Time Frame: 1 hour

SEMI-DETAILED LESSON PLAN IN GRADE 9 (Unit 4- Module 4)

Competency: Describe energy transformation in electrical power plants.

Strategy/Technique: Cooperative Learning (Small Group Roles)

I. OBJECTIVES
At the end of the lesson, students should be able to:
1. Define Electricity. [Cognitive Domain]
2. Explain how electricity are produced. [Psychomotor Domain]
3. Compare the different types of electrical power plants from one another. [Cognitive
Domain]
4. Value the importance of energy transformation in electrical power plants in our daily living.
[Affective Domain]

II. SUBJECT MATTER

Topic: Energy Transformation in Electrical Power Plants
References: Exploring Life Through Science- Physics BEC Compliant
Grade 9- Learners Material
Instructional Materials:
Laptop LCD Projector
Pictures Activity Handouts

Teacher’s Activity
 Prayer
 Checking of Attendance
 Collecting of Assignment
 Review
The teacher asks the students about the last discussion of their past lesson.

III. LEARNING ACTIVITIES/ STRATEGIES

Preparation
Motivation
Let volunteer students draw the flow of electricity from their homes. Ask them the
questions, “Where do you think this electrical energy/ electricity came from?” and “How are
these energy generated?” After eliciting answers, let them look at a real dynamo or a
simulation at this link (https://phet.colorado.edu/en/simulation/legacy/generator) [See
attached file for the pHet Simulation of Generator]. This dynamo is a basic electricity
generator that represents the basic functions of a power plant generator. Then introduce
the topic and the lesson objectives.
 Activity
Group the students into ten groups. After counting off the teacher shall assign the
seating area for the groups.

Let them listen to the instruction. All of the members of the group shall have his/her
own role. Let them choose a recorder, reporter, facilitator and supply manager. [The
Recorder, writes down his/her group’s responses on the handout provided, which will then be
shared by the reporter. The Reporter, reports his/her group’s conclusions or results, as
recorded on the worksheet, to the rest of the class. The Facilitator, gets the group going and
keeps them on task. The Supply Manager, gets the necessary supplies, such as handouts, pen,
etc., sets up, and takes things back.] Give each of the groups an envelope that contain
worksheets and handouts. Written in the worksheet are the information that the students
would need to fill in the table. When the students are through answering execute first a nice
clap. After giving the instruction let them read the rubric for the activity for them to be
guided.

RUBRIC

Criteria 5 4 3
All members of the group 1 member of the group 2 members of the group
Teamwork participate in the given failed to participate in the failed to participate in
task. given task. the given task.

Behavior All members work quietly. 1 member of the group 2 members of the group
makes noise. make noise.
The group presents the The group presents the
Promptness work before the time. The group presents the work 2 to 3 minutes late.
work on time.
All of the questions were One to two questions were Three to four questions
Correctness answered correctly. not answered correctly. were not answered
correctly.
The students have only five minutes to answer the activity.
Analysis
The teacher would ask the following questions after the presentation of the
different group:
1. How do you feel, while doing the activity?
2. What made you come up with your answers in the activity?

Abstraction
Let us now proceed to our discussion about our new topic.
[The teachers starts on discussing the lesson.]

Application
Let us proceed. In our daily living, how important is the use of power plants?
Solicit answers from the students and acknowledge and appreciate their
answers.

Generalization
After the discussion that we had a while ago, define electricity.

How do we produce electricity?

How important are the work of power plants?

What are the types of power plants based on the discussion?

[Elicit answers from the students and don’t forget to acknowledge and
appreciate their answers. And try to add some important details that the students
failed to stress.]
Evaluation
1
Get a sheet of intermediate paper. Given the following, identify what does the
4
statement defines. Write your answer in your answer sheet.
1. __________ works on the chemical process of fission.
2. A __________ is a facility designed to produce electric energy from another form of energy.
3-5. Three power plants which uses fossil fuels.
6. A power plant that uses hot water from the ground.
7. Another term for solar cells, which are capable of harnessing solar energy.
8. A power plant that produces electrical energy from a flowing water/ waterfalls.
9. A power plant that converts temperature difference of ocean water to electricity.
10. A power plant that depends on pressure created of the low tides and high tides in a coast.

