Department of Education
Region VI- Western Visayas
Schools Division of Iloilo
Daga-Barasan National High School
Daga, Santa Barbara, Iloilo
7 Es LESSON PLAN
Grade Level: 12 Learning Area: Physical Science
Quarter: 3 Date: March 22, 2023 (1:00 P.M.)
Content Energy Sources
Content Standards The learners demonstrate understanding of how energy is harnessed.
Performance Standards The learners should be able to make either a poster, a flyer, or a brochure on a product (such as fuels,
household, or personal care products) indicating its uses, properties, mode of action, and precautions.
Most Essential Describe how energy is harnessed from different sources:
Learning Competency A. Fossil fuels
B. Biogas
C. Geothermal
D. Hydrothermal
E. Batteries
F. Solar cells
G. Biomass
S11/12PS-IIIi-29
Student Learning The learners will be able to:
Outcomes
1. Describe how energy is harnessed from different sources: (a) fossil fuels, (b) biogas, (c) geothermal, (d)
hydrothermal, (e) batteries, (f) solar cells, and (g) biomass.
2. Identify the advantages and disadvantages of each energy sources.
3. Express awareness on the conservation of our energy sources.
Instructional Materials References:
1. Senior High School Self-Learning Modules (Region 3)
2. Senior High School Self-Learning Modules (Region VI-A)
3. Senior High School Self-Learning Modules (NCR)
4. Internet resources:
https://www.youtube.com/watch?v=y3Ci09Lt2cI
http:// www.eia.gov/todayinenergy/images/2015.03.06/chart2.png)
https://www.aje.com/arc/energy-types-pros-cons/
https://www.youtube.com/watch?v=s1Bq615xX0Y
Teaching Aids:
Illustrations/Pictures
PPT presentation (ICT)
Video clips
Lesson Development Activities
Teacher’s Activity Learners’ Activity Remarks
A. Engagement The teacher will post questions prior to the discussion for The learners will copy the Indicator No. 4
the learners to answer at the end of the lesson. questions posted and anytime they
1. This involves the conversion of sunlight into electrical can discover the answer during
energy using mirrors and boilers or photovoltaic cells, the activities and discussion.
commonly seen on house roofs.
2. This uses pipes buried about 1 meter deep in the earth. They will write it on their Lecture
Water is pumped through the pipes to transfer the heat Notebook and will check after the
indoors. a turbine inside a generator to produce electricity.
lesson.
3. This involves the use of natural materials like trees and
plants to make electricity. It can also use waste products
which produce methane.
4. This refers to the heat obtained from hot water from
seawater in contact with hot rock beds and produces
electricity.
5. These are devices that store and convert chemical
energy into electrical energy. The energy produced results
from a chemical reaction.
The learners who will volunteer
The teacher will give an activity to motivate the will pick their questions and will Indicator No. 4
learners about the lesson. The teacher will ask try to answer the crossword Indicator No. 6
volunteers to pick the questions/statements and puzzle. Indicator No. 8
answer what is being described/defined on the strip Indicator No. 9
of paper they have selected.
Directions: Complete the crossword by filling in a word
that fits the given clues below. 1. Natural Resources
2. Fossil fuel
3. Non-renewable
4. Solar cells
5. Renewable
6. Battery
7. Biogas
8. Biomass
9. Coal
10. Hydrothermal
1. The materials or substances that exist naturally without
any action of humankind.
2. It is the world’s dominant energy source formed from
organic material over millions of years.
3. The resources that take place longer than a person’s
lifespan.
4. It is commonly used by industries and homes which
convert radiant energy into electricity.
5. The resources that can be replaced in a short period.
6. A natural resource that can be found inside our home
and can be used by cars, flashlights and other materials.
7. It is from the anaerobic decomposition of organic
materials brought about by certain varieties of bacteria.
8. Any organic materials that burn directly to provide heat
and energy is called _____.
9. An example of combustible material formed from
decayed plants and converted into another formed that can
be used in cooking.
10. The process of obtaining heat or energy from a large
body of water is known as _____ energy.
B. Exploration The teacher will group the learners into three (3) Indicator No. 1
groups. Indicator No. 2
Indicator No. 4
The teacher will present a diagram that shows the The learners will identify and Indicator No. 7
different sources of energy used in the Philippines analyze different sources of energy Indicator No. 8
and the percentages of each source. from the different regions in the
Philippines to be assigned to them.
The learners will analyze the different sources of
energy from the different regions in the Philippines They will answer the guide
based on Figure 1: Gross Power Generation by Fuel questions in their Lecture
2013. Then, answer the guide questions. Notebook and will discuss their
answers to the class.
Guide Questions:
1. What are the different sources of electricity in the Possible answers:
Philippines? 1. The different sources of energy
in the Philippines are coal, natural
2. Refer to the diagram above to complete the table gas, oil, geothermal, hydroelectric
below. and others.
