PHINMA University of Pangasinan

College of Education and Liberal Arts

Education Department
Arellano St., Dagupan City

Detailed Lesson Plan

Science 9
December 2022

Teacher’s Copy
I.
II. Objectives:
At the end of 30-minute lesson, 100% of the students should attain at least 75% level of
mastery on how to:

A. Explain how electrical energy is generated, transmitted, and distributed(S9FE-IVhj-46).

a. construct a diorama showing the path of electricity from the generating station, transmission
station and residential areas using the provided materials;
b. appreciate the importance of electricity by posting ways on how to conserve electricity
through CAREels (Think-Pair-Share) activity;
c. relate the concept of generation of electricity to global warming; and
d. examine how electricity is produced from power plants to the households/electric
consumers.

III.
IV. Subject Matter
A. Topic
Unit: Grade 9 – Force, Motion, and Energy
Lesson: Generation, Transmission and Distribution of Electricity

B. References
Book sources:
Pavico, M. F., Ramos, J. D., Ramos, A. C., Bayquen, A. & Silverio, A. (2015). The
New Grade 9: Exploring Life Through Science. (Second Edition). Phoenix
Publishing House, Inc. pages 446-457
Pavico, M. F., Ramos, J. D., Ramos, A. C., Bayquen, A. & Silverio, A. (2022). The
New Grade 9: Exploring Life Through Science. (Third Edition). Phoenix
Publishing House, Inc. pages 449-458

Web Sources:
https://blog.constellation.com/wp-content/uploads/2020/03/Secondary-Energy-
Infobook_Electricity.pdf
https://www.statista.com/statistics/1237572/philippines-distribution-of-electricity-
production-by-source/
C. Materials
Teacher’s Materials: laptop, projector, speaker, Class Point application, blackboard,
chalk, improvised mechanical electric generator model, electronic wand, pie chart
model, rolling tv cart

Student’s Materials: Styrofoam, used cardboards, wires, twist tie, DC motor (2), LED
light (2), electrical tape, stick glue, glue gun/candle & match, glue, other design
materials, tape, scissors, mobile phone, calculator, worksheet

D. Skills
• Critical/Creative Problem Solver
• Effective Communicator
• Responsible Steward of Nature
• Innovative/Inventive Thinker
• Collaboration
• Observation

E. Values Integration
• Conserve electrical energy.
• Show care and concern for the environment.

F. Strategies
• Effi-CHECK – The students will be able to show their critical thinking by
solving word problem.
• WANDering Electricity? – The students will be able to hone their critical
thinking and communication skills by answering some questions prepared by
the teacher.
• Ener-Connected Diorama – The students will be able to demonstrate their
potentialities by innovatively creating a diorama showing the flow of electricity.
This activity also activates the power of team work and collaboration among
students.
• CAREels (Think-Pair) – The students will be able to fulfill their responsibility
as steward of nature by providing simple ways on how to reduce electricity
consumption as one of the best solutions that anyone can do.
• Power Grid – The students will be able to exhibit how critical thinker they are
by tracing the path of electricity using the words provided as their clue.
• Let’s Volt In! – The students will be able to show off their ability to summarize
lesson by completing the missing terms in the graphic organizer.
• Step-up and Transform! – The students will be able to challenge their critical
and intellectual thinking by answering the following objective type of question
prepared by the teacher.
• CAREels (Share) – The students will be able to fulfill their responsibility as
steward of nature by applying and sharing what they have written in the first
part of this activity through a 1-minute video clip to be uploaded in Facebook
Reels.
 G. Key Concepts
• Basic Components in Electricity Generation – The basic components in
electricity generation are turbines, generators and transformers.
• Distribution of Electricity – A distribution system originates at a distribution
substation and includes the lines, poles, transformers and other equipment
needed to deliver electric power to the customer at the required voltages.
• Generation of Electricity – Electricity generation is defined as electricity
generated from fossil fuels, nuclear power plants, hydro power plants,
geothermal systems, solar panels, biofuels, wind, etc. It includes electricity
produced in electricity-only plants and in combined heat and power plants.
• Sources of Energy – Electricity is generated using either renewable or
nonrenewable sources. Nonrenewable sources, such as fossil fuels, are more
rapidly used than formed. On the other hand, renewable sources of energy, are
those that can be replenished naturally, include hydropower, geothermal energy,
wind power, biomass, solar energy, and biofuel cells.
• Transmission of Electricity – Electrical transmission is the process of
delivering generated electricity - usually over long distances - to the distribution
grid located in populated areas.

