School Grade Level

Grades 1 to 12
Daily Lesson Log Teacher Learning Area
Teaching Dates and Time Quarter

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
SESSION 1
1. The following aspects of chemical changes:
a. how fast a reaction takes place
b. how many reactants are needed and how many products are formed in the reaction
c. how much energy is involved in a reaction
2. How energy is harnessed
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
Describe how energy is harnessed from different sources: a. fossil fuels b. biogas c. geothermal d. hydrothermal e. batteries f. solar cells g. biomass
S11/12PS-IIIh-29

- identify the different ways how to harness energy;

- value the importance of the different sources of energy.
- report the different sources of energy through the gallery walk
- develop cooperation and collaboration through the group activity
- describe the different sources of energy;
- give a summary of how energy produces from a different source through a concept map
- differentiate renewable and non-renewable sources of energy; and
- outline the pros and cons of the different sources of energy
II. CONTENT How Energy is Harnessed

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from LAS: Learning Activity Sheets Quarter 3 Week 1-8, Physical Science (2021), Division of Angeles City
Learning Resources SLM: Science – Grade 11/12 Alternative Delivery Mode Quarter 1 – Module 7: Earth’s Natural Gem First Edition, 2020
B. Other Learning
Resources
Methodologies Group Activity, Differentiated Instruction, Picture Analysis, Concept Mapping
Values Integration Value the importance of the different sources of energy; renewable and non-renewable
IV. PROCEDURES
A. Reviewing the previous ACTIVITY 1 – MY HOUSE
lesson or presenting the
new lesson Directions: List down examples of renewable and non-renewable resources that can be found in your home.

B. Establishing a purpose PRESENTATION OF LESSON OBJECTIVES:

for the lesson
The teacher introduces the lesson of the day and the objectives.

C. Presenting PICTURE ANALYSIS

Examples/instances of new
lesson Ask the students about the different sources of energy that they know.

Energy can be harnessed from the following sources: fossil fuels, biogas, geothermal, hydrothermal, batteries, solar cells, and biomass

Analyze the picture below:

D. Discussing new ACTIVITY 2
concepts and practicing GROUP ACTIVITY (GALLERY WALK)
new skills #1
Divide the students into 7 groups each of them will be tasked to report the different ways how to harness energy.

Each group is given 5 minutes to present the topic assigned to them.

Topics:
Group 1: Fossil Fuels
Group 2: Biogas
Group 3: Geothermal
Group 4: Hydrothermal
Group 5: Dry Cell
Group 6: Lead Storage Cell
Group 7: Fuel Cell
Group 8: Solar Cells
Group 9: Biomass

RUBRIC:

E. Discussing new ACTIVITY 3 CONCEPT MAP

concepts and practicing
new skills #2 While the activity is ongoing, each group must complete the word diagram about “How is energy harnessed from different sources?”
 Fossil Fuel

Biomass Biogas

“How is
Solar Cells energy Geothermal
harnesse
d from
different
sources?
”

Hydrotherm
Fuel cell
al

Lead
storage Dry cell
battery

F. Developing mastery Activity 4 PICTURE ANALYSIS

(Leads to Formative
Assessment) Directions: Complete the table below. Choose your answer from the illustration

G. Finding Practical THINK ABOUT IT!

applications of concepts
and skills One of the most prominent problems in the Philippines is air pollution due to many sources contributing to it, such as private transportation, jeepneys,
buses, and factories. As the situation worsens due to the pandemic, the government has decided to lock down the areas with many cases of COVID-
19 recorded in the National Capital Region (NCR) where the movement of everyone is limited.

Question:
If the pandemic has a good effect on our environment, what is it, and how is it manifested?
H. Making generalizations ACTIVITY 5 PROS AND CONS
and abstractions about the
lesson Directions: Write down the pros and cons of the energy resource illustrated

Checking the learners’ exams will be done if there is still time

I. Evaluating Learning FORMATIVE ASSESSMENT

THOUGHT BALLOON

Directions: Answer the questions inside the thought balloon.

 Identify the least learned concepts that need additional discussion.

J. Additional activities for INFOGRAPHIC ACTIVITY

application or remediation - Make an infographic promoting the use of renewable resources on a whole bond paper
- Read the rubric below for your guidance.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter that my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover that I wish to
share with other teachers?

Prepared:

NAME/S: __________________
SECTION: ________________