Assignment

Research and study in advance the following:

 Name of the Power Plants in the Philippines
o Luzon Power Grid
o Visayas Power Grid
o Mindanao Power Grid

References:
 http://www.physicsclassroom.com
 Exploring Life Through Science- Physics BEC Compliant
 Science and Technology- Physics (textbook)
 Grade 9- Learners Material
 Lesson Plans in Science IV
Time Frame: 1 hour

SEMI-DETAILED LESSON PLAN IN GRADE 9 (Unit 4- Module 4)

Competency: Describe energy transformation in electrical power plants.

Strategy/Technique: Cooperative Learning (Jigsaw)

I. OBJECTIVES
At the end of the lesson, students should be able to:
5. Identify the equipment used in power generation and transmission. [Cognitive
Domain]
6. Describe the electric energy generation, transmission and distribution setup in the
country. [Psychomotor Domain]
7. Value the importance and benefits of energy transmission in electrical power plants
in our daily living. [Affective Domain]
II. SUBJECT MATTER
Topic: Tracing Power Plants in the Philippines
References: Exploring Life Through Science- Physics BEC Compliant
Grade 9- Learner’s Material
Instructional Materials:
Laptop LCD Projector
Pictures Activity Handouts
Teacher’s Activity
 Prayer
 Checking of Attendance
 Collecting of Assignment
 Review
The teacher asks the students about the last discussion of their past lesson.

III. LEARNING ACTIVITIES/ STRATEGIES

Preparation:
Motivation
Ask for volunteers to draw or sketch on the board the equipment or
structures involved in supplying their homes with electric power from a generating
facility. (This activity would show you that your students are not empty when they
enter school.) After that you can show them a video talking about a power grid. [See
video attachment in the folder.] Then ask the students, “Where do we get all the
electric power we need for the community?” After that you can introduce the topic
and the lesson objectives.
 Activity
Group the students into five groups. After the class is being divided, the
teacher shall assign seating arrangement for the groups.

Let them listen to the instruction. All of the members of the group shall
assign an expert in any of the given power plants in the Philippines. Let them choose
a secretary and a reporter. [The Secretary, writes down his/her group members.
The Reporter, reports his/her group’s conclusions or results, as recorded on the
worksheet.] Give each of the groups an envelope that contain worksheets and
handouts. Written in the handouts are the information that the students would
need, to answer the questions in the worksheet. The assigned experts in the power
plants shall proceed to a new group with the same experts in the same power plant.
When the students are through answering the first worksheet let them go back to
their original groups to discuss and answer the group worksheet. After answering
execute a nice clap. Before they start the activity let them read the rubric for the
activity for them to be guided.

RUBRIC

Criteria 5 4 3
All members of the 1 member of the group 2 members of the
Teamwork group participate in the failed to participate in group failed to
given task. the given task. participate in the
given task.

Behavior All members work 1 member of the group 2 members of the

quietly. makes noise. group make noise.
The group presents the The group presents
Promptness work before the time. The group presents the the work 2 to 3
work on time. minutes late.
All of the questions were One to two questions Three to four
Correctness answered correctly. were not answered questions were not
correctly. answered correctly.

The students have only eight minutes to answer the activity.

Analysis
The teacher would ask the following questions after the presentation of the
different groups.
1. How do you feel, while doing the activity?
2. What made you come up with your answers in the activity?

Abstraction
Let us now proceed to our discussion about our new topic.
[The teachers starts on discussing the lesson.]

Application
Let us proceed. In our daily living, how important is energy transmission in
electrical power plants? And what are its benefits?
[Elicit answers from the students and don’t forget to acknowledge and
appreciate their answers.]

Generalization
After the discussion that we had a while ago, identify the equipment used in
power generation and transmission.

What are the types of power plants used in our country?

What are the benefits of power plants?

What type of power plant is ideal to lessen dangers and pollution in our
environment?

[Elicit answers from the students and don’t forget to acknowledge and
appreciate their answers. And try to add some important details that the students
failed to stress.]
Evaluation
1
Get a 2 crosswise sheet of intermediate paper. Answer the following
questions. Write your answers in your answer sheet.
1. Using what you have learned from the discussion, sketch the flow of electricity from
the generation, transmission, up to the distribution on your house.

