REPUBLIC OF THE PHILIPPINES

SULTAN KUDARAT STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

A Semi-Detailed Lesson Plan in Science 9

I. OBJECTIVES:
At the end of the lesson, the students are expected to:
a. define work, power and energy;
b. explain the energy transformation in various activities; and
c. perform activities to demonstrate concentration of mechanical energy.

II. SUBJECT MATTER

A. Topic: WORK, POWER AND ENERGY

B. References: Pavico, josefa ma. F., et al 2013. Exploring through science.,

Phoenix publishing house Inc.,pp. 306-312

C. Resources:

Materials: laptop, projector, ball, stopwatch, and long string

I. TEACHING – LEARNING ACTIVITIES

A. Preliminary Activities
 Prayer
 Greetings
 Settling down and setting of standards
 Checking of attendance
 Review
 Ask the students about the previous topic.

B. Lesson Proper
1. Engage – Anticipatory Set
“Solve the Puzzle”
 The class will be divided into three groups.
 Each group will be given a scrambled picture to analyze.
 The group will rearrange the scrambled picture to form an image.
 They will be given two minutes to finish the activity.
 Each group will choose one representative to post their output.

2. Explore – Guided Practice and Monitoring

“Heat and Work!”
- this activity, the students are tasked to determine the temperature
of water before boiling, while boiling and after boiling.
 - The students should form a group of five members. Everybody
should have a part in the activity.
 Student 1 measure the temperature of water before
 boiling.
 Student 2 measure the temperature of water while
 boiling.
 Student 3 measure the temperature of water after boiling.
 Student 4, and 5 record the temperature readings

3. Explain – Instructional Process

Energy: the capacity to do work
This notion makes sense even in a colloquial context:
- hard to get work done when you’re wiped out (low on energy)
- work makes you tired: you’ve used up energy
But we can make this definition of energy much more precise by specifying
exactly what we mean by work
Work: more than just unpleasant tasks
• In physics, the definition of work is the application of a force through a
distance
W = F·d
• W is the work done
• F is the force applied
• d is the distance through which the force acts
- Only the force that acts in the direction of motion counts towards work
• Force is a mass times an acceleration
• mass has units of kilograms
• acceleration is m/s2
• force is then kg·m/s2, which we call Newtons (N)
• Work is a force times a distance
• units are then (kg·m/s2)·m = kg ·m2/s2 = N·m = Joules (J)
• One joule is one Newton of force acting through one meter
• Imperial units of force and distance are pounds and feet, so unit of
energy is foot-pound, which equals 1.36 J
• Energy has the same units as work: Joules
4. Elaborate – Independent Practice and Valuing
“little shop of toys”
 - The class will be divided into four (4) groups.
- Each group will identify the energy forms present in the operation of
simple toys.
- Each will be given five minutes to do their task.
Procedure:
1. Operate each toy to move and observe closely what causes it to start and
stop moving.
2. For each toy, identify all forms of energy involved in the process.
3. Trace the energy transformation by sketching and labeling the toy while in
motion.
4. From inside the room, choose two objects/toys of interest to you. Do steps
1 to 3.
5. For each toy or object, answer the following questions:

5. Evaluate – Assess Mastery

Solve the following problem. 5pts each
1. A 2 kg (~4.4 lb) fish jumps out of the water with a speed of 1 m/s (2.2 mph)
2. A 1500 kg car moves down the freeway at 30 m/s (67 mph)
3. How much gravitational potential energy does a 70 kg high-diver have on the
10 meter platform?

II. ASSIGNMENT
- In a ½ sheet of paper, compare and contrast mass and weight.

Prepared by:
Christian Jade G. Quijano
Pre-service Teacher

Checked by:

Mrs. Arlene E. Leonin

Cooperating Teacher