School Grade &

Libagon National High School 8-

Section
DAILY Teacher Learning
Rechell S. Craskit SCIENCE
Area
LESSON PLAN Teaching Dates
Quarter 1
& Time
Week No. 5 Day 2 Duration

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be
followed and if needed, additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies.
I. OBJECTIVES These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guide.
The learners demonstrate an understanding of:
A. Content Standards work using constant force, power, gravitational potential energy, kinetic energy,
and elastic potential energy
The learners shall be able to:
B. Performance Standards
develop a written plan and implement a “Newton’s Olympics”
1. Differentiate potential and kinetic energy. S8FE-1d-22
C. Learning Competency/ies 2. Relate speed and position of object to the amount of energy possessed by
Write the LC Code for each.
a body. S8FE-1d-23
Knowledge: Explain the concept of kinetic energy and relate speed and
position of the object to the amount of energy possessed by a body.
D. Learning Objectives Skills: Solve problems related to kinetic energy.
Attitudes: Practice critical thinking skill in solving word problems related to
kinetic energy.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week

II. CONTENT/TOPIC or two.

Kinetic Energy
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that

RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
1. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia
M., Ph.D., et al. 2001. Pp. 171-174, pp. 175-181.
2. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 310-314,
3. Textbook pages
pp. 314-316.
3. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 26-31, pp. 25-26.

1. BEAM IV. Unit 1.

4. Additional Materials from
2. EASE Science 1. Module 8. Lesson 3.
Learning Resource (LR)
3. OHSP Module. Module 11. Lesson 2.
Portal
B. Other Learning Resources paper and pen
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
IV. PROCEDURES providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusion
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or
presenting the new lesson.
ELICIT (The activities in this section will evoke or
draw out prior concepts of or experiences from the
students)
AWARENESS

B. Establishing a purpose for Recall the difference between potential energy and kinetic energy.
the lesson. Potential energy is also called stored energy.
ENGAGE (The activities in this section will stimulate Formula: PE=mgh where g=9.8 m/s2
their thinking and help them access and connect prior Unit of Potential energy is J (joule) = Nm where N=kg m/s2
knowledge as a jumpstart to the present lesson.)
Kinetic energy is also called _________ (energy in motion). The word kinetic
comes from the Greek word kinetikos which means moving.
Kinetic energy is also related to work, since, Kinetic energy quantifies the
amount of work the object can do because of its motion.
The work done in accelerating an object is equal to the kinetic energy
 gained by the object.
The formula is KE=1/2 mv2 unit is J (joule) = Nm
The kinetic energy of an object depends on its mass and velocity.
Let’s try solving this:
A 1000 kg car has a velocity of 17 m/s. What is the car’s kinetic energy?
C. Presenting
examples/instances of the
new lesson.

D. Discussing the new concepts (Seatwork and Board work)

and practicing new skills #1. Word problems on Kinetic Energy focusing on day to day situations that
EXPLORE (In this section, students will be given describe kinetic energy.
ACTIVITY

time to think, plan, investigate, and organize collected During board work, each member of the group will participate by writing
information; or the performance of the
planned/prepared activities from the student’s manual
the correct data needed in solving. Points will be given as a team.
with data gathering and Guide questions)
E. Discussing the new concepts
and practicing new skills #2.
F. Developing mastery Follow the steps in solving the word problems by providing the following
(Leads to formative data: Given, What is being asked, Formula to be used, Expected unit and the
assessment 3). solution.
ANALYSIS

EXPLAIN (In this section, students will be involved in

an analysis of their exploration. Their understanding is
clarified and modified because of reflective
activities)/Analysis of the gathered data and results and
be able to answer the Guide Questions leading to the
focus concept or topic of the day.
G. Making generalization and The energy of a moving object is called energy of motion or kinetic energy
abstraction about the lesson. (KE).
ELABORATE (This section will give students the Kinetic energy quantifies the amount of work the object can do because of
ABSTRACTION

opportunity to expand and solidify / concretize their its motion.

understanding of the concept and / or apply it to real –
world situation)
The kinetic energy of an object depends on how massive the object is and
how fast the object is moving. The more massive an object is, the more
energy it has, and the faster an object is moving, the more energy it has.
Hence, KE of an object will be doubled if the mass of an object is doubled
but its velocity remains the same. KE of an object will be quadrupled if the
velocity is doubled but the mass remains the same. The formula is KE=1/2
mv2 unit is J (joule) = Nm
H. Finding practical application With your group mates, try solving this problem:
of concepts and skills in daily What is the kinetic energy of a 45 kg object moving at 13 m/sec?
APPLICATION

living.

I. Evaluating learning. What affects the kinetic energy of an object?

ASSESSM

EVALUATION (This section will provide for concept Solve the word problems related to potential energy by following the steps
ENT

check test items and answer key which are aligned to in solving and using the correct formula.
the learning objectives - content and performance
standards and address misconceptions – if any)

J. Additional activities for Make two miniature bridges, one representing the Mactan-Mandaue Bridge
ASSIGNME

application or remediation. (Bridge 1) and the other one is Marcelo H. Fernan Bridge (Bridge 2) using
NT

EXTEND (This sections give situation that explains the popsicle sticks or other materials that you are comfortable to use. Take
the topic in a new context , or integrate it to another note of the measurements of each bridge by doing a research. Bring the
discipline / societal concern)
bridges tomorrow.

V. REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant question.
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lesson work?
No. of learner who caught up with
the lesson
D. No. of learner 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:

RECHELL S. CRASKIT
Teacher III

Checked and Verified by:

CHRISTIAN VINCENT M. SALA

Master Teacher I

Noted by:

DORALIZA B. ALFARO
Principal I