V. Procedure
A. Pre-developmental Activities
1. Daily Routine
Teacher’s Activity Student’s Activity
Prayer

Before we start, may I ask everyone to stand up and

let us pray. (Prayer leader leads the prayer.)
In the name of the Father, of the Son and of the
Holy Spirit.

We praise you Almighty God and we thank you

for the opportunity to study and prepare for a
good life in the future. Bless our teachers who
inspire and guide us. Bless our parents who work
hard to support us. Bless our classmates and all
the people who care for us. Bless us, help us to
be more attentive, patient and diligent to
understand the lessons that our teachers teach us.

Amen. Amen.
(Remain standing)

Greetings and Classroom Arrangement

“Good morning class!” All: “Good morning, ma’am! Good morning,

classmates!”

Before you take your seats, kindly pick up the pieces

of paper around you and arrange your chairs
properly.
 (The students will pick up the pieces of paper and
arrange the chairs properly.)
Thank you! You may now take your seats.
All: Thank you, ma’am!
So, are you ready for a brand new day?
All: Yes, of course we are ready ma’am!
That’s great!
It’s so nice to have you here with me today!
Anyway, how are you today class?
Oh! I’m glad that you are all fine today! Because later All: We’re fine, ma’am!
on you will be needing a lot of energy to accomplish
different activities I prepared.

Checking of Attendance

So, before anything else let me know Anna, if there

is an absentee today? Anna: I’m glad to say that everyone is present
today, ma’am.
Wow! That’s good to hear, we have a perfect
attendance.
It means everyone will not miss their chance to join
me as we explore and learn our topic today.

Before we go to our main topic today, let me know

first if you really understand well our previous
lesson.

2. Review of the Previous Lesson

Teacher’s Activity Student’s Activity
Last meeting, we had talk about the relationship of
heat, work and efficiency. Wherein we solve
different kind of word problems finding its
efficiency. So, let’s have a short activity entitled
“Effi-CHECK”. Kindly bring out your calculator and
your phone with you.

Now, with your seatmate, you are going to answer

the problem presented in front. Your answer must be
submitted through the Class Point application, just
like what we have last meeting. I only need to see one
answer coming from the pairs. You are given only
one minute to solve this problem.

You may start now. (Students are answering the problem.)

Finalize your answers, in 5, 4, 3, 2, 1. Alright!

Now, let us find out if 35.23 % is the correct answer.

Allow me to read the problem, “What is the
efficiency of a gasoline engine that receives 193 J of
energy from combustion and lose 125 J by heat to
exhaust during one cycle?”

Now, who can identify the given in the problem? Can (Trizha writes the given on the board. She writes
you write in on the board Trizha? QC = 125 J and QH = 193 J at front.)

Thank you, Trizha! So, based on the problem what is

the quantity that we need to find and solve? Maylene: Efficiency, ma’am!

Good, then what is the formula? Can you write it on

the board, Jelyn? (Jelyn writes the formula on the board. She
writes Efficiency = (1- QC / QH) x 100% at front.)
Alright, in computing efficiency we will use this
formula, efficiency is equals to the quantity of one
(1) minus the quotient of energy in cold reservoir or
denoted as QC and energy in hot reservoir or denoted
as QH and multiply it with one hundred percent
(100%).

After being sure with the formula, we will input those

given in our calculator and we can easily arrive to the
answer we are looking for. But, R-Jay can you share
to us your solution and final answer on the board? (R-Jay writes his solution and final answer on
the board. He writes Efficiency = (1- 125 J / 193
J) x 100%) = 35.23% at front.)
Good! I can see in my presentation that all of you got
the correct answer. Do you still have any questions
with regards to computing efficiency? All: None, ma’am.

Since you all got the answer correctly it seems like

there’s no more confusion about this topic.

Efficiency can reduce energy demand, lessen the

environmental stress due to energy production and
use, and will lead to competitive yet affordable
production costs of goods and services. One
prominent example of essential services that
efficiency must be observed and applied is in
generating electricity. Right? All: Yes, ma’am.

