Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
12 Science 8 First 60 minutes
Learning Competency/ies: Identify situations in which work is done and in which no work is Code:
(Taken from the Curriculum Guide) done S8FE-Ic-20
Key Concepts / Understandings
to be Developed Work is an abstract idea related to energy.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through Understanding Discuss the meaning of work.
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained Differentiate work in physics from work as used everyday.
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Internalizing values Display critical thinking while formulating responses to questions.

Practice oneness during the teaching-learning process.

Values Internalizing values

2. Content Work, Power and Energy

Exploring Life Through Science 8 by Josefina Ma. Ferriols-Pavico, Anna Cherylle Morales-

Ramos, Aristea V. Bayquen, Angelina A. Silverio, John Donnie A. Ramos (Author-Coordinator)

3. Learning Resources
pages 308-309, Science 8 Learner's Module pages 21-22, Science 8 Teacher's Guide page

17,DepEd Curriculum Guide in Science 8, Prepared charts for the discussion points.
4. Procedures
4.1 Introductory Activity
The facilitator of learning shall be having the following routinary matters: Opening Prayer, Checking of
3 minutes attendance, Establishing rapport with the students.
4.2 Activity Lead the learners in undertaking a freewheeling discussion on the concepts of work. The students are to
give their insights as to what comes to their mind when they hear the word work. This activity is to be
undertaken by every learner so as to guarantee an interactive classroom environment. The students will be
15 minutes
reminded that points are to be given to those students who are participative. In this connection, they shall
be encouraged to be very attentive during the conduct of the said freewheeling discussion.
4.3 Analysis Ask learners this question:
When is work done? (This can be associated to the fact that the man does work in lifting the rock through a
10 minutes certain height.)

Present the necessary bits of information to the class. (The prepared charts for the discussion points are of
4.4 Abstraction utmost importance.) In Physics, work is an abstract idea related to energy. When work is done it is
accompanied by a change in energy. When work is done by an object it loses energy and when work is
done on an object it gains energy.
10 minutes

4.5 Application
Have the learners reflect the lesson to real-life situations. They are to respond to the following querries
through the given scenario so as to emphasize the varied meanings of work. When people ask, "What is
your work?' (The students may refer to a job or employment.) When your teacher asks, "Have you done
your homework?" (They may refer to the task or activity needed to be accomplished.) When people say, "I'll
meet you after work." (They may refer to the part of a day devoted to an occupation or undertaking.) They
shall be having this in a form of a freewheeling discussion with the facilitator of learning.

7 minutes
Have the learners reflect the lesson to real-life situations. They are to respond to the following querries
through the given scenario so as to emphasize the varied meanings of work. When people ask, "What is
your work?' (The students may refer to a job or employment.) When your teacher asks, "Have you done
your homework?" (They may refer to the task or activity needed to be accomplished.) When people say, "I'll
meet you after work." (They may refer to the part of a day devoted to an occupation or undertaking.) They
shall be having this in a form of a freewheeling discussion with the facilitator of learning.

4.6 Assessment The learners will be tasked to get their activity notebooks for they will be
differentiating work in physics from work as used everyday. They are to cite
Tests
at least three examples of situations wherein work in physics is different from
everyday usage. They have to have this assessment individually.
10 minutes

4.7 Assignment The learners are to respond to these questions: What will be the result when
Reinforcing / strengthening
work is done by an object? How about when work is done on an object?
the day’s lesson
3 minutes They will be having their answers in chorus.
4.8 Concluding Activity
Work in physics is different from everyday usage. (This emphasized statement should not be forgotten.)
2 minutes
5. Remarks

6. Reflections

A. No. of learners who earned 80% C. Did the remedial lessons work? No. of learners who
in the evaluation. have caught up with the lesson.
B. No. of learners who require
D. No. of learners who continue to require remediation.
additional activities for remediation.
E. Which of my learning 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:

Name: School:
Position/
Designatio Division:
n:
Contact
Email address:
Number:
 Date:
June 20, 2017
Code:
S8FE-Ic-20

Anna Cherylle Morales-

Ramos (Author-Coordinator)

e 8 Teacher's Guide page

discussion points.

ning Prayer, Checking of

f work. The students are to

rk. This activity is to be
ronment. The students will be
n this connection, they shall
g discussion.

ork in lifting the rock through a

or the discussion points are of

hen work is done it is
energy and when work is

to the following querries

When people ask, "What is
her asks, "Have you done
lished.) When people say, "I'll
pation or undertaking.) They
f learning.
notebooks for they will be
ed everyday. They are to cite
ork in physics is different from
sment individually.

