DETAILED LESSON PLAN

DLP No.: 1 Learning Area: Grade Level: Quarter: Duration:

09/04/2023 Earth Science Grade 11 2nd 1 hour

Learning The learners describe how fossil fuels are formed: S11ES-Id-10
Competency/ies:
1.Identify the different types of fossil fuels
2.Create model explaining how fossil fuels are formed, are
harnessed for human use
3. Give the importance of the conservation of non-
renewable resources such as fossil fuels.
Key Concepts/
Understandings to be Understanding how the key concepts regarding the origin of the universe and the earth
Developed and understand the important factors just like the earth substems

1. Objectives a. The learners demonstrate an understanding of the various sources of energy (fossil
fuels, geothermal, hydroelectric)
b. The learners make a plan that the community may use to conserve and protect its
resources for future generations.
c. to appreciate the importance of the significance of the fossil fuels on how they are non
renewable and how they impact the environment.
Earth Materials and Resources
2. Content Fossil Fuels
Reference Books:
3. Learning Refran, Tolentino, Genuino (2016). Earth and Life Science Quezon City: C and E
Resources Publishing
Tarbuck, E.J. and Lutgens, F.K. (2003). Earth Science Basic Principles and
Concepts, 10th ed. Jurong, Singapore: Pearson Education (Asia) Pte Ltd
Materials:
Teacher: Chalk, eraser, masking tape, pair of scissor
Students: periodic table
4. Procedures
A. Reviewing previous
lesson or presenting Ask the students about their previous lessons from junior high school on fossil fuels,
the new lesson geothermal and hydroelectric energy
(REVIEW)
B. Establishing a The teacher will show three images/pictures and let the students give their ideas and
purpose for the lesson explanations.
(MOTIVATION)

 Presenting
examples/Instances of the Group Activity: FOSSIL FUEL FORMATION MODELS
new lesson  Students will be grouped into 3.
(PRE-ACTIVITY)  Students will prepare the necessary materials for their model.
The teacher will explain the instructions in making the model as well as the rubrics in
assessing their output.
C. Discussing new  Students will create models showing how fossil fuels (coal, oil and natural
concepts and gas) are formed using recyclable/indigenous materials.
practicing new skills #  Each group will be given 15 minutes to explain and present their models.
1  Models will be displayed in the classroom for the duration of the quarter and
(ACTIVITY PROPER) as such may serve as a review aid.

Rubrics for assessing models:

Completeness of model (visual aid) in detailing how fossil fuels are formed - 40%
Conciseness and clarity of presentation/explanation of the model - 30%
Creativity and resourcefulness in creating the model - 20%
 Group’s effective use of the allotted 15 minutes to fully explain the model. - 10%
Total Mark = 100%
Present the subject on fossil fuels, the following concepts will be given emphasis
 Discussing new concepts  Definition of fossil fuels and its different kinds
and practicing new skills # o Coal and how is it formed
2 Geological Time For The Formation of Coal
(DEEPENING) The Different Types of Coal
o Petroleum (oil and gas) and how is it formed
Oil and Gas Deposits and how they are formed
Group Activity: The students will make a plan that the community may use to
conserve and protect its resources for future generations.
Rubrics in assessing the plan:

D. Developing mastery
(leads to Formative
Assessment 3)
(POST-ACTIVITY)

E. Finding Practical
applications of Students will answer the question;
concepts and skills in “How important is energy specifically fossil fuels to the advancement of society and
daily living. how do we ensure self-sufficiency for the current and future generations (energy
(APPLICATION) independence)?

F. Making Based on the objectives stated previously, ask the following questions:
generalizations and 1. What are the different types of fossil fuels?
abstractions about the 2. How are these types of fossil fuels formed?
lesson
(GENERALIZATION) Why is there a need to conserve non-renewable resources such as fossil fuels?
5. Remarks
6. Reflection
A. No. of Learners who
earned 80% in the
evaluation
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 learning
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by:

Name: JEFFERSON V. CRISTOBAL School: DAANBANTAYAN NATIONAL HIGH SCHOOL

Position/Designation: SHS Teacher II Division: Cebu Province
Contact Number: 0968-707-2023 Email address: jefferson.cristobal@deped.gov.ph

Checked by: Noted by:

VIOLETA S. ROSACEÑA ARCHIE S. GALLEGO, Dev.Ed.D.

Senior High School Coordinator Secondary School Principal II

Appendices: Creation of Fossil Fuels

Name:_____________________________ Score:______
Section:____________________________

Fossil Bread
Objective:
At the end of the activity, students shall be able to explore the processes that led to the formation of fossil fuels.

Set up materials:
You will need three slices of different kinds of bread, gummy animals (Ex: Gummy worms or fish), paper towels, a stack of
heavy books and a science buddy.

STEPS
1. On a paper towel layer three pieces of bread on top of each other like a pancake stack. The bread layers will
represent sediment layers that form over millions of years.
2. Next, insert a few gummy animals in a middle layer. (The gummy animals represent animals that died, became
trapped in sediments and later fossilized.)
3. Wrap the entire bread fossil in a paper towel.
4. Then stack a layer of heavy books on top of the bread fossil. For best results, apply more pressure.
5. Do not disturb or peek!
6. Predict how you think the bread fossil will look.
7. Uncover the bread fossil and observe very closely.

Guide Questions:
THINK ABOUT IT
1. How has the bread fossil changed?
2. What eventually happened to the animal material when it was trapped in the porous bread layers?
3. Try to pull the layers apart. What do you see in the pores of the bread?
4. Why do you think oil and natural gas are called “Fossil Fuels?”
5. How long do you think it takes for fossil fuels to form?

EXPERIMENT AGAIN?
 Look for a fossil in your own backyard.
 Check out one of these books in your school library to help you learn more about fossils. “Aliki’s Digging up
Dinosaurs” and “The Magic School Bus: Journey to the Center of the Earth.” -Adapted from Fossils to Fuel

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