School: Teacher: Teaching Date and Time: Sangay National HS April Mae G. Murillo September 9-13, 2024 Grade Level: Learning Area: Quarter and Week: VIII Science Quarter 1, Week 6 I. OBJECTIVES A. MELCs B. Objectives II. Content Identify and explain the factors that affect potential and kinetic energy. A. Differentiate potential and kinetic energy. B. Relate the speed and position of an object to the amount of energy possessed by a body. C. Calculate the kinetic energy of a moving body. D. Relate potential energy to work. E. Calculate the change in potential energy of a body. Work and Energy III. Learning Resources A. References 1. Teacher's Guide Pages 2. Learner's Material Pages IV. Procedures A. Reviewing previous lesson B. Establishing the purpose of the lesson C. Activity MONDAY What are the three laws of motion? The objectives of the lesson will be presented or communicated to the students. Activity: The teacher will show picture of doing work and people at work. TUESDAY WEDNESDAY THURSDAY FRIDAY What is work? When is work done? What is potential energy? What are the different forms of potential energy? What is kinetic energy? The objectives of the lesson will be presented or communicated to the students. The objectives of the lesson will be presented or communicated to the students. The objectives of the lesson will be presented or communicated to the students. The objectives of the lesson is presented or communicated to the students. Activity: The learners will do the activity on page 28 of the textbook. Activity: The learners will identify which situations show potential energy. Activity: The teacher will show pictures and ask the learners what is common among them all. Activity: The learners will identify which situations show kinetic energy. D. Discussion E. Analysis F. Making Generalizations I. Evaluating Learning Analysis: Which of the pictures showed work done on an object? Was there force applied? Did the object move? Abstraction: Check and rationalize the answers of the learners emphasizing on the key concepts of work in science. Application: The students will perform Activity no. 1: Is there work done? where they should be able to explain if work is done in the situations presented. Assessment: Minute paper test. In 2 sentences, describe how work is done on an object? VALUES Gender equality and honesty V. Assignment/ Agreement Students will give 2 examples showing work done and no work done using photos. VI. Remarks Analysis: Is there work done? What do you think is the form of energy gained when raised from the ground and lost when made to fall? Abstraction: Discussing the key concepts of potential energy. The potential energy gained and lost by an object is dependent on the reference level. Application: The teacher will show a series of video clips about potential energy. What is potential energy? What are other examples of potential energy? Assessment: Learners will answer a 5-item pencil-paper test. WATCH Integration: On time submission of output Analysis: What makes the situations show potential energy? What are the quantities involved in solving the potential energy of an object? Analysis: Based from the pictures, how will you define kinetic energy? What are different examples of energy in motion? Abstraction: Check and rationalize the answers of the learners. Discuss the basic and working equations for potential energy. Abstraction: The teacher will elaborate the lesson through a power point presentation focusing on the key concepts of kinetic energy. Application: Eric holds a box on air. It has a mass of 2 kilograms and is 5 meters above the ground. Calculate the object’s potential energy. Application: The teacher will show a series of video clips about kinetic energy. What is kinetic energy? What are other examples of kinetic energy? Learners will give real-life examples of kinetic energy. Assessment: Learners shall answer 5 word problems on potential energy. Assessment: Learners will answer a 5-item pencil-paper test. Analysis: What makes the situations show kinetic energy? What are the quantities involved in solving the kinetic energy of an object? Abstraction: Check and rationalize the answers of the learners. Discuss the basic and working equations for kinetic energy. Application: 1. A 55 kg man runs at a speed of 4 m/s. Find his kinetic energy. 2. A 1000 kg car has a velocity 0f 17m/s. What is the car’s kinetic energy? Assessment: Learners shall answer a 5 word problems on kinetic energy. WATCH Integration: On time submission of output Gender Equality and Honesty Gender Equality and Honesty What equation are we going to use to solve for potential energy? Read about kinetic energy. What equation are we going to use to solve for kinetic energy? Read about the Law of Interaction. Differentiated instructions for identified Grade 8 students struggling readers and LWDs: Differentiated instructions for identified Grade 8 students struggling readers and LWDs: Differentiated instructions for identified Grade 8 students struggling readers and LWDs: Differentiated instructions for identified Grade 8 students struggling readers and LWDs: Differentiated instructions for identified Grade 8 students struggling readers and LWDs: Student 1: Letter sound; Student 2: Word meaning identification; Student 3: Comprehension Building Student 1: Letter sound; Student 2: Word meaning identification; Student 3: Comprehension Building Student 1: Letter sound; Student 2: Word meaning identification; Student 3: Comprehension Building Student 4. Spelling Student 1: Letter sound; Student 2: Word meaning identification; Student 3: Comprehension Building Student 4. Spelling Student 1: Letter sound; Student 2: Word meaning identification; Student 3: Comprehension Building Student 4. Spelling Practice; Student 4. Spelling Practice; LWDs: The basics about work. LWDs: The basics about potential energy. Practice; LWDs: The basics about potential energy. Practice; LWDs: The basics about kinetic energy. VII. Reflection A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did this 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: Noted by: APRIL MAE G. MURILLO Science 8 Teacher JULIUS M. VIRTUDAZO School Head Student 4. Spelling Practice; LWDs: The basics about acceleration and forces.