: What will be the result when

ork is done on an object?

t should not be forgotten.)

 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
13 Science 8 First 60 minutes
Learning Competency/ies: Identify situations in which work is done and in which no work is Code:
(Taken from the Curriculum Guide) done S8FE-Ic-20
Key Concepts / Understandings Work is done on an object when there is force applied to it and the object moves in the direction of the
to be Developed applied force.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through Understanding Discuss situations in which work is done and in which no work is done.
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating
Formulate responses to questions.
Hold on to the characteristic of being determined in analyzing the given pictures for further
Attitude Receiving Phenomena
clarification of the topic at hand.
Display seriousness during class discussion so as to guarantee a highly commendable
Values Internalizing values
performance.
2. Content Work, Power and Energy

Science 8 Learner's Material pages 21-22, Science 8 Teacher's Guide page 17, Exploring Life
Through Science 8 by Josefina Ma. Ferriols-Pavico, Anna Cherylle Morales-Ramos, Aristea V.
3. Learning Resources Bayquen, Angelina A. Silverio, John Donnie A. Ramos (Author-Coordinator) pages 308- 309
DepEd Curriculum Guide in Science 8 and pictures of situations in which work is done and in
which no work is done.

4. Procedures
4.1 Introductory Activity
Establishing rapport with the students. The learners will be recapitulating the previous lesson in chorus.
3 minutes
4.2 Activity The learners will be tasked to get their activity notebooks for they will be jotting down the different situations
in which work is done and in which no work is done. They have to have the listing of situations as many as
15 minutes they can. This activity must be done individually.
4.3 Analysis Ask learners this question:
When is the most fitting time to say that work is done on an object? How about when work is not done on an
10 minutes object?

4.4 Abstraction Discussion points: Work is done if the object you push moves a distance in the direction towards which you
are pushing it. No work is done if the force you exert does not make the object move. Furthermore, no work
is done if the force you exert does not make the object move in the same direction as the force you exerted.
10 minutes Thus, In order to say that work is done on an object, there must be force applied to it and the object moves
in the direction of the applied force.

4.5 Application The learners are to cite true-to-life situations in which work is done. They shall be having this in a form of a
7 minutes freewheeling discussion with the facilitator of learning.
Picture Analysis: The learners shall be analyzing the pictures or figures by
4.6 Assessment
Talking to Learners/ stating whether the work is done or not. This is mainly done to have a
Conferencing thorough explanation/discussion on the topic at hand. (Pictures are found in

the attached appendices for guidance and information of everybody.)

 Picture Analysis: The learners shall be analyzing the pictures or figures by

Talking to Learners/ stating whether the work is done or not. This is mainly done to have a
Conferencing thorough explanation/discussion on the topic at hand. (Pictures are found in
10 minutes
the attached appendices for guidance and information of everybody.)
4.7 Assignment To improve the day's lesson, the students will be tasked to generate ideas on
Enhancing / improving the
the salient points of work. (They have to have a freewheeling discussion on
3 minutes day’s lesson
this.)
4.8 Concluding Activity To sum up everything, there are situations in which work is done and in which no work is done. (This is to
2 minutes be disseminated to the students.)

