A Semi-Detailed Lesson Plan in Grade 9 Physics

10-14 December 2018

I. Objectives:
At the end of the lesson, the students should be able to:
a) define the term work;
b) calculate the work done by a force, and power used in doing work in
various situations;
c) describe what power is, and;
d) cite the importance of understanding work and power.
II. Subject Matter: “Work, Power and Energy”
III. Instructional Materials
A. Audio-Visual Aid: Manila paper, video presentation
B. References
1. Padua, A. & Crisostomo, R. (2010). Practical and explorational physics:
modular approach. Quezon: Vibal Publishing House, Inc.
2. Nave, C. (2016). HyperPhysics: kinetic energy. Georgia State University.
Retrieved, 7 February 2016, from http://hyperphysics.phy-
astr.gsu.edu/hbase/ke.html
3. The Physics Classroom. (2016). Work, energy, and power: mechanical
energy. Retrieved, 7 February 2016, from
http://www.physicsclassroom.com/class/energy/lesson-1/Mechanical-
Energy
4. Synergy for Success 9 (SAP Publishing)
5. Science for Grade 9 (DIWA Publishing)
IV. Procedure
A. Routine
-The teacher asks the class to pray and then checks the attendance after.
-Students are asked to arrange their chairs properly and to pick up pieces of paper.
B. Motivation
-The teacher shows a video presentation about kinetic and potential energies to
the class as a means of providing the students prior knowledge about the topic.
-After the presentation, the teacher asks the students questions that will lead to
the topic.
Questions:
Can you describe kinetic energy? How about potential energy?
What activities show kinetic and potential energies?
What do you think is our topic for today?
C. Lesson Proper
-The objectives are presented to the class.
a. Activity
-The teacher shows a tray with sand inside to the class. He then asks two
volunteers in front.
-The teacher hands a marble to the one volunteer, and a tennis ball to the
other. He instructs the two students to drop the balls simultaneously to the
tray of sand and to narrate to the class what happened and share their
observations.
-The teacher then instructs one student to drop the tennis ball at different
heights and then to observe what will happen.