Assignment

Research and study in advance the following:

 Steps to save electrical energy.
o While TV viewing
o Cooking
o Ironing clothes
o Refrigerators
o Air conditioners
o Charging

References:
 http://www.physicsclassroom.com
 Exploring Life Through Science- Physics BEC Compliant
 Science and Technology- Physics (textbook)
 Grade 9 Learner’s Material
 Lesson Plans in Science IV
Time Frame: 1 hour

SEMI-DETAILED LESSON PLAN IN GRADE 9 (Unit 4- Module 4)

Competency: Describe energy transformation in electrical power plants.

Strategy/Technique: Discovery Approach

I. OBJECTIVES
At the end of the lesson, students should be able to:
1. [Cognitive Domain]
2. [Psychomotor Domain]
3. [Affective Domain]

II. SUBJECT MATTER

Topic:
References:
Instructional Materials:
Laptop LCD Projector
Pictures Activity Handouts

III. LEARNING ACTIVITIES/ STRATEGIES

Preparation
Motivation

Teacher’s Activity
 Prayer
 Checking of Attendance
 Collecting of Assignment
 Review
The teacher asks the students about the last discussion of their past lesson.

Let volunteer students draw the flow of electricity from their homes. Ask them the
questions, “Where do you think this electrical energy/ electricity came from?” and “How are
these energy generated?” After eliciting answers, let them look at a real dynamo or a
simulation at this link (https://phet.colorado.edu/en/simulation/legacy/generator) [See
attached file for the pHet Simulation of Generator]. This dynamo is a basic electricity
generator that represents the basic functions of a power plant generator. Then introduce
the topic and the lesson objectives.
 Activity
Group the students into ten groups. After counting off the teacher shall assign the
seating area for the groups.

Let them listen to the instruction. All of the members of the group shall have his/her
own role. Let them choose a recorder, reporter, facilitator and supply manager. [The
Recorder, writes down his/her group’s responses on the handout provided, which will then be
shared by the reporter. The Reporter, reports his/her group’s conclusions or results, as
recorded on the worksheet, to the rest of the class. The Facilitator, gets the group going and
keeps them on task. The Supply Manager, gets the necessary supplies, such as handouts, pen,
etc., sets up, and takes things back.] Give each of the groups an envelope that contain
worksheets and handouts. Written in the worksheet are the information that the students
would need to fill in the table. When the students are through answering execute first a nice
clap. After giving the instruction let them read the rubric for the activity for them to be
guided.

RUBRIC

Criteria 5 4 3
All members of the group 1 member of the group 2 members of the group
Teamwork participate in the given failed to participate in the failed to participate in
task. given task. the given task.

Behavior All members work quietly. 1 member of the group 2 members of the group
makes noise. make noise.
The group presents the The group presents the
Promptness work before the time. The group presents the work 2 to 3 minutes late.
work on time.
All of the questions were One to two questions were Three to four questions
Correctness answered correctly. not answered correctly. were not answered
correctly.
The students have only five minutes to answer the activity.
Analysis
The teacher would ask the following questions after the presentation of the
different group:
3. How do you feel, while doing the activity?
4. What made you come up with your answers in the activity?

Abstraction
Let us now proceed to our discussion about our new topic.
[The teachers starts on discussing the lesson.]

Application
Let us proceed. In our daily living, how important is the use of power plants?
Solicit answers from the students and acknowledge and appreciate their
answers.

Generalization
After the discussion that we had a while ago, define electricity.

How do we produce electricity?

How important are the work of power plants?

What are the types of power plants based on the discussion?

[Elicit answers from the students and don’t forget to acknowledge and
appreciate their answers. And try to add some important details that the students
failed to stress.]
Evaluation
1
Get a sheet of intermediate paper. Given the following, identify what does the
4
statement defines. Write your answer in your answer sheet.
3. __________ works on the chemical process of fission.
4. A __________ is a facility designed to produce electric energy from another form of energy.
3-6. Three power plants which uses fossil fuels.
4. A power plant that uses hot water from the ground.
5. Another term for solar cells, which are capable of harnessing solar energy.
6. A power plant that produces electrical energy from a flowing water/ waterfalls.
7. A power plant that converts temperature difference of ocean water to electricity.
8. A power plant that depends on pressure created of the low tides and high tides in a coast.

Assignment

Research and study in advance the following:

 Name of the Power Plants in the Philippines
o Luzon Power Grid
o Visayas Power Grid
o Mindanao Power Grid

References:
 http://www.physicsclassroom.com
 Exploring Life Through Science- Physics BEC Compliant
 Science and Technology- Physics (textbook)
 Grade 9- Learners Material
 Lesson Plans in Science IV