5. Remarks

6. Reflections

A. No. of learners who earned 80% C. Did the remedial lessons work? No. of learners who
in the evaluation. have caught up with the lesson.
B. No. of learners who require
D. No. of learners who continue to require remediation.
additional activities for remediation.
E. Which of my learning 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:

Name: School:
Position/
Designatio Division:
n:
Contact
Email address:
Number:
 Date:
June 21, 2017
Code:
S8FE-Ic-20
es in the direction of the

done.

the given pictures for further

ntee a highly commendable

uide page 17, Exploring Life

e Morales-Ramos, Aristea V.
ordinator) pages 308- 309
n which work is done and in

previous lesson in chorus.

g down the different situations

sting of situations as many as

ut when work is not done on an

e direction towards which you

t move. Furthermore, no work
ction as the force you exerted.
ed to it and the object moves

l be having this in a form of a

zing the pictures or figures by

is is mainly done to have a

at hand. (Pictures are found in

mation of everybody.)
 e tasked to generate ideas on
a freewheeling discussion on

no work is done. (This is to

 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
14 Science 8 First 60 minutes
Learning Competency/ies: Identify situations in which work is done and in which no work is Code:
(Taken from the Curriculum done S8FE-Ic-20
Guide)
Key Concepts / Understandings to Work is done on an object when there is force applied to it and the object moves in the direction of the
be Developed applied force.
Adapted Cognitive
Knowledge
Domain Process Dimensions OBJECTIVES:
The
(D.O. No. 8, s. 2015)
fact or condition of Remembering
knowing something
Skills
with familiarity
gained through Understanding Explain if work is done in situations represented.
The ability
experience
and capacityor
association
acquired through Applying
deliberate,
systematic, and Analyzing
sustained effort to
smoothly and
adaptively carryout Evaluating
complex activities or
the ability, coming Creating
Formulate responses to questions.
from one's
knowledge, practice, Display critical thinking in performing the activity.
Attitude
aptitude, etc., to do Internalizing values
something
Hold on to the characteristic of being humble in arriving at the concept that work is done on an
Values Receiving Phenomena
object when the force applied to it and covers a distance in the direction of the applied force.
2. Content Work, Power and Energy

Science 8 Learner's Material page 23, Science 8 Teacher's Guide pages 18-19, DepEd
3. Learning Resources
Curriculum Guide in Science 8, pictures of situations that represent examples of work.

4. Procedures
4.1 Introductory Activity
The facilitator of learning shall be the one to lead the opening prayer. Then, establishing rapport with the
learners must be given further consideration.
3 minutes
4.2 Activity
Lead the students in performing the activity "Is there work done?" In this activity, they will be able to explain
if work is done in situations represented. They are to tell whether the situations shown represent examples
of work. Have them write in their notebooks their answers and explanations. Note: The situations are found
15 minutes on page 23 in the Learner's Material. For guidance and information of everybody, the pictures that represent
examples of work are also found in the attached appendices.

4.3 Analysis Ask learners this question:

10 minutes What are your bases or indications if no work is done in a particular setting?

4.4 Abstraction Discussion Points: No work is done if the force you exert does not make the object move. On the other
hand, no work is done if the force you exert does not make the object move in the same direction as the
force you exerted. Thus, one can generally infer that work is done if the object you push moves a distance
10 minutes in the direction towards which you are pushing it.

4.5 Application Have the students glean some insights on the real-life situations that represent examples of work. They
7 minutes shall be having this in a form of a freewheeling discussion for further emphasis.
 The students are to identify the one doing the work and on which object the
4.6 Assessment work is done based on the implied activity. They shall be arriving at the
Talking to Learners/
concept that work is done on an object when the force applied to it and
Conferencing
covers a distance in the direction of the applied force. They have to have this
10 minutes in a one whole sheet of paper.

4.7 Assignment Enhancing / improving the Let the students formulate responses on this question: What will be the result
day’s lesson when work is done on an object?
3 minutes
4.8 Concluding Activity When work is done on an object, it gains energy. Repeat this three times.(The very statement that should
2 minutes not be forgotten.)

