Lesson plan
3RD QUARTER WEEK 5
NAME OF TEACHER: KEYMARK M. EMBONG SUBJECT: SCIENCE
SCHOOL: PAMPANG ES TIME ALLOTTED: 50 MINUTES
GRADE LEVEL TAUGHT: SIX TIME STARTED:
DATE: March 13-17, 2023 TIME ENDED:
I- OBJECTIVES:
a.) Describe how energy is transformed from one form to another
b.) Demonstrate how energy is transformed into other form (S6FEIIId-f-2)
c.) Appreciate the importance of energy transformation
II- SUBJECT MATTER
Topic: Energy Transformation (S6FEIIId-f-2)
References: MELCS page 383, Teacher’s guide pages 104-105
Additional materials: Television, charts, power point presentation, activity cards,
Meta-cards, Electric fan, batteries, flashlight, box, bulb, timer or watch, manila paper,
markers
KRA 3 Objective 9. Select, develop, organize, and use appropriate teaching and learning
resources, including ICT, to address learning goals.
III- PROCEDURE:
A. Preparatory Activities
Prayer
Greetings
Checking of attendance
Presentation of the behavioral chart and rubrics
Present the Objectives
Classroom Rules
a. Review
Interactive PowerPoint Presentation: 4 pictures one word (Types of Energy)
Expected answers: Sound, electrical, chemical, and Light energy
How do different materials you used help you?
KRA 2 Objective 5. Manage learner behavior constructively by applying positive
and non-violent discipline to ensure learning-focused-environment.
b. Motivation
Show the Pupils a mystery box. Ask the pupils to choose one representative per group
who is good in drawing. The representatives pick inside the box and draw what’s
inside on it to the board. (Flashlight) After that, they will stand on their assigned
position.
Upon the teacher’s signal, the representatives will draw what they have seen inside
the mystery box and other members of the group will guess what the object is.
KRA 2 Objective 5. Manage learner behavior constructively by applying positive and
non-violent discipline to ensure learning-focused-environment.
Comprehension Check:
1. What is the source of energy of the flashlight?
2. What energy is present in the battery of the flashlight?
3. (Turn on the flashlight) What energy is shown when the flashlight was turned on?
4. How many energies were displayed by the flashlight?
5. Which comes first light energy or chemical energy?
Say: Today, we will find out more how an energy is changed from one form to
another through our group activity.
KRA 1 Objective 3. Apply a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills.
B. Lesson proper
1. Presentation
(Group Activity)
Pre-laboratory Activity
a. Unlocking of Difficulties
Using context clues
1. The caterpillar transforms into butterfly.
A. Becomes the same
B. Crawl on the ground
C. Travel to other place
D. Change into other form
2. Plants uses photosynthesis to make their own food from sunlight.
A. copy of usually printed material
B. a picture made using a camera
C. process by which a plant uses the energy from the light of the sun to make its own
food
D. a brand name for a computer program that allows you to make changes to a digital
image
KRA 1 Objective 1. Apply knowledge of content within and across curriculum teaching
areas.
KRA 1 Objective 2. Use a range of teaching strategies that enhance learner achievement
in literacy and numeracy skills.
Activity 1 (for group 1)
“Tick Tock on the clock”
I. Problem: How is energy transformed to another form?
II. Materials: Battery, Clock, Meta-cards
III. Procedures:
1. Attach the battery into the clock.
2. Draw your ears close to the clock.
3. Observe.
IV. Questions:
1. What energy is present in the battery of the clock?
2. What happen to the hands of the clock when the battery was attached on it?
3. What energy is displayed when the hands of clock moved?
4. What energy is present when you hear something from the clock?
5. How did the energy change to another form when the battery is attached at the
back of the clock? Present it using the meta-cards.
Activity 2 (for group 2)
“Cool Me Down”
I. Problem: How is energy transformed to another form?
II. Materials: Electric Fan Meta-cards
III. Procedures:
1. Plug in the electric fan.
2. Turn on the fan.
3. Observe what happen.
4. Wait for 5 minutes.
5. Touch the back of the fan
IV. Questions:
1. What is the source of energy in the electric fan?
2. What energy is present when you plug in the fan?
3. What are the energies present when the blade of the fan moved?
4. How did your hands feel when you touch the back of the fan after 5 minutes?
What energy is it?
