8

Quarter
Lesson 141
Quarter
Lesson Exemplar Lesson

for Science 6

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 8
Quarter 4: Lesson 6 (Week 6)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.
Development Team
Writer:

• Brenda O. Bua-ay (PNU South Luzon)

Validator:

• Dr. Arnel A. Lorenzana (Bicol University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
SCIENCE (PHYSICS) /QUARTER 4/ GRADE 8

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content 1) As an object falls from a height, its energy is conserved because its potential energy is transformed to kinetic energy.
Standards 2) The resources of the Philippines provide many benefits to its people and their activities.

B. Performance By the end of the Quarter, learners demonstrate understanding of the technical meaning of acceleration and apply their
Standards understanding to everyday situations involving motion. They represent and interpret acceleration in distance-time and
velocity-time graphs to make predictions about the movement of objects. Learners link motion to kinetic energy and
potential energy and explain transformations between them using everyday examples. Learners relate understanding of
kinetic energy and potential energy to an appreciation of the hydro-electric resources of the Philippines for the
generation of electricity for use in homes, communities, and industries. They use scientific investigations to explore the
properties of light and apply their learning to solving problems in everyday situations.

C. Learning Describe conservation of energy in everyday situations involving gravity, such as when objects fall;
Competencies Lesson Objective 1: Explain the condition of energy in an isolated system.
and Objectives Lesson Objective 2: Demonstrate practical examples of how energy is neither created nor destroyed but changes
only into other forms.
Gather information from secondary sources to explain how potential energy stored in lakes and dams in the
Philippines is used to produce kinetic energy to generate electricity for use in homes, communities, and industry;
Lesson Objective 1: Illustrate & explain the energy generation and transformation to energy distribution systems.
Lesson Objective 2: Analyze and compare the different characteristics of the hydroelectric power plants in the
Philippines.
Lesson Objective 3: Discuss the impacts of dam construction on the natural ecosystem in the environment and
local communities.

D. Content 1. Conservation of Energy

a. Principles of Conservation of Energy
In an isolated system, energy remains constant and is neither created nor destroyed; it only changes from one
form to another.
b. Conservation in System
Conservation of energy applies to isolated systems where no external forces are acting. In such systems, the
total mechanical energy (kinetic + potential) remains constant over time.

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c. Energy Conversion
As objects move in gravitational fields, their potential and kinetic energies interchange. For instance, a falling
object converts potential energy into kinetic energy as it accelerates toward the ground.
2. Utilizing Potential Energy from Lakes and Dams for Electric Generations
a. Hydroelectric Power Generations
Hydroelectric power generation involves converting the potential energy stored in water reservoirs behind dams
into kinetic energy as water flows through the dam, turning turbines connected to generators that produce
electricity.
b. Energy Transformation
The potential energy stored in elevated water bodies, such as behind dams, is transformed into kinetic energy as
water descends through the dam structure, driving turbines that generate electrical energy.
c. Engineering Applications
Civil engineers design hydroelectric dams to capitalize on the conversion of water's potential energy to kinetic
energy, which is then further transformed into mechanical and electrical energy for use in homes, communities,
and industries.
d. Environmental Considerations
While hydroelectric power is a clean energy source, the construction of dams can impact natural ecosystems and
local communities by altering water flow patterns and habitats.

E. Integration Conservation of Energy in Hydroelectric Power Plants, Environmental Impacts of Dam Construction

II. LEARNING RESOURCES

● Hewitt, P.G. (2021). Conceptual Physics Global Edition (13th ed.). Pearson Addison-Wesley
● University of Colorado(n.d.) Energy Skate Park.
https://phet.colorado.edu/sims/html/energy-skate-park/latest/energy-skate-park_all.html
● Science Buddies. Paper Roller Coasters: Kinetic and Potential Energy.
https://www.sciencebuddies.org/teacher-resources/lesson-plans/roller-coaster-kinetic-potential-energy#
● TeachEngineering. Ignite STEM Learning in K-12.
https://www.teachengineering.org/lessons/view/duk_rollercoaster_music_less
● TeachEngineering. Ignite STEM Learning in K-12.
https://www.teachengineering.org/activities/view/cub_energy2_lesson08_activity2
● https://education.nationalgeographic.org/resource/hydroelectric-energy/
● https://www.usgs.gov/media/images/a-turbine-connected-a-generator-produces-power-inside-a-dam