5. Remarks

6. Reflections

A. No. of learners who earned 80% C. Did the remedial lessons work? No. of learners who
in the evaluation. have caught up with the lesson.
B. No. of learners who require
D. No. of learners who continue to require remediation.
additional activities for remediation.
E. Which of my learning 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:

Name: School:
Position/
Designatio Division:
n:
Contact
Email address:
Number:
 Date:
June 22, 2017
Code:
S8FE-Ic-20
es in the direction of the

ncept that work is done on an

ection of the applied force.

pages 18-19, DepEd

nt examples of work.

stablishing rapport with the

ty, they will be able to explain

s shown represent examples
Note: The situations are found
ody, the pictures that represent

bject move. On the other

the same direction as the
you push moves a distance

nt examples of work. They

s.
work and on which object the
y shall be arriving at the
e force applied to it and
force. They have to have this

uestion: What will be the result

very statement that should

 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
15 Science 8 First 60 minutes
Learning Competency/ies: Identify situations in which work is done and in which no work is Code:
(Taken from the Curriculum done S8FE-Ic-20
Guide)
Key Concepts / Understandings to Work is done when the force (F) applied to the object causes the object to have a displacement (d) in the
be Developed same direction as the force applied.
Adapted Cognitive
Knowledge
Domain Process Dimensions OBJECTIVES:
The
(D.O. No. 8, s. 2015)
fact or condition of Remembering
knowing something
Skills
with familiarity
gained through Understanding Discuss the formula of work.
The ability
experience
and capacityor
association
acquired through Applying
deliberate, Solve problems involving work.
systematic, and Analyzing
sustained effort to
smoothly and
adaptively carryout Evaluating
complex activities or
the ability, coming Creating
from one's
knowledge, practice,
aptitude, etc., to do Internalizing values
Attitude Display seriousness while solving problems so as to emphasize the teaching-learning process.
something
Hold on to the characteristic of being humble in formulating responses to questions.
Values Receiving Phenomena

2. Content Work, Power and Energy

Science 8 Learner's Material pages 25-26, Science 8 Teacher's Guide pages 19-20, Exploring
Life Through Science 8 By Josefina Ma. Ferriols-Pavico, Anna Cherylle Morales-Ramos, Aristea
3. Learning Resources
V. Bayquen, Angelina A. Silverio, John Donnie A. Ramos (Author-Coordinator) pages 308-310,
DepEd Curriculum Guide in Science 8.

4. Procedures
4.1 Introductory Activity
The facilitator of learning shall be having the following routinary matters: Opening Prayer, Checking of
attendance, Establishing rapport with the students.
3 minutes
4.2 Activity
Lead the students in undertaking an interactive discussion so as to carry out the elemental objectives of the
lesson. Have the learners participate actively during the teaching-learning process. It is good to know that
points be given to students who are showing a highly commendable participation. The learners shall be
15 minutes given the formula of work W=Fd; where F is the distance moved in the direction of the force. (This is how
the learners can clarify key understandings about the topic at hand.)

4.3 Analysis The learners are to formulate responses on this question:

When is work done in relation to the context of force and displacement?
10 minutes

4.4 Abstraction
Present the discussion points to the learners: Work is done when the force (F) applied to the object causes
the object to have a displacement (d) in the same direction as the force applied. The symbol for work is a
capital W. The work done by a force can be calculated as W= Fd. As you have learned in Chapter 1 , the
unit force is unit of force= kg m/s2 or newton, N. W= Fd; unit of work =unit of force x unit of
displacement; unit of work=N m; unit of work =N m or joules, J. The unit, joule (J) is named after the English
Physicist James Prescott Joule. This is also a unit of energy. One (1) Joule is equal to the work done or
energy expended in applying a force of one Newton through a distance of one meter.
 Present the discussion points to the learners: Work is done when the force (F) applied to the object causes
the object to have a displacement (d) in the same direction as the force applied. The symbol for work is a
capital W. The work done by a force can be calculated as W= Fd. As you have learned in Chapter 1 , the
unit force is unit of force= kg m/s2 or newton, N. W= Fd; unit of work =unit of force x unit of
displacement; unit of work=N m; unit of work =N m or joules, J. The unit, joule (J) is named after the English
10 minutes Physicist James Prescott Joule. This is also a unit of energy. One (1) Joule is equal to the work done or
energy expended in applying a force of one Newton through a distance of one meter.

