School LUMBAN SENIOR HIGH SCHOOL Grade Level GRADE 11

LESSON Teacher Learning Area

AUREA ROSE M. PADUGAR PHYSICAL SCIENCE
EXEMPLA Teaching Date Quarter THIRD
R Teaching Time No. of Days

I. OBJECTIVES
The learner...
A. Content Standards
understands the
nature and elements
of oral communication
in context.
The learner...

understands the
nature and elements
of oral communication
The learners demonstrate an understanding of...)

How energy is harnessed

The learner...
B. Performance Standards
C. Most Essential Learning Describe how energy is harnessed from different sources:
Competencies (MELC) A. Geothermal
B. Hydroelectric

D. Enabling Objectives
II. CONTENT
After the discussion, the learners are expected to:
1. describe the different sources of energy; A. Geothermal B. Hydroelectric
2. give a brief summary of how energy is produced from geothermal and hydroelectric;
3. differentiate between geothermal and hydroelectric sources of energy;
4. outline the pros and cons of geothermal and hydroelectric energy.

III. LEARNING
RESOURCES
A. References
Most Essential Learning Competencies
a. Teacher’s Guide Pages
Physical Science in Context PIVOT Learners Guide
b. Learner’s Material
Pages
c. Textbook Pages
d. Additional Physical Science for Senior High School
Materials from
Learning
Resources
B. List of Learning
Resources for
Development and
Engagement Activities
IV. PROCEDURES

A. Introduction
Used a range of teaching
strategies that enhance learner
achievement in literacy and
numeracy.
A. Greetings and Prayer
Before we start our lesson, let us pray for
God’s guidance and blessing.
__________ please lead the prayer.

B. Classroom Conditioning
 The teacher will say, let’s have a feelings check, I have here a thermometer of feelings. The
Managed learner behavior
teacher will call someone and ask the student of what they feel today and paste it on the
constructively by applying
thermometer.
positive and non-violent
discipline to ensure learning-
focused environments

Applied knowledge of content
within and across curriculum
teaching areas
C. Checking of Attendance
The teacher will call the class president to answer the following questions, How many female
are present? Male?
Total No. of Female + Total No. of Male = _______________
D. Classroom Rules
The teacher will remind about the classroom rules.

Managed learner behavior

constructively by applying
positive and non-violent
discipline to ensure learning-
focused environments

E. Review of the Previous Lesson (Group Collaboration)

TRUE OR FALSE

Managed classroom structure to

engage learners, individually or
in groups. In meaningful
exploration, discovery and
hands-on activities withing a
range of physical learning
environments.

Selected, developed, organized
and used appropriate teaching
and learning resources,
including ICT, to address
learning goals.
B. Development
Applied knowledge of content
within and across curriculum
teaching areas
Applied a range of teaching
strategies to develop critical and
creative thinking, as well as
F. Motivation: WORD HUNT
Direction: To get started, the learners will find the terms related to energy from the WORD
HUNT below. The teacher will call random learners who will list down these words on the
table and write what you know about it on a separate sheet of paper.
G. Goal Orientation
The teacher will present the target objectives;
1. describe the different sources of energy; A. Geothermal B. Hydrothermal
2. give a brief summary of how energy is produced from geothermal and hydrothermal;
3. differentiate between geothermal and hydrothermal sources of energy;
4. outline the pros and cons of geothermal and hydrothermal energy.
 Group Activity
The class will be divided into 3 groups. Each
group will be given a diagram that shows the
different sources of energy in the Philippines
and the percentages of each source. They will
compare the main source of energy from the
different regions of the Philippines using the
table and they will present their work and
answer the guide questions below.
Guide Questions:
1. What are the different sources of electricity in the Philippines?
2. Refer to the diagram above to complete the table below.
other higher-order thinking skills
3. Based on the diagram, what can you say about the sources of energy from the different
regions in the Philippines?

 Discussion on how energy is harnessed:

Managed classroom structure to  geothermal and hydroelectric
engage learners, individually or
in groups. In meaningful
exploration, discovery and
hands-on activities withing a
range of physical learning
environments.

ANNOTATION: Through the

Progressivism phiolosophy, the
teacher was able to apply it
during the discussion since the
learners will discover how
geothermal and hydroelectric
power work through the DIY
model.
C. Engagement
The teacher will instruct the learners to summarize their understanding about the different
sources of energy by filling out the table below. Each group will be given a table.

DESCRIPTION SOURCES EXAMPLE ADVANTAGE/

DISADVANTAGE
Hydroelectric
Geothermal
Performance task: VENN DIAGRAM
D. Assimilation
 Individually, learners will point out the similarities and differences between
geothermal and hydroelectric sources of energy by using a Venn diagram in a
separate sheet of paper.

