DETAILED LESSON PLAN

DLP No.: 4 Learning Area: Grade Level: Quarter: Duration:

03/12/2024 Earth Science Grade 11 4th 1 hour

Learning Competency/ies: The learners describe how fossil fuels are formed:

1. determine if a molecule is polar or non polar given its S11/12PS-IIIc-15

structure
2. relate the polarity of a molecule to its properties S11/12PS-IIIc-16
3. explain the effect of intermolecular forces on the properties of S11/12PS-IIId-e19
substances
Key Concepts/
Understandings to be Understanding the importance of polarity of molecules as application to daily life and chores.
Developed
1. Objectives a. The learners demonstrate an understanding of the concept of polarity of molecules given its
structure or formula; or difference in electron negativity.
b. to appreciate the importance of the polarity of substances that are commonly used in our daily
chores;
c. to solve the problems that involve polarity of molecules.
INTERMOLECULAR FORCES: POLARITY OF MOLECULES
2. Content
Reference Books:
3. Learning Resources Refran, Tolentino, Genuino (2016). Earth and Life Science Quezon City: C and E Publishing
Tarbuck, E.J. and Lutgens, F.K. (2003). Earth Science Basic Principles and Concepts, 10 th 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 the Ask the students about their previous lessons from junior high school on fossil fuels,
new lesson geothermal and hydroelectric energy
(REVIEW)
B. Establishing a purpose
The teacher will show three images/pictures and let the students give their ideas and
for the lesson
explanations.
(MOTIVATION)
Why does there are specific cleaner for each different stain during laundry?

Group Activity: MEKUS MEKUS MIXING

 Presenting  Students will be grouped into 5
examples/Instances of  Students will prepare the necessary materials for their experiment
the new lesson The teacher will explain the instructions in making the model as well as the rubrics in
(PRE-ACTIVITY) assessing their output.
C. Discussing new  Students will create models showing how fossil fuels (coal, oil and natural gas)
concepts and practicing are formed using recyclable/indigenous materials.
new skills # 1  Each group will be given 15 minutes to explain and present their models.
(ACTIVITY PROPER)  Models will be displayed in the classroom for the duration of the quarter and 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
D. Developing mastery Group Activity: The students will make a plan that the community may use to conserve
(leads to Formative and protect its resources for future generations.
Assessment 3) Rubrics in assessing the plan:
(POST-ACTIVITY)
 E. Finding Practical
applications of concepts Students will answer the question;
and skills in daily living. “How important is energy specifically fossil fuels to the advancement of society and how do
(APPLICATION) we ensure self-sufficiency for the current and future generations (energy independence)?

Based on the objectives stated previously, ask the following questions:

F.Making generalizations 1. What are the different types of fossil fuels?
and abstractions about
2. How are these types of fossil fuels formed?
the 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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