4.5 Application
Let the learners solve the problem using the formula W=Fd. How much work is done by a shopper in
7 minutes pushing her grocery cart by a force of 32 N through a distance of 4.5 m? (This is to be given to the students
for they shall be applying calculation to real-life situations.)
4.6 Assessment Have the students solve the problem with definite solution: Suppose a
woman is pushing a grocery cart with a 500 Newton force along the 7 meters
Tests
10 minutes aisle, how much work is done in pushing the cart from one end of the aisle to
the other? They have to have this assessment individually.
4.7 Assignment The learners are to try solving this: A book of mass 1 kg is on the floor. If the
Reinforcing / strengthening
book is lifted from the floor to the top shelf which is 2 meters from the floor,
3 minutes the day’s lesson
how much work is done on the book?
4.8 Concluding Activity
The learners should always bear in mind that the work done by a force can be calculated as W= Fd.
2 minutes
5. Remarks

6. Reflections

A. No. of learners who earned 80% C. Did the remedial lessons work? No. of learners who
in the evaluation. have caught up with the lesson.
B. No. of learners who require
D. No. of learners who continue to require remediation.
additional activities for remediation.
E. Which of my learning 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:

Name: School:
Position/
Designatio Division:
n:
Contact
Email address:
Number:
 Date:
June 23, 2017
Code:
S8FE-Ic-20
ve a displacement (d) in the

he teaching-learning process.

nses to questions.

uide pages 19-20, Exploring

erylle Morales-Ramos, Aristea
Coordinator) pages 308-310,

ning Prayer, Checking of

he elemental objectives of the

cess. It is good to know that
ion. The learners shall be
on of the force. (This is how

) applied to the object causes

d. The symbol for work is a
e learned in Chapter 1 , the
of force x unit of
(J) is named after the English
equal to the work done or
e meter.
 s done by a shopper in
s is to be given to the students

definite solution: Suppose a

ewton force along the 7 meters
art from one end of the aisle to
individually.
ass 1 kg is on the floor. If the
h is 2 meters from the floor,

e calculated as W= Fd.
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
16 Science 8 1 60 mins.
Learning Competency/ies: Code:
(Taken from the Curriculum Describe how work is related to power and energy;
S8FE-Ic-21
Guide)
Key Concepts / Understandings to
Work is a means of transferring energy from one object to another.
be Developed
Adapted Cognitive
Knowledge
Domain Process Dimensions OBJECTIVES:
The
(D.O. No. 8, s. 2015)
fact or condition of Remembering
knowing something
Skills
with familiarity
gained through Understanding Explain work as a method of transferring energy.
The ability
experience
and capacityor Demonstrate a bowling game so as to emphasize the transfer of energy from one object to
association
acquired through Applying
deliberate, another.
systematic, and Analyzing
sustained effort to
smoothly and
adaptively carryout Evaluating
complex activities or
the ability, coming Creating
from one's
knowledge, practice, Internalizing values
Attitude Display interest in formulating responses to questions.
aptitude, etc., to do
something
Values Internalizing values Practice oneness during class dicussion.

2. Content Work, Power and Energy

Science 8 Learner's Material pages 25-26, Science 8 Teacher's Guide pages 20-21, DepEd
3. Learning Resources
Curriculum Guide in Science 8. Materials for the bowling game: rubber ball and plastic bottle.

4. Procedures
4.1 Introductory Activity
The facilitator of learning shall be having the following routinary matters: Opening Prayer, Checking of
attendance, and Establishing rapport with the students. As part of the introductory activity, the learners are
3 minutes to prepare the necessary materials for the bowling game.
4.2 Activity
The facilitator of learning shall group the students into five and have them play the bowling game. They are
to roll a plastic ball along the floor to hit an empty plastic bottle. (This is mainly done to give give emphasis
on the means of transferring energy from one object to another.) The teacher must be very mindful with the
15 minutes involvement of the students in the activity so as to guarantee a non-threatening classroom environment.
The students shall be given 15 minutes to do the activity. The visual representation of this activity is found
on the attached appendices for guidance and information of everybody.

4.3 Analysis
The learners are to formulate responses to these questions: Based on the activity, is there work done on the
10 minutes ball? What can a moving ball do?