V. REFLECTION
● The learners will give their feedback and clarification by writing it at the back of
their journal and will complete the statement below:

I understand that _________________________________________

I realize that ______________________________________________

Prepared by:

AUREA ROSE M. PADUGAR

Teacher II

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Schools Division Office of Laguna
Lumban Senior High School
Lumban, Laguna
 Reflection Notes/Journal Entry
Quarter 3

Grade 11 - Nela Yu Ferrer

Physical Science

I am reminded of how this educational progressivism philosophy places students at the heart of the learning
process. Progressivism's student-centered approach is invaluable in cultivating engaged, motivated, and empowered
learners.

I focused on the individual needs, interests, and abilities of each student, Progressivism tailors education to
be relevant and meaningful. This personalization fosters a deeper connection between students and their learning,
igniting a natural curiosity and passion for acquiring knowledge. As a result, students become active participants in
their education, taking ownership of their learning journey.
Progressivism's emphasis on hands-on learning and experiential activities ensures that learning is not confined to
the classroom alone. By encouraging students to explore, experiment, and apply their knowledge in real-world
contexts, they gain practical skills and problem-solving abilities. This approach not only enhances their
understanding but also instills confidence in tackling challenges beyond the confines of the textbook.

That's why, on my lesson about how energy is being harnessed (geothermal and hydroelectric), I made a
DIY model on how the two power plant work. Leaners will discover and experience on how does the power plant
works. Learning is rooted in the questions of learners that arise through their experienced on the DIY model.

Prepared by:

AUREA ROSE M. PADUGAR

Teacher II
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division Office of Laguna
Lumban Senior High School
Lumban, Laguna

Reflection Notes/Journal Entry

Quarter 1

Grade 11- Earth and Life Science

The incorporation of constructivism in the teaching-learning process has been a transformative journey that
has fundamentally shaped my approach to education. As I reflect on the importance of constructivism, I am
reminded of its profound impact on fostering meaningful learning experiences, encouraging critical thinking, and
nurturing the holistic development of my students.

Constructivism encourages students to become active participants in their learning journey. By engaging in
hands-on activities, discussions, and real-world problem-solving tasks, students take ownership of their education
and develop a deeper understanding of the subject matter. This sense of agency and autonomy not only enhances
their motivation to learn but also instills a sense of curiosity and a lifelong love for acquiring knowledge.

In my lesson about the subsystem of the earth, I came up to the idea of having an activity that encouraged
the learners to think critically. Through the pictures that was flashed on the screen the learners analyzed and
labelled the pictures. Learners also created a general concept and identified the physical characteristics of the
subsystems.

In conclusion, constructivism's significance in the teaching-learning process cannot be overstated. By

promoting active learning, student-centeredness, critical thinking, and collaboration, constructivism empowers
students to become independent, creative, and lifelong learners. As an educator, I am committed to continuing my
journey in applying constructivist principles to provide my students with transformative educational experiences
that prepare them not only for academic success but also for leading fulfilling and purposeful lives beyond the
classroom.

Prepared by:

AUREA ROSE M. PADUGAR

Teacher II
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division Office of Laguna
Lumban Senior High School
Lumban, Laguna

Reflection Notes/Journal Entry

Quarter 4

Grade 11- Physical Science

In the realm of education, the philosophy of realism stands as a guiding light, illuminating the path towards
effective teaching and learning. Realism emphasizes a pragmatic approach to education, focusing on practical
knowledge and experiential learning. As I reflect on the importance of realism in the teaching-learning process, I
cannot help but recognize the profound impact it has on shaping minds and fostering a deeper understanding of the
world.

Realism in education centers around the idea of presenting the world as it truly is, without exaggeration or
distortion. This approach encourages educators to connect theoretical concepts with real-life experiences, bridging
the gap between abstract ideas and their applications in the real world. By grounding lessons in reality, students are
more likely to see the relevance and significance of their studies, leading to enhanced engagement and motivation.

Due to the idea of realism, i came with the awareness of applying real life scenario in the discussing
Newton's first Law of motion. Which give learners the benefit of incorporating realism into their ability to cultivate
critical thinking skills.

In conclusion, realism plays a pivotal role in the teaching-learning process, offering numerous advantages
that contribute to the growth and success of both students and educators. By connecting theory with practice,
realism instills critical thinking, relevance, and inclusivity in education. It equips students with valuable life skills,
empowering them to tackle real-world challenges with confidence and competence. As educators, embracing
realism can be a powerful tool to shape a generation of knowledgeable, curious, and adaptable individuals ready to
make a positive impact on the world.

Prepared by:

AUREA ROSE M. PADUGAR

Teacher II