We can really see the connection of efficiency in

generating electricity. Now, I think we can move on
to another lesson that will give you an enlightenment
on such things that you might not yet know.

3. Motivation
Teacher’s Activity Student’s Activity
To begin with, I want you to think about these
questions in your mind. Where and how electricity
generated? Does electricity be generated in an instant
like magic? Like you can able to light a wand like
Harry Potter in just saying a few words? Or it
undergoes processes in order to be produce? These
are some of the questions I want you to think about
as we go on in our lesson for today.

Do we have anyone here who is familiar with Harry

Potter? (Students raise their hand.)

Oh! That’s great, I’m sure that most of you can relate
in this part of our activity.

Now, I want you to watch this short video clip from

one of the movie series of Harry Potter entitled
“Prisoner of the Azkaban”. Kindly observe those
things that you might think that are related to our
topic. Because later on we will have an activity
entitled “Wandering Electricity”.

(Duration: 33 seconds) (Students are watching the short video clip.)

If we imitate that scene right now, which do you think

electricity was realistically applied? Is it in how
Harry’s uncle switch on the lights or is it in how
Harry light up his wand using the spell. What do you
think?
Why, Dave? Can you share to us your reason?
Dave: It is in how Harry’s uncle switch on the
lights.
Dave: In real life ma’am, wand cannot light up
just like what in the movie. Unlike in the other
option it is more realistic, ma’am. Because we all
know that electricity is needed in order to light
up the bulb or any kind of light.

Others, do you have the same thought with Dave?
Oh! I see, thank you, Dave and Anna. But let us try
to find out if you’re correct.
Anna: Yes, ma’am. We cannot easily light up a
wand like Harry but we can easily do what
Harry’s uncle did in the movie, which is
switching on the light.

Alright! I need two volunteers who will hold this

electric wand and will switch on the light there. Let
us see if the wand cannot light up just like what Dave
and Anna said earlier. (Some students raise their hand.)

So, Ashley and Bernald come here at the front.

Ashley, kindly hold this wand and Bernald you may
go there near the switch of the light.
(Ashley light up the electric wand while saying
“lumos maxima”, imitating Harry. The same
goes with Bernald he switches on the light. These
two demonstrations successfully produce light.)
Why did Ashley successfully light up the wand? Is it
because of the spell he said or is there something in
that wand that makes it light?

“WANDering Electricity” activity will help us

answer these questions.

B. Developmental Activities
1. Presentation of the Lesson
Teacher’s Activity Student’s Activity
Maybe some of you aren’t familiar and didn’t know
the ability of an electric wand. From the word itself
electric wand, it is not just a simple wand that is
solely made out of stick. Remember that in order for
a light to bright up we always need a source of energy
that will produce electricity, so that different gadgets
and appliances will be able to function.

Now, do you have any guess, what is the source of

electricity in this wand? (Darine raises her hand.)

Yes, Darine? Darine: Is it a battery ma’am?

Your guess is correct, Darine. It is the battery that

serves as the main source of electricity of this wand.

Now, going back to the question earlier, why did

Ashley successfully light up the wand? Is it because
of the spell he said or is there something in that wand
that makes it light? Anna: It is because there is something in the
wand that makes it light and that is the battery,
ma’am. Just like what you said earlier it serves as
the main source of electricity of the wand.
Very good, Anna!
How about the bulb in our classroom? How come that
it lights up in just one tap in the toggle earlier? Where
does electricity generated and come from? Is it from
the main switch or in the wires in the post outside?
What do you think? (Some students are raising their hand.)

Yes, Francis? Francis: Electricity doesn’t come from main

switch neither from the post outside, it came
from power plants like the Fire-Coaled Power
Plant in Sual, ma’am.
Well said, Francis! Power plant or also called as
power station is an industrial facility for the
generation of electric power.
Now, it looks like many of you was surprised. Since
this topic seems new to you, I expect that everyone
will listen and actively participate to achieve our four
learning objectives with regards to this lesson.

(The objectives are presented through tv rolling cart

visual aids.)
(The teacher will switch on the light on the box to
reveal the first to fourth objectives.)

