GRADES 1 TO 12 SCHOOL: QUIPAYO NATIONAL HIGH SCHOOL GRADE LEVEL: 9

MYLENE R. NEVIAR/GLADYS GRACE B. BORJA/CATHERINE P. LEARNING SCIENCE

DAILY LESSON TEACHER:
BLANCE AREA:
LOG TEACHING DATES:
TIME:
FEBRUARY 27-March 3, 2023 QUARTER: THIRD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards:
Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons exercises and remedial activities
maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lesson. Weekly objectives shall be derived from the curriculum guide.
The learners demonstrate an understanding of volcanoes found in the Philippines

The learners shall be able to Participates in the activities that reduce risks and lessen the effects of natural phenomenon such as volcanic eruption
B. Performance
Standards:

Illustrate how energy from volcanoes Illustrate how energy from Illustrate how energy from volcanoes may be Illustrate how energy Conduct Unit Test for Module
may be tapped for human use (S9ES– volcanoes may be tapped for human tapped for human use (S9ES–IIIc-d 29) from volcanoes may be 1
C. Learning
IIIc-d 29) use (S9ES–IIIc-d 29) tapped for human use
Competencies/Objectives: (S9ES–IIIc-d 29)
Write the LC code for each
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
Utilization of Geothermal energy GEOTHERMAL ENERGY Parts of Geothermal Power plant Benefits and Drawbacks of
II. CONTENT Geothermal Energy

III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Unit 3 Module 1 Unit 3 Module 1 Unit 3 Module 1 Unit 3 Module 1
Pages
pages 174-176 174-176 174-176 177-178
3. Text book Pages
Science Links 9 Science Links 9 Science Links 9 Science Links 9 Science Links 9
4. Additional Materials Estrelita A. Madriaga et.al Estrelita A. Madriaga et.al Estrelita A. Madriaga et.al Estrelita A. Madriaga et.al Estrelita A. Madriaga et.al
from Learning Pages Pages Pages Pages Pages
resources(LR)Portal

(https://www.youtube
(https://www.youtube .com/watch? .com/watch?v=5FURZu-
B. Other Learning Resources v=5FURZuHuX0&feature=share
HuX0&feature=share)
 These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning the by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things, practice their learning, question their learning
IV PROCEDURES processes and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Conduct a review of the past
Lesson or Presenting lesson
New Lesson
Look around you, most of the things
around you and the things we use is
powered by electricity. Is the supply of
electricity enough for all of these?
B. Establishing a Purpose
for the Lesson
Teacher asks the students to
describe the pictures below: (These
are geothermal power plants in the
Philippines, these are the sources of
electrical energy in the country)..
C. Presenting Examples
Instances of the Lesson
Group Activity: Scenario: You are
environmentalists who are not in favor
D. Discussing New of putting up a geothermal powerplant
Concepts and Practicing in your community, make a short
New Skills#1 comic strip raising your stand against
its construction, considering its
negative effects to the environment.
E. Discussing New Each group presents their output
Concepts and Practicing Discuss to the class the uses and
New Skills#2 importance of geothermal energy.
Conduct a review of the
previous lesson
Show pictures of volcano, geyser,
fumarole and hotspring. Ask
students to find the communality on
the pictures.
In two or three sentences, answer
the question: What energy source is
best for the Philippines and why?
Teacher leads on the discussion
towards the presence of many
volcanoes to the energy that can be
harnessed from them. (Guide
students ‘answers to geothermal
energy.
Students present their outputs in
front.
Using the guide questions
students relate the characteristics
of the materials to the
characteristic of magma.
With the result of the activity,
students relate the different factors
to the type of eruption.
Conduct a review of the previous lesson
Think, Pair and share: What is the
importance of Geothermal Energy to human
life
Shows the video: EDC's Geothermal Titan
(The World's Largest)
The students will be given sets of pictures.
They will identify and trace the processes in
a geothermal power plant
Let the students think/give idea about the
following:
1.Hot water is pumped from deep
underground through a well under high
pressure. 2.When the water reaches the
surface, the pressure is dropped, which
causes the water to turn into steam. 3.The
Conduct a review of the Conduct a review of the
previous lesson previous lesson
Show students a diagram of a
typical geothermal power plant.
(Taken from the previous lesson)
Ask for a volunteer to use the
diagram to describe in their
own words how a geothermal
power plant works
Unit Test Part 2
Unit Test Part 2
Pose these questions to the
students: What are the benefits
we get from geothermal power
plants? Could there be risks
associated with operating such
power plants? Do the benefits
outweigh the risks? Tell students
that these are the questions the
class will explore today.
Reading Activity: Distribute to Unit Test Part 2
students copies of the article
entitled Geothermal Energy Pros
and Cons by Daniel Nelson,
published online at Science
Trends.
Check for comprehension by Unit Test Part 2
asking students questions like:
What is the main advantage of
geothermal energy over fossil
fuels?
 steam spins a turbine, which is connected to
a generator that produces electricity. 4.The
steam cools off in a cooling tower and
condenses back to water. 5.The cooled water
is pumped back into the Earth to begin the
process again
Checking of answers Shows a video clip entitled Briefly remind the students on the Unit Test Part 2
“Geothermal Energy” Uploaded by: procedure of informal debate.
F. Developing Mastery Iken Edu Source: Emphasize discipline and proper
(Leads to Formative https://www.youtube.com/watch?v= decorum during the debate.
Assessment 3) yrYEgJhLVNQ Students will
answer the guide
Let each group presents their output
G. Finding Practical The teacher will give practical use of Answers the guide questions. Using pictures, show to the class the Assess students’ performance Unit Test Part 2
Application of different power plant in . Tiwi, Checking of answers. Clarification different materials released during using an appropriate rubric
Concepts and Skills in Geothermal Plant b. BACMAN of misconception volcanic eruption.
Geothermal Plant Relate the type of cone and slope to
Daily Living
the materials released by volcanic
eruption