b. Analysis
-After the activity, the teacher asks group members several questions about
the activity.
 Questions:
What did you observe on the sand after dropping the marble?
How about after dropping the tennis ball?
Which of the two had a deeper crater?
Why do you think the tennis ball had deeper crater?
After dropping the tennis ball at different heights, at which
height did the tennis ball had deeper crater? Why do you
think that happened?
c. Abstraction
-The teacher presents the concept of mechanical energy to the class by
opening the topic about kinetic and potential energies. After which, he asks
students to describe potential energy and kinetic energy based on the
activity presented earlier.
-Gravitational potential energy is discussed by the teacher, describing it as
the energy an object has in relation to its weight and relative height. He
informs the students that the unit for energy is joules 𝐽 which is equal to 𝑁 ∙
𝑚.
𝑃𝐸𝑔 = 𝑊 = 𝐹 ∙ 𝑑 = 𝑚𝑔ℎ
-The teacher uses the activity earlier as an example to gravitational
potential energy. He explains that the higher the distance from the relative
zero height, the higher the gravitational potential energy. The teacher
assigns values for the different height of the tennis ball, and then uses the
formula to solve for the potential energy of the two balls at different height.
-Kinetic energy is discussed by the teacher to the class, describing it as the
energy in motion. Therefore it depends on the mass and speed of a moving
object. The formula for kinetic energy is also discussed by extracting it from
Newton’s second law of motion and the formula for constant acceleration
𝐹𝑛𝑒𝑡 = 𝑚𝑎
If net force is constant, then the acceleration is also constant
𝑣𝑓 2 − 𝑣𝑖 2
𝑎=
2𝑑
𝑣𝑓 2 − 𝑣𝑖 2
𝐹𝑛𝑒𝑡 = 𝑚 ( )
2𝑑
Simplifying, we get
𝟏 𝟏
𝑭∙𝒅= 𝒎𝒗𝒇 𝟐 − 𝒎𝒗𝒊 𝟐
𝟐 𝟐
Hence
𝑭 ∙ 𝒅 = 𝑾 = 𝑲𝑬𝒇 − 𝑲𝑬𝒊 or Work-Energy Theorem
Where
𝟏
𝑲𝑬 = 𝒎𝒗𝟐
𝟐
-Conservation of energy is presented to the class by tossing the tennis ball
in the air. The teacher narrates that the stored chemical energy in the body
is transferred to the ball as kinetic energy. As the ball reaches the
maximum height, the kinetic energy is converted to potential energy, but
then immediately converted back to kinetic energy as the ball falls. The
teacher explains that the sum f kinetic and potential energy is called
mechanical energy.
-The teacher then asks the students to state the law of conservation of
energy in analogy to the tossing of ball.
d. Application
 -The teacher presents sample problems involving potential energy and
kinetic energy. The teacher answers the problems while discussing each
part of the formulas.
-After the presentation of the formulas and sample problems, the teacher
presents several problems to the class for the pairs to answer.
Problems:
1. An object has a mass of 3 kg. Calculate its potential energy 3 m
above the ground.
2. A 20-kg box falls from a bridge and lands in the water 20 m below.
Find its (a) initial PE, (b) maximum KE, and (c) velocity upon
reaching the water.
D. Values Integration
-The teacher asks the students of what is the importance of mechanical energy in
real-life situations.
Questions:
What is the importance of understanding potential and kinetic
energy?
What are the practical applications of mechanical energy?
How do we harness electricity in hydroelectric power plants?
E. Evaluation
-A problem is presented to the class. The students are asked to answer the
problem in pairs in a one-half sheet of paper.
Problem:
1. In the 98m-high Maria Cristina Falls, 1.3 × 108 𝑐𝑚3 of water flows
every second. If 1 𝑐𝑚3 of water is equal to 1 𝑔, find the (a) initial PE of
the water flow, (b) maximum KE, and (c) velocity upon reaching the
turbines of the power plant on the ground.
V. Assignment
A. What to do: Find what is asked in the problem:
A 0.625 Spalding basketball was dropped from the basketball ring at a height of
3.048 m. Find the (1a) initial PE of the ball, (1b) maximum KE, and (1c) velocity
upon reaching the floor.
If Stephen Curry receives the ball 1.91 m above the ground, what is the (2a) initial
PE, (2b) maximum KE, and (2c) velocity of the ball from the distance between the
basketball ring and Stephen Curry’s hands?
B. Where to write: One-half sheet of paper
C. When to pass: 11 February 2016
D. Number of points: 30 points
VI. Strategies Used
Motivation Video presentation
Lesson Proper Group discussions and “Ball Drop”
a) Group discussion activity;
b) Lecture Presentation
c) Values integration Q&A

Remarks:
Monday:
 PT Day
Tuesday:
 Introduction of the Topic
 Question and answer for better understanding
 Lesson was not carried out and needs for continuation

Wednesday:
Thursday:

Friday:

Lesson Plan in Grade 8 Chemistry

10-14 December 2018

Student Readiness
The students have a prior knowledge about elements and atoms from the Chemistry
lessons in the grade school.
Context
Learning Preferences:
Grade 8 students are diverse learners. Some of them are visual, auditory and
kinesthetic learners.

Content Standard
The learners demonstrate an understanding of the concept of atomic structure.

Performance Standard
The learner should be able to:
 Solve problems to determine the number of protons, neutrons and electrons of
an atom.

Topic & Sub-topics

 Atomic Structure
 Parts of an atom
 History of atoms
 Different models of the atom
 Calculation of the protons, neutrons and electrons of an atom

References
 Pa Vico, Josefina Ma. F., et. al., (2013). Exploring life through Science series.
Phoenix Publishing House Inc., pg. 237-242.
 Synergy for Success in Science 8 (SAP Publishing)
 Science for Grade 8 (DIWA Publishing)
 Youtube videos
 Reliable Internet websites
Experience Materials
 DLP
 Laptop
 Paper
 Manila paper
 Marker

Strategies
 Direct instruction method
 Inquiry method
 Student-centered approach

Learning Competencies
The learners should be able to:
 Identify and describe the structure of atoms.
 Explain the different models of the atom.
 Determine the number of protons, neutrons and electrons of a particular atom.
 Objectives
At the end of the lesson, the students shall be able to:
 Name and characterize the parts of an atom.
 Explain the different models of the atom.
 Solve problems involving in determining the number of protons, neutrons and
electrons in an atom.
 Establish an understanding of the significance of learning and studying the atomic
structure.

