Republic of the Philippines

Department of Education
Region III
DIVISION OF CITY OF MALOLOS
MARCELO H. DEL PILAR NATIONAL HIGH SCHOOL
Bagong Bayan, City of Malolos, Bulacan

LESSON PLAN FOR DEMONSTRATION

TEACHING IN SCIENCE

I. Objectives
1. Enumerate and describe the different forms of mechanical energy;
2. Trace and explain the energy transformations in various events or activities;
3. Demonstrate appreciation in understanding of energy transformation in various
events or activities.

II. Content
Transformation of Mechanical Energy

III. Learning Resources

Science Learner’s Material 9
Science Teacher’s Guide 9
LCD projector

1V. Procedures
1. Recall
Conduct a review on what mechanical energy is all about.
2. Motivation
Present animations of objects that possess mechanical energy. Ask the
students to describe the form of mechanical energy that each object has.

3. Lesson Proper
1. Show a picture of a moving vehicle in the road. Let the students discuss how
energy transformation takes place.
2. Based on how the students trace the energy transformation in a moving
vehicle, ask the students to explain energy transformation.
3. Group the students into five. Ask the students to assign a number to each
member of the group. Present different events/activities showing energy
transformation.
4. Assign a situation to each group. Tell the students that each group will trace
and explain the energy transformation in that situation.
5. Ask a member of each group to share their answers to the class.
6. Discuss transformation of mechanical energy in a body that is thrown
upward.
4. Generalization
Ask the students to make generalization of the topic discussed.
5. Application
Ask the students to give other real life situations showing mechanical energy
transformation. Let them do this in pairs and let them discuss their answers.
Let the pair share their answers to the class.

V. Evaluation
Ask the students to list 3 things they learned today; 2 ways the information relates to
them personally; and 1 thing that is unclear to them.
VI. Assignment
Cite application of mechanical energy transformation that you observed inside your
classroom.

PREPARED BY:

NORMA LYN M. GARCIA

TEACHER III

CHECKED BY:

MARIA LOURDES B. CAJANDING

MASTER TEACHER I

EUFROCINA T. PANGANIBAN
HEAD TAECHER VI
 REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION – REGION III
SCHOOLS DIVISION OFFICE – CITY OF MALOLOS

MARCELO H. DEL PILAR NATIONAL HIGH SCHOOL

Bagong Bayan, City of Malolos, Bulacan / School ID: 300751 / www.marcelodelpilarnhs.com
E-mail: [email protected] / Tel. No. 795-5343

LESSON PLAN FOR DEMONSTRATION

TEACHING IN SCIENCE

I. Objectives
1. Identify the components of a DNA molecules;
2. Construct a model of a molecule of DNA.
3. Appreciate the importance of awareness in drug prevention.

II. Content
DNA Modeling

III. Learning Resources

Science Learner’s Material 9
Science Teacher’s Guide 9
LCD projector
DNA Template for modelling

Government thrust: Drug Education

1V. Procedures
1. Recall
Reviewing previous lesson by asking the following questions;
1.1. What is DNA?
1.2. What are the components of DNA?
1.3. Who are the persons behind the discovery of DNA?
2. Motivation
Let the students watch a short video about DNA, it’s formation and how it is
passed from one generation to the next to ensure continuity of life.
3. Lesson Proper
3.1. Based on a short video that you’ve watched, what are the different ways
to identify the person if he/she is your biological parents or siblings?
3.2. Can you identify the different components of DNA? What are those?
3.3. Let the student make their own DNA Model by doing activity 6 in your
module on page 43-44.
A. Pre-Activity
1. Preparation of materials needed in the activity.
2. Discussion of procedures.