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 This may be done by

Knowledge 1. Short Review demonstrating a swinging
Instruction: Make use of the figure below about the path of a swinging pendulum pendulum, followed by asking
to answer the following questions: questions and giving an
illustration of the path of the
a. Which letter indicates the highest potential energy?
swinging pendulum.
b. Which letter indicates the greatest kinetic energy?
c. Which letter indicates the lowest potential energy? Note: In the illustration, A & E is
d. Which letter indicates the lowest kinetic energy? assumed to have the same level.
e. Which letter indicates that kinetic energy and potential energy are equal?
f. Neglecting friction, what is the value of the total energy at all points of a KEY to Short Review
pendulum’s path? a. A & E
b. C
c. C
d. A & E
e. B & D
f. KE + PE

Figure 1: Path of a Swinging Pendulum

B. Establishing 1. Lesson Purpose

Lesson Purpose Instructions: Written below are the learning targets. Learners assess
themselves in terms of their level of confidence in accomplishing the learning
targets before and after learning the lesson. The learners will write the
numbers before and after the instruction.
3 – Confident
2 – Moderately Confident
1 – Not Confident

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Before After
Learning Targets Learning the Learning
Lesson the Lesson
1) I can explain the condition of energy in an
isolated system.
2) I can demonstrate practical examples of how
energy is neither created nor destroyed but changes
only into other forms.
3) I can illustrate & explain the energy generation
and transformation to distribution systems.
4) I can analyze and compare the different
characteristics of the hydroelectric power plants in
the Philippines.
5) I can discuss the impacts of dam construction on
the natural ecosystem in the environment and local
communities.

2. Unlocking Content Area Vocabulary

Instruction: Answer the following crossword puzzle.

Answers to the Crossword Puzzle

Across Down
4
Across Down 4. mechanical 1. elastic
4. Sum of kinetic and potential energy 1. Energy present in springs 6. kinetic 2. gravitational
6. Energy of motion 2. Energy present in going at a certain 7. potential 3. work
7. Stored energy height 9. chemical 5. electrical
9. Energy present in gasoline 3. Product of force and displacement 12. nuclear 8. power
12. Energy released from the core of atoms 5. Energy due to motion of electric charges 14. sound 10. heat
14. Mechanical energy transmitted 8. Rate of doing work 15. light 11. motion
through a medium 10. Transfer of energy from a high 13. energy
15. Form of electromagnetic radiation temperature to a lower temperature
11. Change of position
13. Ability to do work

C. Developing and DAY 1 Before the activity is conducted,

Deepening SUB-TOPIC 1: Conservation of Energy the teacher will ask the class what
Understanding 1. Explicitation happens to the ball when it is
Activity 6.1 Ball Drop Activity dropped at a certain height.
Use the learning activity sheet for this activity (see page 1).
Possible Answers of learners are:
● The ball will hit the floor.
KEY to Activity 6.1 Guide Questions ● The ball will bounce back.
1. No, the ball did not return to the drop height after rebound because as the ball ● The ball will increase its
hits the surface, some energy is transformed into thermal energy from the speed.
friction created, sound energy, and some becomes elastic potential energy,
which makes the ball bounce or rebound and then transformed again into
kinetic energy but is lesser than the original kinetic energy.

2. The rubber ball bounces the highest. The rubber ball bounces the highest
because it has the greatest elasticity. When the rubber ball hits the ground, it
gets compressed, and because it is highly elastic, it returns to its original shape.
When this happens, it pushes back into the surface and returns to the air. The
marble, which is the hardest, has the least elasticity, so it does not bounce as
much as the rubber ball and ping-pong ball.

3. When the ball rebounds, some energy is transformed into heat because of
friction, others into sound, and some into elastic potential energy, which is
transformed into kinetic energy, so the ball moves up again.

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DAY 2
2. Worked Example
Using PHET, the learners should be able to do the following:
a. recognize the effect of friction and gravity on the motion of the Skater;
b. observe the transformation of kinetic energy to potential energy and
potential energy to kinetic energy;
c. investigate the conservation of energy; and
d. calculate the speed or height of the Skater.

Use this link to access the simulation:

https://phet.colorado.edu/sims/html/energy-skate-park/latest/energy-skate-
park_all.html
KEY TO Worked Example
Part I: Click on the intro tab and play around with the simulation. Answer the
Part I.
following guide questions as you follow each condition: 1. Uniform transformation
between the kinetic energy and
1. Describe the motion of the skater when potential energy is taking
you set the friction and gravity to zero. place.
2. The motion of the skater
eventually comes to a stop.
3. There is a decrease in the
kinetic and potential energy
until it suddenly comes to a
stop.
2. Describe the motion of the skater when
4. Thermal Energy
you set the friction and gravity at the 5. The increase in thermal energy
middle part where the friction and is due to the presence of
gravity are being controlled. friction.

3. With the same condition in number 2,

click on the energy graph. What happens
to kinetic and potential energy as you
release the skater?

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4. What energy gradually increases and eventually causes the skater to come to
a stop?

