ST.
JOHN PAUL II COLLEGE OF DAVAO
COLLEGE OF TEACHER EDUCATION
4As SEMI-DETAILED LESSON PLAN
LESSON PLAN INFORMATION
Program/ 3
BEED/2nd Year Grade Level:
Year:
Facilitator: Angelique Leonora Subject: Science
Date: 02/27/26 Time/Duration: 1 hour
CONTENT The learners demonstrate understanding of how energy is
STANDARD
transformed in simple machines
PERFORMANCE The learners should be able to create a marketing strategy for a
STANDARD
new product on electrical or light efficiency
LEARNING demonstrate how sound, heat, light and electricity can be
COMPETENCY
transformed
I. OBJECTIVES: At the end of the lesson, the students shall have:
1. Define energy in their own words through “The Rolling
Surprise!”;
2. Show appreciation for the importance of energy in daily life;
3. Classify examples of energy found in the surroundings.
through “Energy Detectives!”.
II. SUBJECT MATTER
Topic: Force, Motion and Energy: Energy
Concepts: Energy is the ability to do work or cause change.
Value(s): Knowledge and creativity
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equipment_revi,[Link]
Reference(s):
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Materials: Laptop, IMs, toy car, flashcards, ppt
III. PROCEDURE
Routinary Activities
a. Greetings
b. Prayer
c. Classroom Management
d. Checking of Attendance
e. Presentation of Classroom Rules
A. Classroom
f. Energizer
Routine
g. Review of the Past Lesson
1. (Questions to be asked to review past lesson)
2. (Questions to be asked to review past lesson)
3. (Questions to be asked to review past lesson)
Developmental Activities
B. Activity “The Rolling Surprise!”
Description: This activity helps students observe that
objects move only when a push is applied or when
placed at a higher position. It shows that movement
does not happen on its own and prepares students to
understand energy as the cause of force and motion.
Procedures:
1. Prepare a small toy car (or ball) and a ramp (ruler
or small board).
Place the toy car at the top of the ramp
without touching it. Ask the students what
they think will happen if nothing is done.
Let the car stay still and emphasize that it
does not move on its own.
Gently push the car and let it roll down the
ramp.
Ask students why the car moved after being
pushed.
Repeat the activity by pushing the car harder
or raising the ramp higher.
Ask students to observe the difference in how
fast or how far the car moves.
Lead a short discussion about what caused
the change in motion.
Introduce the concept of energy as the reason
why force can cause motion.
After the activity, the teacher will ask the following questions to
the students:
C. Analysis 1. What have you observed in our activity?
2. What do you think is our topic for today?
D. Abstraction Energy - Energy is the ability to do work or cause change. In
the context of force and motion, it’s what allows objects to
move, change shape, or produce heat, sound, or light.
Without energy, nothing would happen—no movement, no
heat, no electricity.
Force - A force is a push or pull on an object. Forces can
change the motion of an object by making it start moving,
stop, or change direction.
Example: Pushing a swing or pulling a wagon.
Connection to energy: You need energy to apply a force. The
more energy you have, the more force you can exert.
Motion - Motion is the change in position of an object over
time. Objects move when a force acts on them.
Example: A rolling ball moves because someone pushed it.
Connection to energy: Motion requires kinetic energy (the
energy of movement). The faster an object moves, the more
kinetic energy it has.
Energy Types in Force and Motion
Kinetic energy – energy of a moving object.
Example: A moving car or a thrown ball.
Potential energy – stored energy that can be used to do work.
Example: A stretched rubber band or a ball on top of a hill.
Mechanical energy – the combination of kinetic and potential
energy related to motion and position.
“Energy Detectives”
Description: Students will observe different simple
classroom demonstrations and act as “energy
detectives” to identify what form of energy is present
and how it causes motion
Procedures:
Prepare the materials (flashlight, bell, rubber
band, toy car).
E. Application
Divide the class into small groups.
Demonstrate each material one at a time
Let students observe what happens in each
demonstration.
Students record the type of energy shown
(light, sound, heat, mechanical).
Discuss the results and explain that energy
makes things move or change.
IV. ASSESSMENT MULTIPLE CHOICE
Direction: Choose the correct answer. Write the letter only.
1. Which form of energy allows us to see things?
a. Sound Energy
b. Heat Energy
c. Light Energy
d. Mechanical Energy
2. A ringing bell produces ________.
a. Electrical Energy
b. Sound Energy
c. Light Energy
d. Heat Energy
3. Which of the following is an example of mechanical
energy?
a. The sun shining
b. A moving bicycle
c. A glowing bulb
d. A burning stove
4. A flat iron uses ________ to produce heat.
a. Sound Energy
b. Mechanical Energy
c. Electrical Energy
d. Light Energy
5. Which object gives off heat energy?
a. Ice
b. Candle flame
c. Book
d. Pencil
Part II
Description: Answer with heart.
1. Why is energy important in our daily life?
2. Give one example of how we can save energy at home.
V. ASSIGNMENT
Description: Answer in 3–5 sentences:
1. Which type of energy did you use the most?
2. How can you reduce or save energy in your daily routine?
Checked and evaluated by:
Fretlyn Lonzaga, LPT
Evaluator