DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER/DOMAIN
SCIENCE 9
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional materials from
Learning Resource (LR)
portal.
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson.
D. Discussing the new
concepts and practicing
new skills #1
E. Discussing the new
concepts and practicing
WEEK & DAY NO. PAGE NO.
4TH Quarter Week 42
 Explain that heat is the flow of energy from hot materials to cold
materials.
 Describe that molecules in a material begin to vibrate (or move)
more quickly when the material is heated.
 Identify conduction as heat transfer within and between solids.
 Identify convection as heat transfer involving gases or liquids.
 Identify radiation as heat transfer carried by little packets of
energy that can travel through almost any material—even empty
space.
 List examples of each type of heat transfer.
The learner demonstrate an understanding of the relationship among heat,
work, and efficiency.
The learner shall be able analyse how power plants generate and transmit
electrical energy.
Construct a model to demonstrate that heat can do work; S9FE-IVe-42
Heat and Heat Transfer
LM Science Grade 9
304-305
Internet sources:
https://www.teachengineering.org/lessons/view/ucd_heat_lesson01
http://www.youtube.com/watch?v=CXY02tcgiBY.
ELICIT/ ENGAGE
Preliminary Activities:
 Prayer
 Checking of Attendance
 Review of the previous lesson.
Ask the students the following questions:
 Raise your hand if you ever put on a jacket?
 Or turned on a heater?
 Or melted an ice cube in your hand?
Explain the familiarity with basic concepts about energy and its
different forms, as well as a basic understanding of temperature.
The topic and objectives of the lesson will be presented to the class.
Showing a video clip from you tube about entitled “ Moving Water
Molecules”
EXPLORE
 The students will perform activity on Heat and Heat Transfer:
Guide Questions:
1. If you leave a cold drink on the same table and wait for a while, does the
 new skills #2 drink heat up or cool off?
2. If you leave a hot drink on the table and wait for a while, does the drink
heat up or cool off?
3. Which food coloring spreads out more quickly in the hot water or in
the cold water? Why?
4. Draw and arrow describing the heat transfer in picture 1.
5. Draws arrows to show heat transfer, considering the air, ice cream and
the hand.
6. Draw arrows to show heat transfer, considering the flame, kettle and air.
7. Does any thermal energy flow between two ice cream scoops?
8. How would your hands feel if you held a bowl of hot soup? Why?
9. How might you cool it without using ice or refrigerator?

Note: Student activity sheet will be provided each group with corresponding
pictures in each guide questions.

Rubrics
GROUP ASSESSMENT
RATING SHEET
CRITERIA
RATE

1 2 3
Did the group member…

1. participate fully and was always on task?

2. listen carefully to others' idea?
3. offer constructive feedback when appropriate?
4. treat others respectfully and share the workload fairly?
5. complete assigned tasks on time

F. Developing mastery EXPLAIN

(Leads to formative  The teacher will show a power point presentation using the projector.
assessment 3)  Each group will explain their output through the guide questions.
 The teacher will give further explanation about the activity.

G. Finding practical ELABORATE

application of concepts
and skills in daily living
H. Making generalization and
abstraction about the
lesson
 The teacher will now generalized the lesson by checking whether the
answers of all the reporters are correct or not. Comments and
suggestions will be given as well as for further understanding.
 In relation to the activity, the teacher will also elaborate how energy is
transferred using power point presentation.

I. Evaluating learning EVALUATION

Answer sheet will be a ¼ sheet of paper.
Part I: Fill in the Blanks. Directions. Complete the statements below:
1. Flowing thermal energy is called _______________.
2. Heat transfer that occurs within or between solid objects is called _____.
3. Heat transfer into and out of fluids (like air or water) is called __________.
4. Heat always flows from ______materials to ___________materials.
5. Ice water in cold air: Which way will heat flow?
Draw an arrow between the air and the ice water below, showing the direction
of heat transfer.

Multiple choice: Write the letter of the correct answer on your answer
sheets
 1. You accidently touch a hot iron and burn your hand.
What type of heat transfer caused this to happen?
a. electricity
b. convection
c. conduction
d. locomotion
2. You are holding a glass of ice-cold water (32 °F) in a room that is 72
°F. Your body is 98 °F. What is the direction of heat transfer?
a. From you to the glass and from you to the room
b. From you to the glass and from the room to you
c. From the glass to you and from the room to the glass
d. None of the above
3. It is a cool windy day and you start to feel cold.
What is the main type of heat transfer that is making you feel cold?
a. conduction
b. convection
c. solar
d. induction
4. A material that slows down heat transfer is known as a/an:
a. conductor
b. thermometer
c. insulator
d. metal
5. When you heat up a material (such as water),
a. Its molecules move more quickly
b. Its molecules slow down
c. Its temperature will drop
d. All of the above

J. Additional activities for EXTEND

application or Assign students to write and explain one way they can stay cool in the
remediation summertime and one way they can keep warm in the rainy days. Require that
they use scientific terminology as part of their explanations.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson worked? 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
material did I use/discover which I
wish to share with other teachers?

Prepared by
MICHAEL C. ALANGCAS