Kindly read the first objective, Jomel. Jomel: Construct a diorama showing the path of
electricity from the generating station,
transmission station and residential areas using
the provided materials.
Second one, please? Jianne: Appreciate the importance of electricity
by posting ways on how to conserve electricity
through CAREels activity.
Next. Ernst: Relate the concept of generation of
electricity to global warming.
And last one. Jirah: Examine how electricity is produced from
power plants to the households/electric
consumers.

Thank you, remember this care objectives that we

have as we go through to our lesson today. Okay? All: Yes, ma’am!

To give you a glimpse for our lesson today, you will

have a discovery learning activity. This activity will
surely challenge your mind to be innovative and
critical.

2. Lesson Proper
Teacher’s Activity Student’s Activity
This activity is entitled “Ener-Connected Diorama”,
wherein you will make a diorama of a wind power
plant using the provided materials I will give to you
later on.

But before that I will group you into two, this side is
the group one and this side is group two. Now, in
each group you must create three subgroups that will
focus on each part, which is the three processes
namely; generation, transmission and distribution.
This is to ensure that everyone will participate and
there is an equal distribution of task. Additional
instructions are provided in your worksheets.

I need one representative from each group to get their

materials together with the worksheet. You’re given
only 5 minutes to accomplish this activity. Feel free
to ask me if you have any questions, okay? All: Yes, ma’am.
You may start now. (Students start the task assigned by the teacher.)

(The teacher starts to facilitate and assist the queries

and needs of the student during the activity.)

Make sure that it will function properly because later

on we will use that as one of our references in our
discussion.
Time’s up! Please stop whatever you are doing and
kindly lend me your ears as we discuss that three (Students stop from what they are doing and
processes involved in our lesson namely; generation, listen to their teacher.)
transmission, and distribution.

Electricity is generated in a power plant. From your (Students are pointing out the wind mill part of
output, kindly point out where is the power plant their output.)
there.

Good!

Afterward, the current generated from power plants

is sent through transformers to increase the voltage.
A transformer that is designed to increase voltage is
called a step-up transformer.

The high voltage is transmitted through this tower-

like structure which carry electricity in long distances
is called transmission line.

From here, electricity travels to substations where its

voltage is reduced and transmitted to electric
distribution companies. Now, my question is, what
comes first to your mind when you hear distribution
companies? Faye: CENPELCO, ma’am.
Good! How about others? Jianne: DECORP, ma’am.
Thank you, Jianne! CENPELCO (Central
Pangasinan Electric Corporation) and DECORP
(Dagupan Electric Corporation) are some of the
distribution companies here in our province. But did
you know that these distribution companies cannot
distribute electricity without NGCP substations?
Anyone in the class who is familiar with NGCP or
the National Grid Corporation of the Philippines? (No one raise their hand.)

For everyone’s information, NGCP is a privately

owned corporation in charge of operating,
maintaining, and developing the country's state-
owned power grid. So, take note that NGCP plays an
important role why electricity reaches our houses
safely.
Again, from here, electricity travels to substations
where its voltage is reduced and transmitted to
electric distribution companies. This transformer is
called step-down transformer. Why does voltage
need to be stepped down at this point of this process?
Do you have any idea? (Aljon raises his hand.)
Yes, Aljon? Aljon: To make it safer and more useable in the
neighborhood, ma’am.
Correct, but what do you think might happen if the
voltage they distributed in houses was too high? Aljon: Voltage that is too high can cause electric
components failure due to overheating.
Very good, Aljon! This is why our electric
components in our houses have a specific and
maximum volt only to be used. Exceeding from the
maximum volt may cause failure due to overheating
as like what Aljon said earlier.

Going back, after the voltage stepped down from the

transformer. It will be decreased again by the pole
step-down transformer. In your output kindly point
out where is the pole transformer there. (Students pointing out the cylindrical structure
attached to the post of their output.)
Good! Pole step-down transformers further reduce
the voltage before it enters your house.

The distributors then bring the power to millions of

consumers. This is time where electricity reaches us.
The reason why we can charge our phones and can
use different home appliances for our convenience.

Now, for you to have a deeper understanding about

generation of electricity let me use this improvised
mechanical electric generator as a representation.
When we say power generation class, it typically
involves four components. But, take note that not all
power generation have the same kind of process in
producing electricity.

