what they students about what they students about what they students about what they
lesson have learned from the have learned from the have learned from the have learned from the
lessons. lessons. lessons. lessons.

V.Evaluating Learning Output will serve as Output will serve as Output will serve as Prepare a 10 item quiz
evaluation evaluation evaluation

J. Additional activities for

application for remediation

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V. REMARKS

VI. REFLECTION

School Rizal Special Education Learning Center Grade Level Grade 9

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 11-12

Teaching Dates and Time Quarter 4
11:20-9:00 AM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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A. Content Standards The learners demonstrate The learners demonstrate an understanding of: generation, transmission, and distribution of electrical energy from
an understanding of: the power plants (hydroelectric, geothermal, wind,
relationship among heat,
work, and efficiency

The learners shall be able

to: analyze how power
B. Performance Standard The learners shall be able to: analyze how power plants generate and transmit electrical energy
plants generate and
transmit electrical energy

C. Learning Competencies / At the end of this lesson, At the end of this lesson, the given DepEd learning competency (competencies) should be
Write the LC code for each the given DepEd learning
competency should be met met by the students.
by the students. ● explain how electrical energy is generated, transmitted, and distributed
● explain how heat (S9FE-IVh-j-46)
transfer and energy
transformation make heat
Objectives: engines like geothermal
plants work (S9FE-IVg-
45).

At the end of this lesson, At the end of this lesson,

students should be able to: students should be able
to: At the end of this lesson, students should be able to:
● discuss how heat is
transferred through ● explain how electricity ● explain how electricity is transmitted from the power
conduction, convection, is generated; plants; and
and radiation; and ● explain how electricity is distributed to your home.
● identify the different
● state the importance of types of power plants;
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 energy transformation in and
the production of
electricity. ● explain the different
problems arising from
electricity generation.

II. CONTENT Heat and Energy Generation of Electricity Transmission and Distribution of
Transformations
Electricity

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER TEACHER’S GUIDE AND STUDENT’S GUIDE

IV. PROCEDURES

A. Reviewing previous lesson Recall thermal efficiency. Recall the different key Recall the different types of power plants. What are the
or presenting the new lesson What is thermal information about different types of power plants? How are they able to
efficiency? How is electricity. This will help generate electricity?
efficiency increased? the students to relate
what they are going to

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 learn from this
discussion to their past
knowledge.

What is electricity?

B. Establishing a purpose for ● What is the maximum ● How is electricity ● How can electricity reach our households?
the lesson efficiency an engine can generated?
reach? ● How is electricity transmitted and distributed?
● How can electricity
● How is the maximum generation affect the ● What are the different environmental and sustainability
efficiency calculated? environment? concerns of electricity transmission and distribution?

● What are the different

types of power plants?

● What are the different

problems related to
electricity generation?

C. Presenting Science Bingo Pass That Ball Which Side Are You?
examples/instances for the
new lesson In this activity, students In this activity, the In this activity, the students will be answering questions
will recall the concepts of students will be asked about power plants.
efficiency through a game. different questions about
electricity

D. Discussing new concepts Discuss the different ways Discuss how power Discuss how electricity is transmitted from power plants to
and practicing new skills # 1 of heat flow. What is heat? plants generate substations.
How is thermal energy electricity in general.
transferred? How is electricity transmitted from a power plant to
How do power plants substations?
generate electricity?

Discuss energy
transformation. How is Discuss how electricity is distributed and transmitted to
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 energy transformation Discuss the different homes.
related to the first law of types of power plants.
thermodynamics? What How is electricity transmitted to households?
are specific situations What are the different
which demonstrate energy types of power plants?
transformation?

E. Discussing new concepts Energy-Go-Round Explain These To Us

and practicing new skills # 2
In this activity, students In this activity, the Arrange Me!
will investigate the students will discuss the
transformation of energy different characteristics In this activity, the students will determine how electricity
from one type to another. of different is distributed and

power plants transmitted

F. Developing mastery Answer the following Identify the type of Read and analyze the following statements given. Identify
questions briefly. power plant described in the terms described in each statement.
(Leads to Formative each number.
Assessment 3) 1. Draw an energy chain to 1. This is a transformer that decreases the voltage of
indicate the energy 1. Mainly uses wind passing electricity.
transformations energy
2. This is a transformer that increases the voltage of
occurring in power plants 2. Uses the heat and light passing electricity.
powered by fossil fuels. coming from Sun
3. This is a structure that supports transmission lines.
2. Draw an energy chain to 3. Makes use of the
indicate the energy energy from water 4. These are smaller transmission lines that conduct
transformations pressure electricity at lower voltages.

3. Discuss how the dry 4. Uses heat released 5. This is the movement of electricity from a generating
steam reservoir generates from uranium nuclear site to a substation where it is distributed to households.
electricity. fission to create steam 6. This is considered the final stage of electricity
4. Discuss how the hot transmission.

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 steam reservoir generates 5. Uses energy from the
electricity. depths of Earth.

5. Discuss how a binary

cycle power plant
generates electricity.

G. Finding practical Relate scientific process in Relate scientific process Relate scientific process in solving real life situation
applications of concepts and solving real life situation in solving real life
skills in daily living situation

H. Making generalizations Ask a student to define Ask the student what Ask the student what they have learned.
and abstractions about the solute and solvent. they have learned.
lesson

VI. Evaluating Learning Paper and pen test. Paper and pen test. Paper and pen test

J. Additional activities for

application for remediation

V. REMARKS

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