5. What causes the increase of thermal energy?

Part II.
Part II: Click on the measure tab. You should see a purple device to measure 1. When friction is set to zero, the
energy. Put the skater on the track and use the measuring tool to measure kinetic kinetic energy increases when
and (gravitational) potential energy. the skater goes down, while it
decreases when it moves up to
1. What happens to the kinetic energy as you the track.
go along the track? 2. When the friction is set to zero,
the gravitational potential
2. What happens to the gravitational potential energy increases when it goes
energy as you go along the track? higher, and it decreases when
the skater moves down.
3. The color green signifies the
3. Click on the pie chart at the top. What kinetic energy in the pie chart,
happens to the kinetic and (gravitational) which increases when the
potential energy on the chart as the skater skater moves down the track.
goes down the track? 4. Answer: When the friction,
mass, and gravity is increased,
4. Repeat with a different track or different the skater eventually comes to
mass/gravity/friction. Did anything a stop. The kinetic energy and
change? potential energy both decreased
while the thermal energy
increased.

Part III: Problem Solving

1. What will the speed of the 75 kg Skater be in 2 seconds? Refer to the indicated Part III.
1
data below: 1. Solution: 𝐾. 𝐸. = 𝑚𝑣 2
2
𝑚𝑣 2 = 2𝐾. 𝐸.

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K.E. = 509 J 2𝐾. 𝐸.
𝑣 = √
P.E. = 2408 J 𝑚

2 (509 𝐽)
𝑣 = √
75 𝑘𝑔
P.E. = 0 at dotted line
𝑚2
1018 𝑘𝑔
𝑣 = √ 𝑠2
2. At what height is the 75 kg skater at 2 seconds? 75 𝑘𝑔

A. Lesson Activity 𝒗 = 𝟑. 𝟕 𝒎/𝒔

Activity 6.2 Paper Roller Coaster
Use the learning activity sheet for this activity (see page 2). 2.
Solution: 𝑃. 𝐸. = 𝑚𝑔ℎ
𝑚2
KEY to Activity 6.2 Guide Questions 𝑃.𝐸. 2408 𝑘𝑔 2
𝑠
ℎ = = =
1. Possible challenges that will be encountered by the learners are the marble 𝑚𝑔
𝑚
(75 𝑘𝑔) (9.8 2 )
𝑠
might not be able to reach the end path of the roller coaster as it might get 2408 𝑚
= 𝟑. 𝟑 𝒎
stuck along the way, or it might escape from the ramp when the marble passes 735
through the loop.

2. These challenges were solved by making some adjustments to the paper roller This activity may be done by a
coaster until it worked. Possible adjustments such as clearing some obstacles group of 4-5. The template sheets
along the path and adjusting how the loop was positioned. which is used to make the paper
roller coaster may be downloaded
3. The potential energy is at its maximum at the start of the ramp, at the same through this link:
time, kinetic energy is zero. While the marble rolls down, the marble gains https://www.sciencebuddies.org/c
kinetic energy while the potential energy decreases. When no external forces dn/science-activities/paper-roller-
are present, the loss of the potential energy is the gain of kinetic energy. At the coaster-template-kit-2022-07-
11.pdf
lowest part of the ramp, the kinetic energy is at its maximum while the
potential energy is zero.
4. Some of the marble’s energy is converted to other forms. When there is
friction, some of the energy is converted to heat energy, some may be
converted into heat energy, and others might be converted into elastic
potential energy when there is bending and stretching of the path.

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5. If frictionless, the sum of the potential and kinetic energy at any point is
constant.

6. At any point along the track, the total energy is still the same if friction is
present. The kinetic and potential energy are transformed into other forms,
such as heat, sound & elastic energy.

The questions for the brainstorming activity may be assigned to the learners prior
to the day of discussion so that the learners will have time to read about the topic
to be discussed during the activity.

DAY 3
SUB-TOPIC 2: Utilizing Electric Energy from Lakes and Dams for Electric
Generations
1. Explicitation
Brainstorming Activity Possible answers to
The following questions will be the focus of the brainstorming activity: Brainstorming questions:
1. What are the advantages of using renewable energy sources? 1. Answers may vary.
2. What was the history and uses of the waterwheel? 2. Before the development of
3. How is hydropower used in everyday life? steam power during the
colonial and industrial
2. Worked Example revolution eras, waterwheels
Create a flow chart of the energy transformation in a hydroelectric power were the only sources of power
plant: (besides human or animal
power). Often, towns were built
close to a river so waterwheels
could be built nearby.
Uses of Waterwheels:
1. grind grains into flour
2. saw timber
3. power farm equipment
4. drive pumps
5. trip hammers
6. forge iron
7. power textile mills
3. Hydropower is used in
everyday life by providing
Source: National Hydropower Association electricity to homes, industries,

