School SAN ROQUE NATIONAL HIGH SCHOOL Grade Level 9

Teacher MS. ROXANNE MAY V. GALLARDO Learning Area EARTH AND SPACE
DAILY LESSON LOG NOVEMBER 2-3, 2017 3RD
Teaching Dates and Time JAENA 1:40-2:40, LAPU-LAPU 4:00-5:00, Quarter
TANDANG SORA 5:00-6:00, BONIFACIO 6:00-7:00

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
work using constant force, power, gravitational potential energy, kinetic energy, and
elastic potential energy
B. Performance The learners shall be able to:
Standards develop a written plan and implement a “Newton’s Olympics”
C. Learning identify situations in which work is done and in which no work is describe how work is related to
Competencies/Objecti done; power and energy;
ves
S8FE-Ic-20 S8FE-Ic-21

a. define work operationally a. define and contrast energy, work, and

b. determine if work is present in a given activity or not power.
c. explain if work is done in situations presented b. describe the relationship between
energy, work, and power
d. calculate work done in a given problem.
b. compute for power output in running or
walking.

I. CONTENT Operational definition of Work Relationship of Work and Power

LEARNING RESOURCES
References
1. Teacher’s Guide pp 18-25
pages
2. Learner’s material pp 21-36
pages
3. Textbook pages Exploring Life through Science pp 113-124
A. Other Learning www.physics.com
Resources www.teachengineering.com
www.teach-nology.com
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 PROCEDURES
A. Reviewing previous Ask students to Ask students to tell Let students analyze Ask students the
lesson or presenting describe how whether there is work if work is done by oprational definition
new lesson-ELICIT they will be done or there is no applying force and be of Power
able to perform work done in each able to move an
the following; example. object at a certain
a. lifting a 1. A girl pulling her distance, how will
chair cart. you able to perform
b. writing on 2. A man lifting a box work?
the board to be placed on a table Let students give
c. carrying 3. A girl carrying a bag words that will lead
your bag 4. A man lifting a box . to the next lesson.
d. pushing a 5. Fruit falling from a
table tree.
e. walking on 6. A man pushing a cart
the floor along the street.
and when you do 7. A girl carrying a bag
these things what walking down a street.
you are actually 8. A mango fruit falling
doing? from a branch.
What changes do
you notice?
How can you tell
that work is done?
B. Establishing a Ask students to; Ask students to Ask students to From the given
purpose of the lesson- Give the meaning explain; describe; operation of Power
ENGAGE of the word work Is there work done on How is the word Let students derived
in each sentences. the ball? What can a POWER used in the formula from Power
1. “What is your moving ball do? following sentences? to Work and Time
work?” ( job or Show illustration or 1. The power given the three
employment) demonstration of a supply was cut off variables.
2. “I’ll meet you rolling ball and a jar on due to the heavy
after work.” (part the table. rains.
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 of the day devoted Let students perform 2. Sarah
to an occupation) the demonstration and Geronimo’s voice is
3. “Have you done write their observation. powerful.
your homework?” 3. Rodrigo
(task or activity Duterte, being the
needed to be president, is
accomplished) powerful.

C. Presenting examples/ Activity 1 ON Activity 1 Activity 1

instances of the new WORK OR NO Ask students on the Have students
lesson-ENGAGE WORK requirements to analyze the the
consider to tell whether operational definition
Students will
work is done in the of work.
tell whether the activity demonstrated.
situations shown Let them give the
represent examples formula in determining
of work. They will the work done.
dentify the one Solve sample word
doing the work and problem.
LM pp 24
on which object the
work is done. They
will write their
answers and
explanations in
their activity
notebook.
(Attached activity
sheet or IM’s)

LM pp. 23
D. Discussing new Students will Activity 2 Activity 2: How
concepts and analyze the given CALCULATING POWER-ful am I?
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 practicing #1- situations on the WORK Group students and
EXPLORE things to consider Class will be divided Perform activity on
to be able to into four groups. Each LM pp 32-36
determine if work group will be given a
is done. Then asks: problem but will
What are the answer the problem
prerequisites for individually.
work to be done?
E. Discussing new Activity 1
concepts and Calculating Power
practicing #2- Ask students to solve
EXPLORE the word problems
involving work,
power and time.
Teacher will give 5
word problems to be
analyzed and solved
by the students.
F. Developing mastery- Have Students solve on Have students Have students explain
EXPLAIN the board and explain presented the output the result or the the
their solution. of their activity and solution for each
explain the result problem.
gathered.
G. Finding practical Let students analyze Let students analyze
applications of this statement and give this statement and
concepts and skills in their reasons. give their reasons.
daily living- Do you think force is How does power
ELABORATE necessary to be able to related to work?
perform work? Why or
why not?
H. Making Students will Teacher will emphasize Teacher will explain Teacher will check on
generalizations and realize the the process in the relationship of the solution presented
abstractions about requirements to calculating work , the work and power, and correct the
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 lesson- consider in variables and units reiterate the variables misconception if
ELABORATE determining used in solving word used in conducting theres any.
whwether work is problem involving the activity like mass,
done. work. weight, height, time
Teacher will and the units used for
emphasize the each variables.
definition of work
through description
and operation.
I. Evaluating Learning- Ask student to Short quiz Rubrics on the Short quiz
EVALUATE explain whether 5 item quiz can be activity conducted. 5 item quiz can be
work is done or not given. given.
in the situation.
1. a man is sitting
on a chair
2. a boy pushing a
wall
3. a dancing lady
J. Additional activities Ask the students to Additional problem Tell students to get Read on the
for application or answer; solving activity can be ready on problem difference between
remediation- How is work given. solving involving Potential and Kinetic
EXTEND calculated? LM pp 25 power. energy.
Ask students to read on Ref. LM pp. 25-30
the relationship of
work and power.
Bring the materials
needed in the next
activity found on LM
pp 32
II. REMARKS Refer to Continuation of
DLL July group presentation.
22, 2017
REFLECTION
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 A. No. of learners who earned Mastery Level
80% on the formative
assessment.
5- 25 4- 15 3- 5 2-0 1-0 0-0
B. No. of learners who require 5 learners need remediation activity
additional activities for
remediation.
C. Did the remedial lesson All learners have caught up the lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who No more learners are required for remediation for this lesson
continue to require
remediation.
E. Which of my teaching Collaborative activity worked well with my students who have difficulty in learning individually while
strategies worked well?
Why did this work?
word problems activities enhanced the skills in computation and comprehension of students to understand
the competencies for this lesson.
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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