4.4 Abstraction

The learners shall be given the discussion points: In the bowling game described in the student’s material,
the work is done by the person on the ball to just start it moving. Because of the work done to the ball, it
gained ‘something’ that enables it to move. That ‘something’ that was transferred to the ball is called energy.
The energy became energy of motion of the ball. A moving ball has energy. When it strikes the empty
plastic bottle, it can push it through a distance. Thus, work is done by the ball on the empty plastic bottle.
Since work is done on the bottle, energy is transferred to it. The one doing the work loses energy and the
object on which work is done gains energy. When work is done by an object, the object loses energy; when
work is done on an object, the object gains energy. In the bowling game the students played, the one rolling
the ball loses energy while the ball gains energy. When the moving ball strikes the empty plastic bottle it
loses energy while the plastic bottle gains energy.
 The learners shall be given the discussion points: In the bowling game described in the student’s material,
the work is done by the person on the ball to just start it moving. Because of the work done to the ball, it
gained ‘something’ that enables it to move. That ‘something’ that was transferred to the ball is called energy.
The energy became energy of motion of the ball. A moving ball has energy. When it strikes the empty
plastic bottle, it can push it through a distance. Thus, work is done by the ball on the empty plastic bottle.
10 minutes Since work is done on the bottle, energy is transferred to it. The one doing the work loses energy and the
object on which work is done gains energy. When work is done by an object, the object loses energy; when
work is done on an object, the object gains energy. In the bowling game the students played, the one rolling
the ball loses energy while the ball gains energy. When the moving ball strikes the empty plastic bottle it
loses energy while the plastic bottle gains energy.

4.5 Application
The students are to give insights on work as a method of transferring energy. They shall be undertaking the
activity for the second time so as to clarify that it is energy and not force that is transferred when work is
7 minutes done. They have to have this application with their group members so as to deal with the context of real-life
situations. This is to be done in a form of a freewheeling discussion.

4.6 Assessment They students are to answer this question individually: If energy can be
transferred, what happens to the energy of the one doing the work and to the
Tests object on which work is done? This is how the students can acquire a basic
10 minutes
sense of understanding with regard to the implied activity. They will be jotting
down in their notebooks their explanations.
4.7 Assignment
To improve the day's lesson, the learners shall be paying attention to the very
important details. Since the work is done on the ball, it gains energy while the
Enhancing / improving the person that does work on it loses energy. In the same manner, the rolling ball
3 minutes day’s lesson that does work on the empty plastic bottle loses energy while the bottle gains
energy. (These are to be unanimously voiced out by everybody.) This is to be
done in a freewheeling discussion.

4.8 Concluding Activity The learners are to heighten their knowledge and awareness on the fact that when work is done, energy is
2 minutes transferred.

5. Remarks

6. Reflections

A. No. of learners who earned 80% C. Did the remedial lessons work? No. of learners who
in the evaluation. have caught up with the lesson.
B. No. of learners who require
D. No. of learners who continue to require remediation.
additional activities for remediation.
E. Which of my learning 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:

Name: School:
Position/
Designatio Division:
n:
Contact
Email address:
Number:
 Date:
June 24, 2017
Code:
S8FE-Ic-21

of energy from one object to

uide pages 20-21, DepEd

ubber ball and plastic bottle.

ning Prayer, Checking of

tory activity, the learners are

y the bowling game. They are

y done to give give emphasis
must be very mindful with the
g classroom environment.
ation of this activity is found

ivity, is there work done on the

bed in the student’s material,

he work done to the ball, it
red to the ball is called energy.
hen it strikes the empty
on the empty plastic bottle.
work loses energy and the
he object loses energy; when
udents played, the one rolling
s the empty plastic bottle it
They shall be undertaking the
is transferred when work is
eal with the context of real-life

ndividually: If energy can be

one doing the work and to the
e students can acquire a basic
ied activity. They will be jotting

be paying attention to the very

e ball, it gains energy while the
e same manner, the rolling ball
s energy while the bottle gains
ut by everybody.) This is to be

when work is done, energy is