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Discuss energy transformation in a hydroelectric power plant. and schools so that machinery
1. Dam & Reservoir: the first thing that needs to be done is to ensure the water will be functional.
source, then followed by the construction of a dam at an elevated area. The Telecommunication is possible,
position of the water in the reservoir or a dam increases the water’s and light and heat are
provided. During a hot summer
gravitational potential energy.
day, the air conditioning unit
2. Control Gate: gateway of the water from the dam and reservoir. It regulates makes the room temperature
the amount of water flowing to the penstock. When the control gate is opened, cooler as well.
the water flowing through the penstock has kinetic energy.
3. Penstock: transports water from the reservoir to the turbine made up of
massive steel pipe. So the water’s gravitational potential energy is converted This waterwheel activity shall be
into kinetic energy. conducted outside the classroom
4. Water Wheel or Turbine: due to the kinetic energy of water, the turbine, or in a sink.
which is connected to the generator, turns. The generator then converts
mechanical energy into electricity.

Explain power generation in a hydroelectric power plant.

1. Generators: the turbine is connected to generators, and when the turbine
rotates, electricity is generated.

Image Credit: U.S. Army Corps of Engineers

2. The principle of electromagnetic induction by Michael Faraday, which states
that a changing magnetic field induces electric current is the principle applied
in the generation of electricity of a hydroelectric generator.
3. Applying the electromagnetic induction to hydroelectric generators, as shown
in the above figure, we can find the rotating rotor, which mounted around its

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perimeter are field poles that contain electromagnets made by circulating
direct current through loops of wire wound around stacks of magnetic steel
laminations.
4. The rotor is then attached to the turbine generator shaft and rotates at a fixed
speed. When the rotor turns, it causes the field poles (the electromagnets) to
move past the conductors mounted in the stator. This, in turn, causes
electricity to flow and a voltage to develop at the generator output terminals.

DAY 4
3. Lesson Activity
Activity 6.3: Waterwheel Work: Energy Transformation and Rotational Rates
Use the learning activity sheet for this activity (see pages 3 - 4).

KEY to Activity 6.3 Guide Questions

1. The water wheel rotated.
2. The rate of rotation decreased.
3. Engineers would learn about the different paddle or blade designs to see how
well they moved the weight. The better the blade design, the faster the
waterwheel turned and moved the weight upwards. They would use this
information to design a turbine that will generate the most electricity from the
turning wheel.
4. Water dropped from a container to spin the blades just like water runs from a
dam to spin the blades of a turbine. The spinning water wheel was used to do
work just like the spinning blades of turbines make electricity, which we use to
do work.

D. Making 1. Learners’ Takeaways

Generalizations Direction: Using the Meg Thomas’ Frayer Model to make a graphic organizer,
summarize the concepts learned about the conservation of energy.

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2. Reflection on Learning
Make a summary of what you learned (realizations) and what you want to
know about:
What I learned: What I want to know more:

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning Multiple Choice: Choose the letter of the correct answer. Answer Key:
Use the figure below to answer questions 1 – 2: 1. A
1. Which has the greatest gravitational energy? 2. B
a. W b. X c. Y d. Z 3. C
4. C
5. D
6. A
2. Which has the greatest kinetic energy? 7. B
a. W b. X c. Y d. Z 8. C
9. C
10. A

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The mass of the roller coaster cart below is 80 kg. It starts from rest at a height of
30 m and reaches a speed of 20 m/s at Point B. Assume no energy is lost due to
dissipative forces such as friction.

3. What is the total mechanical energy of the roller coaster cart at Point A?
a. 800 J c. 23,520 J
b. 2400 J d. Not enough information
4. What is the total mechanical energy of the roller coaster cart at Point B?
a. 800 J c. 23,520 J
b. 2400 J d. Not enough information
5. What is the amount of potential energy at Point A?
a. OJ c. 2400 J
b. 800 J d. 23,520 J
6. What is the amount of kinetic energy at Point A?
a. OJ c. 16000 J
b. 8000 J d. 24000 J
7. What is the amount of potential energy at Point B?
a. OJ c. 16000 J
b. 7520 J d. 24000 J
8. What is the amount of kinetic energy at Point B?
a. OJ c. 16000 J
b. 8000 J d. 24000 J
9. Using the figure below, what is the total mechanical energy of the cart?
a. 0 J b. 5 J c. 10 J d. cannot be determined
10. Using the figure below, what is the value of its kinetic energy when the cart
reaches the highest point?
a. 0 J b. 5 J c. 10 J d. cannot be determined

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3. Homework (Optional)
1. Create an infographic about the different hydroelectric power plants in the
Philippines.
2. Identify the impacts on the natural ecosystem and local communities in the
dam construction and enumerate ways or practices that lead to
minimization of the impacts.

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

C. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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