H. Making Generalization
Students will summarize what they
and Abstractions about
have learned in todays lesson
the lesson
Construct a fish bone diagram on the
good side and bad side of harnessing
geothermal energy.
I. Evaluating Learning
Find out news articles that shows
issues on the construction of
geothermal powerplant in your
locality.
J. Additional Activities for
Application or
Remediation
Summarizes key points.
Write the following Make a
diagram on how to use the energy
from Geothermal Plan
Write a letter of proposal to the
mayor of your province
convincing him to opt for
geothermal energy as an
alternative energy source. Include
the pros and cons of the energy
resource in your letter.
Teacher clarifies misconceptions
Have students write an essay arguing for or
against the development of more geothermal
energy plants. Essays should include at least
three reasons to support why they believe
geothermal energy is or is not a good
resource to invest in.
List down social and economic implications
of putting a power
plant near a hot spring, which are often
developed as tourist areas?
Few students will be asked to Clear out misconceptions
give a summary of the activity (if there’s any)
Ask the students to answer the
following questions: 1. What are
the benefits of geothermal
energy? Cite at least two and
briefly explain each one. 2. What
are the drawbacks that
geothermal energy presents?
Describe at least two. 3. Why is it
important that the pros and cons
of geothermal energy be fully
understood by everybody,
including students, like you?
Explain
Review the lessons as
preparation for the Unit test

VI - REMARKS Objectives had attained___ Objectives had attained___ Objectives had attained___ Objectives had attained___

Objectives had attained___ Objectives not attained due Objectives not attained due Objectives not attained due Objectives not attained due
to :_____________________. to :_____________________. to :_____________________. to :___________________
Objectives not attained due __.
to :_____________________
 VII - REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
required additional
activities for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why did this work?

Prepared by: Checked and Reviewed: Noted:

GLADYS GRACE B. BORJA MYLENE R. NEVIAR RIZZA A. VERA NATIVIDAD C. DE LEON

Subject Teacher Subject Teacher Department Head School Principal

CATHERINE P. BLANCE
Subject Teacher