2.
Indicator No. 5
3. Based on the diagram, what can you say about the 3. Answers may vary. (Learners
sources of energy from the different regions in the can describe the kind of energy Indicator No. 3
Philippines? resources used in different
regions).
C. Explanation/ The teacher will show a video clip for the learners to The learner will watch attentively Indicator No.6
Lesson Proper remember the two kinds of energy resources. to the video being presented. Indicator No.8
The teacher will present illustrations/pictures of
The learners will identify and
energy source for the learners to identify and classify
it as renewable or non-renewable sources. classify the energy source based Indicator No.9
on the illustrations/pictures to be
presented.
They will answer orally and will
write also in their Lecture
1.
Notebook.
1. Fossil Fuels – Non-Renewable
2. Biogas – Renewable
2.
3.
3. Geothermal – Renewable
4.
4. Hydrothermal – Renewable
5.
5. Batteries – Non-Renewable
6.
6. Solar Cells – Renewable
7. Biomass – Renewable
7.
The teacher will discuss the lesson proper through The learners will take down notes Indicator No. 1
slide presentation: while discussing the teacher Indicator No. 5
discusses the lesson proper. Indicator No. 7
Indicator No. 8
1. Fossil fuels are combustible materials that took
millions of years to form underneath the earth. It is a
general term for buried combustible geologic deposits
of organic materials, formed from decayed plants and
animals that have been converted to crude oil, coal,
natural gas, or heavy oils by exposure to heat and
pressure in the earth’s crust over hundreds of
millions of years…
2. Biogas is produced by the anaerobic
decomposition of organic materials brought about by
certain varieties of bacteria. It burns to generate heat
and used in combustion engines to produce
electricity…
3. Geothermal energy is the heat obtained from
underneath the earth and carried to the surface as
steam. Work is being done on geothermal systems
that pump hot water into underground hotspots and
then use the resulting steam to generate electricity…
4. Hydrothermal energy is the process of obtaining
heat or energy from a large body of water. Water in
dams or from waterfalls are the most common
sources of hydrothermal energy…
5. Batteries are voltaic cells that undergo
electrochemical processes to produce electrical
energy. It includes dry cells, lead and storage
batteries and fuel cells…
6. Solar cells are usually used for powering homes.
These cells directly convert incoming radiant energy
from the sun into usable form. Sunlight is directly
converted to electrical energy…
7. Biomass is any organic matter available on a
renewable basis. The biomass of wood is burned
directly to provide heat and energy…
D. Elaboration The teacher will show pictures/illustrations relating The learners will give their ideas Indicator No. 1
to the advantages and disadvantages of some energy on the advantages and the Indicator No. 3
sources. disadvantages of some energy Indicator No. 6
sources being presented by the Indicator No. 7
teacher. Indicator No. 8
Indicator No. 9
One of the most prominent problems in the Answers may vary. (Learners may Indicator No. 1
Philippines is air pollution due to many sources answer that air pollution was Indicator No. 6
contributing to it, such as private transportations, reduced during the pandemic. The Indicator No. 9
jeepneys, buses, and factories. As the situation air becomes clean and safe
worsens due to the pandemic, the government has somehow).
decided to lockdown the areas with many cases of
COVID19 recorded in the National Capital Region
(NCR) that the movement of everyone is limited. If the
pandemic has a good effect on our environment, what
is it, and how is it manifested?
E. Evaluation The teacher will go back to the posted questions. The learners will be given time to Indicator No. 9
finish the task and answer the Indicator No. 5
questions in their Lecture
Notebook.
1. This involves the conversion of sunlight into 1. Solar Cell/Solar Energy
electrical energy using mirrors and boilers or
photovoltaic cells, commonly seen on house roofs.
2. Energy is harness from groundwater will be heated 2. Geothermal
up by the hot rock which will later produce steam
4. This refers to the heat obtained from hot water
from seawater in contact with hot rock beds and 3. Biogas
produces electricity.
5. These are devices that store and convert chemical
energy into electrical energy. The energy produced 4. Hydrothermal
results from a chemical reaction.
5. Batteries
F. Enrichment/ Assignment: Learners’ assignment will be Indicator No. 1
Extension Topic: Demands on Energy Source written on their lecture notebook Indicator No. 2
Problem: Like many countries in the world, the and to be check on the next Indicator No. 4
Philippines confronts compound challenges of meeting. Indicator No. 8
exponential population growth and rising energy Learners’ performance task will be
demands. If you are the President of the country, how limited to 3-5 minutes with the
would you solve the problem? following criteria given.
Performance Task:
You will create video presentation to spread
awareness on the conservation of our energy sources.
G. Remarks To be filled up after the lesson.
H. Reflection/Notes To be filled up after the lesson.
Prepared by: Observer:
HELEN GRACE E. SENTINA FELINA A. SUORIBIO
Special Science Teacher I Head Teacher III