In this improvised model, we used here a turbine

system. Which are commonly applied to wind and
hydropower plants.

TURBINE ELECTRICAL
SYSTEM GENERATOR

OUTPUT POWER
REGULATOR
Now, I want you to observe the four components
present in this model. I need two volunteers who will
spin this model, anyone? (Viencent and Leonard raise their hand.)

Viencent and Leonard, please stand up and come here

at the front. One of you will slowly spin this model
and the other one will spin it in a faster way. (Viencent spin the model in a soft and slow way
while Leonard spins it very fast.)
As your classmates spin the model, what did you
observe? Who wants to share his/her observation?
Yes, Francis? (Francis raises his hand.)
Francis: As Viencent spin the model slowly, the
electricity produce was small and unstable that
make the light flickering and not so bright. On
the contrary, when the model spin faster the
electricity produces increased and so the light
became stable and brighter.
Exactly, Francis! It is just like this, if the energy input
in the process was high then the output is high also.
The same goes with the other situation, when you
input less energy of course the result of the output is
lower. Did you get the idea? All: Yes, ma’am.

Now, let’s proceed to the four components of power

generation. Where do you think is the turbine here? John Rico: Is it on the cd part, ma’am?
Why do you think that the cd part represents the
turbine? John Rico: Because as far as I know a turbine is
simply a shaft with rotating blades. The shaft in
that model is the handle and its rotating blades is
the cd.
Wow! Very good, I’m happy that you know what
turbine is.

How about the electrical generator? Patricia: That tiny dc motor is the one that
serves as the generator in that model, ma’am.
Yes, Patricia is correct. This dc motor converts
mechanical energy into electrical energy by the
rotation applied in the turbine. In this model, turbine
and generator was connected to each other through
this rubber band.

Now, do you think a power regulator or a transformer

need in this model? Rose Ann: No, ma’am.
Why, Rose Ann? Rose Ann: Power regulator or the transformer is
not present in this model because this only
produce a low voltage. So, no need to regulate it
unlike higher voltages.
Good! But in real life power generator is a must in
order for electricity to reach us in our houses safer.

Lastly, the output is no other than the electricity that

makes this led lights up.
Is everything clear so far? All: Yes, ma’am.

I hope that’s true. Moving on!

Electricity is so much a part of what we do that it is
very hard to imagine life without it. However, people
often take electricity for granted, barely thinking
about it except when we pay our bills. Is this true? Mary Roselyn: Yes, ma’am. Especially when
there is an unadvised power interruption.
Same sentiment, Roselyn. During brownout we feel
and realize how important electricity is.

Now, after we understand the different processes

involved and how the power was generated, it is also
important for you to know the sources of electrical
energy.

Electricity is generated using either renewable or

nonrenewable sources. What do you think is the
difference between the two? Anyone who have an
idea?
Yes, Bernald?
(Bernald is raising his hand.)
Bernald: When we say renewable sources of
energy, are those that can be replenished
naturally like wind, solar, water, etc. On the other
hand, nonrenewable sources energy, such as
fossil fuels, are more rapidly used than formed.
It requires thousands or even millions of years to
form.

Exactly, Bernald! In short, nonrenewable are those

cannot easily reproduce and causes more harm to our
environment.

Now, I want you to take a look at this pie chart. This

is the percentage distribution of power production in
our country in the year 2021. What can you say about
the result?
Anyone? (Rosemarie is raising her hand.)

(This pie chart will be presented as visual aid out of

Styrofoam and other design material.)
Yes, Rosemarie? Rosemarie: The result shows that our country
uses almost 75% of nonrenewable sources than
renewable sources.
Rosemarie is right, class. Most of energy used in
production of electricity in the Philippines come from
fossil fuels like coal and natural gas.

If we used more nonrenewable sources than

renewable, is this a good implication or not?
Why, Jelyn? Jelyn: No, ma’am. Because nonrenewable
sources of energy are destructive and harmful to
our environment and even to us. For example,
when coal and oil are burned, they release
particles that can pollute the air, water, and land.
Well said, Jelyn. The generation of electricity and
global warming are interrelated. Burning fuels
releases carbon dioxide, toxins, fumes, and heat into
the environment. With this we can see that every time
we simply charge our phones or any other gadgets
and appliances that we have at home we are
unknowingly contributing to the increasing amount
of greenhouse gas emissions.