Prelection
Before we formally start our discussion, let us have first an activity. The activity is
entitled “People Search”. What you have to do is to find a classmate who can answer
one of the questions on this piece of paper and have him/her to sign it. However, you
cannot ask the same classmate for another question, you should find another classmate
to answer it. You are given 10 minutes to finish asking the five questions on the piece
of paper. First three to finish are given plus points for the seatwork later.

Nexus
Now that you have gathered answers to the questions. Let us now talk about the
answers you’ve got. Can anybody share what you have found out regarding to the
question number one? (And so on…). As you can see, I am just taking jotting down your
answers to the questions, I will not answer it yet because I want us to answer it together
as we go on to our discussion that is why I want you to hold on to this worksheet for we
will revisit it later and confirm if the answers we had gathered are correct.

Development of the Lesson

1. Do an activity to serve as an introduction of the topic and also to help the teacher
gauge where the students are now and to identify misconceptions.
2. After the activity, discuss the questions and take down notes of the answers of the
students.
3. Formally introduce the topic by making a connection of the previous topic and the
present topic.
4. An advance assignment is given to the students wherein they are grouped and
then assigned to a specific model of an atom to which they are to research and
present in the class before the discussion about the different models of an atom.
4. Give the lesson proper using a PowerPoint presentation.
5. In the lesson, in the calculation part of the protons, neutrons and electrons, some
problems are presented which are to be solved.
6. After the discussion, a seatwork will be conducted.
7. Make the students summarize what has been discussed.
8. Make the students reflect. This will serve as the closure.
9. Quiz

Closure:
The students will answer the following questions in a size 4 sheet of paper:
 Two things that they have learned from this lesson.
 One question that they still have in their mind about the topic.
 One aspect/part of the class/session that they have enjoyed.

Content-Focused
1. Are atoms divisible or indivisible? Yes or No? Why?

Reflection Value-Focused
1. Do small things in our life matter/important? Why?
2. What values/attitudes shown by the scientists in the development of the atom,
that should we apply?
 Internal Action
Appreciate the importance of learning atoms and its parts.
Action
External Action
To apply the concept of the atomic structure in life.

Seat Work
Different problems will be given. Some problems will be used for checking and
recording.
Evaluation
Quiz
A twenty (20) items quiz will be given.

Remarks:
Monday:
 PT Day
Tuesday:
 Introduction of the Topic
 Question and answer for better understanding
 Lesson was not carried out and needs for continuation
Wednesday:

Thursday:

Friday:
 LESSON PLAN: ICT 8
10-14 December 2018
Objectives:
 Identify conventional expression-level constructs typically used in most languages to evaluate
expressions.
 Represent arithmetic, relational, logical arguments into expressions.
 Be familiar with using assignment statements.
Subject: ICT 8
Subject Matter: OPERATIONS AND EXPRESSIONS
References:
 Programming Fundamentals (TechFactor, Inc.)
 Programming Fundamentals Software
Materials: Laptop, LCD, and Marker
LEARNING ACTIVITIES:
Preparatory:
 Prayer/Greetings
 Checking of Attendance
Presentation:
 Video Presentation
Application:
 What are arithmetic, relational, and logical expressions?
 How is an assignment statement used?
Generalization:
 Programming languages like Java have the so-called syntax that programmers follow in writing
program codes. The syntax of a program statement serves as a guide for the programmer to
write program statements in a way that the programming language could not understand.
ASSIGNMENT:
 Study in advance about RELATIONAL and LOGICAL EXPRESSIONS.
REMARKS:
Monday
 Lesson must be continued
 Practice solving arithmetic equations
Tuesday
 Lesson must be continued
 Practice solving relational equations

Wednesday:

Thursday:

Friday: