Energy Transfer

UbD Lesson Guide

Science First Year

Region 6 LRMDS Group

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 Copyright Notice

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“No copyright shall subsist in any work of the Government of the Republic of the
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the work is created shall be necessary for exploitation of such work for profit.”

This material has been developed within the Strengthening Implementation of

Basic Education in Selected Provinces in the Visayas (STRIVE) Project.

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Unit Title: Energy Transfer
Subject(s): Science (Quarter 2)
Designer(s): Noemi Salvador
Stage I – Desired Results
Established Goals (e.g. Content Standards):
The learners demonstrate understanding of the importance of advocating efficient energy
transfer.
Understanding(s):
Advocating efficient energy transfer is a
means of using energy resources wisely and
its alternative sources in the community.
Knowledge: Students will know the...
I. Energy Transfer
a. (Spontaneous transfer of energy,
deliberate transfer of energy, work,
machines, kinetic and potential
energy, power and efficiency of
machines.
b. Power rating of electrical appliances,
human activities that impact on the
thermal environment).
II. The Law of Conservation of Energy
Conserving Energy and Energy Sources
Year (s): I
Time Frame: __15__ Days
Essential Question(s):
Why should we advocate for efficient energy
transfer?
Skill: Students will be able to...
1. Describe Energy;
2. Evaluate how energy is conserved as
reflected in the different power ratings
of electrical appliances;
3. Demonstrate that energy can be
transformed from one form to another;
4. Explain that energy is an important
aspect of energy;
5. Describe that work and heat are ways of
transferring energy;
6. Recognize the need touse energy and its
alternative sources wisely;
7. Describe how energy is conserved at
home and community;
8. Infer how proposed ways to minimize
energy consumption contribute to
global campaign on the wise use of
energy;
9. Imagine how you will live in a world
characterized by the shortage of energy.
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 Stage 2 – Assessment Evidence
Performance Task(s): Summary in
G.R.A.S.P.S
Conduct of advocacy for wise use of energy and
its alternative sources through a cooperatively
planned relevant, comprehensive, creative and
innovative activity.
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Key Criteria:
1. Explanation
Demonstrate how energy transferred
efficiently.
a. Accurate (giving correct
data/information)
b. Clear (expressing with clarity the
specific thought)
c. Thorough (giving complete
explanation in terms of how energy is
transferred efficiently in two or more
ways)
d. Justifiable (providing dept and
breadth of scientific reasoning)
2. Interpretation
Evaluate how energy is conserved as
reflected in the different power ratings of
electrical appliances.
a. Illustrate (discussing in details how
power ratings vary)
b. Meaningful (showing the importance
of having different power ratings by
relating these to conserving energy)
c. Accuracy ( computing energy use of
appliances of different power ratings)
3. Application
a. Propose ways to minimize energy
consumption
b. Appropriate (expressing varied ways
how energy consumption can be
minimized within one’s context or
 reference or experience)
c. Practical (illustrating how such ways
can be done easily)
d. Efficient (Expounding how these
proposed ways can be done using
time and resources productively)
e. Effective (presenting documents
showing that desired results are
achieved)
4. Perspective
Infer how proposed ways to minimize
energy consumption contribute to global
campaign to wise use of energy.
a. Credible (citing authoritative source
of information/ data while are
arguing for/against a view)
b. Reflective of critical thinking (reaching
the view impartially and without bias
by combining research,
understanding of historical context,
and having a balanced judgment)’
c. Insightful (creating one’s own view
after considering all the
situations/views)
5. Empathy
Imagine how you will live in a world
characterized by the abundance of non-
useful form of energy.
a. Receptive (being ready/willing to
accept the possibility of having a lack
of useful form of energy)
b. Perceptive (recognizing emotions/
world view of others)
c. Responsible (exhibiting other’s
feelings on worldwide and able to
reciprocate it)
6. Self-Knowledge
Recognize the need to use the energy and
its alternative sources wisely.
a. Respective (becoming aware of how
one’s thought are influenced by
certain factors (e.g. acquisition of a
comprehensive knowledge and skills
on energy demands)
b. Responsive (reacting positively from
one’s understanding of energy
transfer)

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Other Evidences (e.g. quizzes)
Performance assessment of the conduct of the advocacy activity for wise use of energy and its
alternative sources in the community base on the following criteria:
1. Cooperation
 Teamwork (members work together, each member performs a specific task)
 Communication (members communicate thought processes and strategies by asking
questions, discussing ideas, offering constructive criticisms, and summarizing
discoveries as a result of the group’s effort to come up with an advocacy)
2. Relevance suitability in the context of one’s community
3. Comprehensiveness
4. Innovativeness/Creativity in the design and/or implementation of the activity
5. With a focus on the wise use of energy and its alternative sources in the community.

Stage 3 – Learning Plan

Activity 1: Describing Energy

ENERGY
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 1. Group the students into 5.
2. The members will brainstorm and write their understanding of the word energy on the
manila paper as shown above.
3. The members will consolidate their ideas to come up with the description of the word
“ENERGY”.

Activity 2: Energy Transfer

Materials:
400ml beaker match
250ml water wire
mongo seeds paraffin
tripod black cloth
alcohol lamp

Set up A. Conduction
1. Place a small amount of paraffin wax on one end of a wire
2. Heat the other end in an alocohol lamp for 1 min.
3. Describe what happens to the wax.

Set up B. Radiation
1. Place a piece of dark-colored/ black cloth under the sun for 20 min.
2. Get the cloth and describe its temperature.

Set up C. Convection
1. Boil 250ml of water in a beaker.
2. Drop 10 pieces of mongo seed and observe their movement.

After the activity, the students will answer the table below:

WAYS OF TRANSFERRING HEAT SIMILARITIES DIFFERENCES

CONDUCTION

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 RADIATION
CONVECTION

Activity 3: Monitoring Energy Consumption at Home

1. The students will choose at least 5 electrical appliances at home.
2. They will look for the power rating of the appliances. This will be expressed in KW.
3. They will estimate the number of hours they use the appliances in a day.
4. To get the estimated monthly electrical consumption, they will multiply the total daily
consumption by 30.
5. They will use the table below to record their data.

Table:
Appliance Power Rating No. of hours used Electrical Consumption (Power Rating
per day x no. of hours)
1.
2.
3.
4.
5.
6.
Total ____________ x 30 = Monthly Electrical Consumption

After the activity, ask the students to identify which appliances consumes the highest amount of
electricity and suggest ways to minimize monthly energy consumption.

Activity 4. Energy Transformation

Trace the energy transformation that occur in the following materials.

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Based on the diagram, guide the students to explain the Law of Conservation of Energy.

Activity 5. Potential energy.

Materials:
small empty milk can
six blocks of wood of the same kind,
board,
ruler or meterstick,
a small empty box

1. Use the table below to record your observation.

No. Of blocks Height od board (cm) Distance box moved (cm)

1
3
6

2. Make an inclined plane by placing one end of the board on a block of wood with
the other end resting on the floor. Set up the box.
3. Measure and record the height of the block of wood.
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 4. Place a small can on top of the board and let it roll down. Measure the distance the
box moves after it is hit by the can.
5. Raise your inclined plane by placing two more blocks under it. Measure the height
of three blocks. Replace the box. Roll the small can down as you did in step 4.
6. Repeat the experiment, but increase the height of the inclined plane to six blocks.

Activity 6. Work
A – Work is done
Pulling a box of goods
Pushing a cart of groceries
Throwing a ball

B – No Work is done
Pushing a stonewall
Carrying a child on shoulder
Reading a newspaper

1. Group the students into 5.

2. Allow them 5 min to examine the statements in A & B and write their observations.
3. Based on their observations, asked them to give the scientific meaning of work.
4. Guide them to come up with the equation W = F x d

Activity 7. Sources of Energy

1. The students will work in groups of 5.

2. They will be asked to do research on the different sources of energy to generate electricity.
3. They will note down the advantages and disadvantages of each source in terms of availability,
generation cost and impact to the environment using the table below.

Energy Sources Advantages Disadvantages

1. Hydroelectric
2. Solar
3. Coal
4. Wind
5. Nuclear
6. Geothermal

Based on the answers given, the students will answer then following:

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 1. Which of the energy sources is the most feasible alternative source to be used in Iloilo City?
2. Why is there a need to conserve energy and its sources?

Activity 8. Energy Conservation

1. Group the students with 7 to 8 members in a group.
2. They will present a role play on the ways of conserving energy at home and in the
community.

Activity 9.
1. Group the students with 7 to 8 members in a group.
2. Ask the students to dramatize how will they live in a world characterized by shortage of
electricity

Activity 10.
1. Group the students with 8 members per group.
2. They will debate on the Issue: Coal fired powered plant: A Friend or a Foe

Activity 11.
1. Make a table similar to the one below.
2. Enumerate at least five ways by which you can help conserve energy in each oif the
places indicated in the table below.

Place Ways of conserving energy

Home 1.
2.
3.
4.
5.
School 1.
2.
3.
4.
5.

Community 1.
2.
3.
4.
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 5.

Activity 12. Energy Conservation Advocacy

Students will work in groups of 10. They will make an advertisement material (brochure, flyer,
poster or any form of material that will promote proper conservation of energy resources.

Design Standards
STAGE 1 – To what extent does the design: focus on the “big ideas”
of targeted content and on the transfer?
STAGE 2 – To what extent do the assessment provide: fair, valid,
reliable and sufficient measures of the desired results
of Stage One?
STAGE 3 - To what extent is the entire unit: coherent, with the
elements of all 3 stages aligned?

References:
1.http://search.yahoo.com/search;_ylt=A0oGdUl8.OlMfkwBb1FXNyoA;_ylc=X1MDMjc2NjY3OQ
RfcgMyBGFvAzAEZnIDeWZwLXQtMzM0BGhvc3RwdmlkA3Jac1VJRW9HZFRDT0l1ekNT
2. Albarico, Joni M., et al. Teaching Guide in Integrated Science.Eferza Academic
Publications,2010.
3. Gutierrez, Marlene. Science & Technology I for the Modern World.

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