I identify here only three harmful effects of using

non-renewable sources in producing electricity.
Kindly take down notes of the following because
later you will be needing that in our next activity.

(This is presented as visual aids; global warming

emissions, pollution, and damage to public health.)

So, what are you going to do? In what ways you can
alleviate global warming and other environmental
issues? Start listing in your mind your own different
ways because that is what you are going to do in the
next activity.
 C. Post-developmental Activities
1. Practice Exercise
Teacher’s Activity Student’s Activity
As we mentioned earlier in the discussion that using
nonrenewable sources of energy in producing
electricity causes harm and leaves a mark to our
environment, specifically in our atmosphere.

Now, in the first part of this activity entitled

“CAREels” (Think-Pair-Share), with your pair, you
are going to think of and provide simple ways on how
to reduce electricity consumption as one of the best
solutions that anyone of us can do.

You may write your answer in a ¼ sheet of paper.

After you answer please keep that because you will
be going to use that as a reference in the part two of
this activity. You will pass that next meeting after
you accomplished the task that will assign in part
two. Are you getting me?
Okay! You may start now. All: Yes, ma’am.
(Students are doing this task.)
(Answers may vary.)

Are you done? All: Yes, ma’am.

If you’re done, kindly keep that with you because you
will use that as your reference in the continuation of
this activity.

Your affective domain was tap during this activity. (Students are following the instruction of their
Now, let us test your cognitive skills through the next teacher.)
activity.

2. Application
Teacher’s Activity Student’s Activity
Have you ever wondered where our electricity came
from? Let us discover the answer to that question
through this activity entitled “Power Grid”. In this
activity you are going to trace the flow of electricity
in a given place or community based from the
choices. Your knowledge about location will help
you to find the connection of these words to each
other. For example, Ambuklao Dam is can be found
in Benguet. So, if you know the location you can
easily connect and find the other missing terms that
will complete the flow diagram. Do you get it? All: Yes, ma’am.

You are expected to complete these two flow

diagrams that represents two different processes of
electricity in a community. You may write your
answers at ½ crosswise paper. Answers only! Any
questions? All: None, ma’am.
If none, you may start now.
(Students are answering the activity.)
(This activity will be presented through power point
presentation.)
Activity 5. Power Grid

Flow of Electricity

Generation Transmission Distribution Receiver

San Roque Dam NGCP San Manuel Substation

DECORP Sual Coal-Fired Power Plant

NGCP Labrador Substation Dagupan residences

CENPELCO Central Pangasinan residences

Are you done? All: Yes, ma’am.

Alright, let us rationalize your answers. Let’s see if
you properly incorporate our lesson to your prior
knowledge about location.

Who wants to show his/her answer on the board

Anyone in the class? I need two volunteers. (Ashley and Jomel raises their hand.)
Yes, Ashley and Jomel you may write your answer
on the board. (Ashley and Jomel show their answer on the
board.)
Let us check if Ashley and Jomel’s answers are
correct.
The first block in this diagram should contain a
power plant, right? Because it is where the electricity
is generated. So, do you think San Roque Dam and
Sual Coal-Fired Power Plant is correct? R-Jay: Yes, ma’am. It is very obvious! The word
power plant is already in there.
Exactly, R-Jay! But what kind of power plant is San
Roque Dam? Jelyn: Hydropower plant, ma’am.
Correct, Jelyn. But what kind of sources does San
Roque Dam used to generate electricity? Jelyn: Renewable sources, which is the water,
ma’am.
Good! Just a side note class, San Roque Dam is the
largest dam in our country. Proceeding, how about in
the second block? Second block must contain what? Faye: Substations, ma’am.

Faye, is NGCP substations are correct? Faye: Yes, ma’am.

Correct! As I mentioned earlier in the discussion,

NGCP plays an important role in making sure that
electricity will reach our houses safer. Take note also
that NGCP doesn’t get their electricity supply in one
source only. They need multiple sources that are
nearest to their substations to make sure the stability
of supply of electricity.