5. How did the energy change to another form when electric fan is turned on?
Present it using the metacards. Refer to the diagram.
KRA 2 Objective 4. Manage classroom structure to engage learners, individually or
in groups, in meaning exploration, discovery and hands-on activities within a range
of physical learning environments.
KRA 1 Objective 2. Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.
Activity 3 (for group 3)
“Hot Jog”
I. Problem: How is energy transformed to another form?
II. Materials: Meta-cards
III. Procedures:
1.Jog in place for 2 minutes.
IV. Questions:
1. What is the energy stored in your body that you used to jog in place?
2. What energy is present when you moved your body?
3. How do you feel after jogging for 2 minutes? What energy is it?
4. How did the energy change to another form when you jog in place for 2
minutes? Present it using the meta-cards. Refer to the diagram
KRA 1 Objective 1. Apply knowledge of content within and across curriculum teaching
areas.
2. Discussion
a. Group Reporting and Publication of Data
b. Discussion and Analysis (EXPLANATION)
(Based on the publication of data)
Ask the following questions
1.What energy change occurs in:
A. Functioning clock
Answer: chemical→ mechanical→ sound
B. Running electric fan
Answer: electrical→ mechanical →wind→ heat
C. Jogging in place
Answer: chemical→ mechanical→ heat
2. Based on your group activities, what can you say about energy?
*Energy can change from one form of energy into another. This is called
ENERGY TRANSFORMATION.
(The teacher will show picture of a pineapple that undergoes photosynthesis.)
Ask: What energy transformation is shown in the picture?
3. Is energy transformation important? Why?
*Energy is useful when it is used to do work. Some forms of energy have to be
changed into other forms before they can do work or function.
KRA 1 Objective 3. Apply a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills.
3. Application
Group Activity
Group 1
Write numbers 1-3 on the space provided to demonstrate energy transformation of the
following objects:
Alarm Clock
____Mechanical
____Sound
____Chemical
Washing Machine
____Mechanical
____Sound
____Electrical
Flat Iron
____Mechanical
____Heat
____Electrical
KRA 1 Objective 2. Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.
Group 2
Draw a (star) if the given number demonstrate a correct way of
energy transformation and if not draw a (triangle).
___1. Television= electrical sound chermical
___ 2. flat iron= electrical mechanical heat
___3. radio= electrical sound
___4. Ceiling fan= electrical mechanical sound
___5. functioning clock= sound heat mechanical
Group 3
Name the energy transformations for each illustration below.
1. matchsticks=
2. electric fan=
3. Flat iron=
4. candle=
5. clock=
KRA 2 Objective 6. Use differentiated, developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests, and experiences.
4. Generalization
What is energy transformation?
IV. Evaluation
Choose and write the letter of the correct answer.
1. What is energy transformation?
A. When an energy has been created.
B. When an energy has been destroyed.
C. Change of form to another form of energy.
D. Change of form with the same form of energy.
2. From electrical energy, this energy takes place in the television EXCEPT:
A. Chemical
B. Heat
C. Light
D. Sound
3. You have notice that flashlight lighted after putting the battery and switching it on. Which
energy transformation occurs?
A. Chemical to light
B. Chemical to heat
C. Chemical to sound
D. Chemical to mechanical
4. How is energy changed when you pluck the strings of guitar?
A. Light to heat energy
B. Chemical to sound energy
C. Mechanical to sound energy
D. Radiant to mechanical energy
5. Why is energy needed to be transformed into another form?
A. for the animals to multiply
B. to produce more equipment
C. so that plants & animals survive
D. It has to be changed into usable form
KRA 1 Objective 3. Apply a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills.
V. Assignment
1. Look around your home. List down some devices or appliances; then describe the
transformation or change of energy from one form to another. You may draw or paste
pictures in a short bond paper.
2. As a student how can you help in minimizing electrical energy consumption in your own
house?
KRA 1 Objective 1. Apply knowledge of content within and across curriculum
teaching areas.
REMARKS:
REFLECTION:
PREPARED BY:
KEYMARK M. EMBONG
TEACHER
CHECKED BY:
JOEL JR. C. DELLIVA
ESP II
_______________________
MT OBSERVER