B. Activity Proper
1. Lay out the pattern of each part of DNA.
2. Formatting the DNA pattern

C. Post Activity
1. Checking of Activity output and guide question.
Guide Questions:
1.What are the common parts of a nucleotide?
2. What is the one part of the nucleotide that differs among the other
different nucleotides?
 3. List the different kinds of nitrogen bases.
4. What is the pairing arrangement of the nitrogen bases?
________pairs w/ _________and ________pairs w/________
5.Are there always going to be an equal number of adenine and thymine
nucleotides in a molecule? Why?
6.Are there always going to be an equal number of guanine and cytosine
nucleotides in a molecule? Why?

4. Generalization
Ask the students to make generalization of the topic discussed.

4. Application

Ask the students:

A. To give other real life situations showing the importance of DNA
testing.
B. To give bad effects of illegal drugs in human DNA.

Let them do this in pairs and let them discuss their answers. Let the pair
share their answers to the class.

V. Evaluation
Activity output: Formatting of the DNA pattern (refer to the attached rubric)

VI. Assignment
What does the double helix means and draw it in your notebook.

PREPARED BY:

NORMA LYN M. GARCIA

TEACHER III

CHECKED BY:

KATHYRINE A. ALVAREZ
MASTER TEACHER I

NOTED BY:

ANALYN C. SARMIENTO
HEAD TAECHER VI
 Republic of the Philippines
Department of Education
Region III
DIVISION OF CITY OF MALOLOS
MARCELO H. DEL PILAR NATIONAL HIGH SCHOOL
Bagong Bayan, City of Malolos, Bulacan

LESSON PLAN FOR DEMONSTRATION

TEACHING IN SCIENCE

I. Objectives
1. Name the four orbitals of an atom;
2. Count the number of electrons that each orbital can hold.

II. Content
Atomic Orbitals

III. Learning Resources

Science Learner’s Material 9
Science Teacher’s Guide 9
LCD projector
Illustration of different orbitals
Table that show Principal Energy Levels and sublevels of Electrons

1V. Procedures
1. Recall
Reviewing previous lesson by asking the following questions;
1.1. What is an atom?
1.2. Enumerate the parts of the atom and describe each.?
2. Motivation
How important that your parents knew your grade and section and even the
room number in our school?
From the given springboard, give the importance of location in finding what
you want to find.
3. Lesson Proper
3.1. Based on the posted table in board, how many electrons that the
following orbitals can hold? S p d f
3.2. How many types of orbitals are in principal energy level three (3)?
3.3. How many atomic orbitals are in the highest sublevel of principal energy
level (3)?
3.4. Let the student answer activity 3 entitled Electron Configuration in their
module pages 108-109.
A. Pre-Activity
1.Preparation of materials needed in the activity.
2.Discussion of procedures.

B. Activity Proper
 - Performing the activity using the different tables posted on the board and
periodic table of elements.

C. Post Activity
Checking of Activity output and guide question.
Guide Questions:
1.Do you see patterns in the distribution of their electrons?
2.What are these patterns you have observed?
4. Generalization
Ask the students to make generalization of the topic discussed.

5. Application
The electrons revolve around the nucleus in specific shell. Sometimes, the
atoms are subjected to heat, electricity or bombarded and become excited.
When it become excited it jump to other energy level and gives of distinct
color. Most of us are amazed when we saw a fireworks display. Different
colors appear shows that different chemicals or elements are used on that
firecrackers.

V. Evaluation
Shown here are orbital configurations for the elements named. Each configuration is
incorrect in some way. Identify the error in each and write the correct configuration.
1. Carbon: 1s2, 2s2, 2px2
2. Calcium: 1s2, 2s2, 2px2, 2py2, 2pz2, 3s2, 3px2, epy2, 3pz2, 3d1, 3d2

VI. Assignment
What do you think are some rules that apply in filling up the orbitals for the elements
from atomic number 1 to 18?

PREPARED BY:

NORMA LYN M. GARCIA

TEACHER III

CHECKED BY:

KATHYRINE A. ALVAREZ
MASTER TEACHER I

ANALYN C. SARMIENTO
HEAD TAECHER VI