Ashley, why did you answer NGCP Labrador

Substation under the Sual Coal-Fired Power plant?
What is your basis?
Very good, Ashley. You’re right! How about Jomel,
did you also used the location in determining your
answer?
Ashley: I base it from their location, ma’am. I’m
from Bugallon, so I know how near Labrador and
Sual is to each other.
Jomel: Yes, ma’am. Actually, I don’t know
where San Manuel is, but I know also Labrador
and Sual. So, I decided that NGCP San Manuel
Substation is the correct answer for San Roque
Dam since there is no other option.

Well, that’s a good strategy. Thank you, Jomel! For

those who are not that familiar where San Manuel is,
it is in the eastern part of Pangasinan. If ever you
know this places San Manuel is near Binalonan,
Asingan, Pozzurobio, and San Nicolas.

Going back, how about in the third block? Bernald: CENPELCO and DECORP, ma’am.
Good, Bernald! But what kind of substation is these
two? Is it transmission substation or distribution
substation? Bernald: Distribution substation, ma’am.

Correct! Is Ashley and Jomel’s answers, correct? Francis: Yes, ma’am.

How can you say so, Francis? Francis: CENPELCO serves as the main
distributor of electricity in Central Pangasinan
like Labrador. Even to us, I am from Binmaley.
Good answer, Francis. Thank you! How about
DECORP? Anyone here who lives in Dagupan City? (Some students raise their hand.)

Oh! Rosemarie, R-Jay, Camila, Jomel, and others. Is

it the DECORP who distribute electricity here in
Dagupan? Others: Yes, ma’am.
What is DECORP stands for? Rosemarie: Dagupan Electric Corporation,
ma’am.
Thank you, Rosemarie. And the last block, of course,
very easy. CENPELCO distribute electricity to
Central Pangasinan residences just like what Francis
mentioned earlier. On the other hand, DECORP
distribute electricity to Dagupan residences. Right? All: Yes, ma’am.

Now, maybe some of you were surprised for what

they have discover today, especially from where their
electricity came from.

We are almost at the finish line. We have two

activities more to go, so let’s have a water break first
before we continue to our next activity. (Students are drinking their water.)

3. Generalization
Teacher’s Activity Student’s Activity
Alright! I think everyone are already energized to
complete this another task I’ve prepared. Let us
summarize what our lesson for today is, through an
activity entitled “Let’s Volt In!”. In this activity you
should be able to complete the graphic organizer
shown in the slide. You are given only 2 minutes to
finish this activity. You can write your answer on the
remaining space of the paper you used in the previous
activity.

Possible answer:

Generation Transmission Distribution

• Power plant • Step-up and Step- • Pole step-down
down transformer transformer
• Transmission line • Line post

Now, what are the three processes involved in our

lesson for today? Who wants to answer?
Yes, Vince?
Good! In generation process, what do you call where
the electricity is generated?
(Vince raises his hand.)
Vince: The three processes involved in our
lesson for today are generation, transmission,
and distribution, ma’am.
Patricia: Power plant, ma’am.

Correct! How about in transmission? What are the

key terms that we have tackled earlier? Dianne: Step-up transformer, transmission line,
and step-down transformer.
You’re right, Dianne. But what is the difference
again between the step-up and step-down Dianne: Step-up transformer increases the
transformer? voltage while step-down transformer decreases
the voltage.
 Very good! What about the distribution process?
What are the terms related to this final stage? Can
you share your answer, Rea? Rea: Pole step-down transformer and line post,
ma’am.
Good, Rea! What is the reason again why voltages
need to be stepped down before entering houses? Rea: It is to avoid electronic components failure
due to overheating, ma’am.
Exactly, Rea!

Now, I think that every one of you really understand

our lesson well. Do you still have any confusions or
questions about our lesson? All: None, ma’am.

I hope that every time I ask you this question, you

answer it honestly.

Anyways, you’re one step behind before we end. I

hope you still have more energy to accomplish this
task. Give your best shot also in this activity as like
what you have did earlier in those previous activities
that we had.

VI. Evaluation
Teacher’s Activity Student’s Activity
Finally! We are in the last activity for today’s lesson.
In a ½ crosswise paper you used earlier in those
previous activity, I think there are still more spaces
there. So, you can use that in answering this 10-item
multiple choice questions. Take note, after 2 minutes
and 30 seconds I will present the next slide,
regardless you finish answering the first five items or
not. Do you understand? All: Yes, ma’am.

So, be mindful of time. You may start now. (Students are answering the questions presented
in the slide.)
Time Allotment: 5 mins.

Activity 7. Step-up and Transform!

Directions: Read each item carefully. Write the letter of the
correct answer for each question in your paper.

1. It involves the process of carrying the electrical energy from

a power plant into power lines.
a. Electric generation
b. Electric distribution
c. Electric transmission
d. Electric submission

2. It is the process that is being done by the power plants.

a. Electric generation
b. Electric distribution
c. Electric transmission
d. Electric submission
3. It is the process of transporting electrical energy from power
lines into households.
a. Electric generation
b. Electric distribution
c. Electric transmission
d. Electric submission

4. It carry the electrical energy from one point to another in an

electrical power system.
a. Transmission line
b. Distribution line
c. Clip line
d. Insulating line

5. It is the line or system for distributing power from a

transmission system to a consumer.
a. Transmission line
b. Distribution line
c. Carrier line
d. Insulating line

6. It is a material that allows the electricity to flow freely.

a. Electrical Insulator
b. Electrical Conductor
c. Thermometer
d. Rubber

7. Which of the following is not a source of renewable energy:

a. Solar Energy
b. Wind Energy
c. Hydro Energy
d. Fossil Fuels

8. It is a device that raises or lowers the voltage from an AC

source.
a. Transformer
b. Inductor
c. Capacitor
d. Resistor

9. It is a secondary source of energy that is produced in power

plants.
a. Semiconductor
b. Heat
c. Electricity
d. Light

10. It steps down voltage before entering houses.

a. Transformer
b. Pole transformer
c. Neighborhood transformer
d. Insulating transformer

(The teacher presented the next slide.) (Students are answering the questions presented
in the slide.)

Time’s up! Time for checking your papers, kindly (Students exchanged their paper at the back and
exchange your paper at the back. Refer to the key started checking it.)
answer presented at front.
 Key Answer:
1. C 6. B
2. A 7. D
3. B 8. A
4. A 9. C
5. B 10. B

After checking, bring it back to the respective owner

of the paper. At the count of five, everyone must
pass their paper. Late papers will not be accepted. 5,
4, 3, 2, 1 Thank you! (Students are rushing to pass their paper.)

Who got a perfect score? Raise your hand. (Most of the students raise their hand.)
Wow! That’s nice, many of you got 10 out of 10.
How about 9? (Three of the students raise their hand.)
Still doing great, one mistake only.
8? (No one raise their hand.)
7 below? (No one raise their hand.)

Oh! So, 9 is the lowest score. That’s still too high.

You really did a great job for today!
Congratulations everyone.

But our journey here will not end without giving an

assignment.

VII. Assignment
Teacher’s Activity Student’s Activity
So, for your assignment each of you should be able
to accomplish the second part of the CAREels
(Think-Pair-Share) activity you’ve done earlier in
our practice exercise.

In this activity you will show and apply what you

have written in the first part of the activity through a
1-minute video clip together with your partner. You
will post it in both your Facebook account as reels
with these following hashtags:
#CAREels
#Share
#ConsumerAwarenessinReducingElectricity-
consumption

The link of the post must be shared and sent to the

class group chat and must be able to submit it on or
before Monday at 5:00 pm.

You will be graded using this rubric presented in the

slide:
 Criteria Score
Content 30
Organization of Ideas 10
Video Editing and Sound Effects 10
Total: 50

Do you have any clarifications or questions? All: None, ma’am.

Are you sure? All: Yes, ma’am.

Kindly pass your diorama together with the

worksheet. This will serve as one of your
participations today. (Representative in each group pass their output
and their worksheet.)
I hope you’ve learned something new today. In here,
let us call it a day. Good bye, class. See you next
meeting!
All: Good bye and thank you, ma’am!

Submitted by:

NOEMI C. PALMA
Practice Teacher
PHINMA University of Pangasinan

Submitted to:

MAHRIONNE LUIS B. REVILLA

College Supervisor, Teaching Internship
PHINMA University of Pangasinan