DETAILED LESSON PLAN IN SCIENCE

DAILY School Jose Diva Avelino Jr. Grade Level

LESSON LOG National High School 9
Learning Area SCIENCE
Teacher GLORY MAE C. BANGUD
Teaching
Date and Time April 18, 2024 Quarter Third
Quarter

I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of:
Volcanoes found in the Philippines
B. Performance The learners shall be able to:
Standards Participate in activities that reduce risks and lessen effects of climate change
C. Learning The learners should be able to: CODE
Competencies /
Objectives Illustrate how energy from volcanoes
maybe tapped for human use S9ES – IIIc-d-29
Write the LC code for each
II. CONTENT Topic: Energy from Volcanoes

Specific Objectives:
At the end of the lesson student should be able to:
1. Analyze the flow of geothermal energy in power plant from the given
picture.
2. Described how thermal energy is being harnessed.
3. Discuss how a geothermal power plant works.
III. LEARNING
RESOURCES
A. References
1. Teachers Guide 28-30
page
2. Learners Material Department of Education (20114). K-12 Basic Education Curriculum, Science 9
page Learner’s Material Unit 3, Module 2 pp.169-178
3. Textbook pages Pages: 176
4. Additional
Materials from
learning resources
portal
5. Other Learning Science Activity Sheet
Resources Quarter 3 – MELC 3

IV. PROCEDURES TEACHERS ACTIVITY STUDENTS ACTIVITY TEACHER’S

NOTES
Preliminary Prayer
Activity Everyone please stand, and may (Everybody stands.) “For
I request the next student to lead those Catholics, make sign
the opening prayer. of the cross …guide us to
do good things, Amen.”
 “Matatag na hapon po
“Matatag na hapon ma’am Glory, matatag na
Cyberocracy!” hapon din po visitors,
matatag na hapon sa lahat!”

Classroom Management (Students arrange their

“Please arrange your chairs chairs and clean their areas
properly, pick up the pieces of before sitting)
paper around you. You may take
your sit; sit properly.”

Checking of Attendance
“Kindly raise your hand and say
present if you are around.” (students raises hands when
called) “present ma’am”
“Calling names”

Checking Students’ welfare or

feelings
Students: Answer may vary
“How are you class?” (fine)

Students: answer may vary

“How do you feel today? Are (Yes ma’am! Very happy)
you happy?”
Students: Answer may vary
“Do you miss me?” (yes ma’am/ of courses
ma’am/ very much ma’am)
“I missed you too”
A. Reviewing previous “Last time, you are done Targeting
lesson or presenting presenting of your answers Indicator # 3
the new lesson plan based from our activity
(Elicit) representation about volcanic “Yes, ma’am” Applied a range
eruptions, right? of teaching
strategies to
“Do you still remember what I develop critical
have discussed last time after “Yes, ma’am” thinking, as well
your presentation?” as other higher-
order thinking
“Okay, then let’s find it out if skills.
you really remembered.”
(Indicator 3 is
“I Have here a ball and you have observed by
to pass it to one another as I play letting students
the music, whenever the music analyze the
stops, whoever student got the question and
ball must have to stand up as think critically to
he/she will be given a chance to answer it.)
get a question from the
knowledge mystery box and
answer it.”
 “If you got the correct answer,
you will be given a star, but if
not, the next student to pass the
ball will answer that question
until somebody gives the correct Student: Yes ma’am!
answer. Understood class?”

(The ball has been given, the

music played, students passing
ball, and Q and A, until there is
nothing questions inside the
knowledge mystery box.)

“Seems like you listened well in

our discussion very good class!
Keep up the good works!”
B. Establishing a “Before we proceed to our Targeting
purpose for the discussion today, I prepared Indicator # 3
lesson games. First is a puzzle game
(Engage) after that, you will know what Applied a range
would be the second game.” of teaching
strategies to
“I called this puzzle game a develop critical
Mind Bender. If there are an air thinking, as well
bender, water bender, fire as other higher-
bender, and earth bender in order thinking
Avatar, in this classroom you skills.
will be the mind benders!”
(Indicator 3 is
“Now! listen to my instructions observed by
for the first game.” letting students
analyze the
“I will divide you into 7 groups puzzle to fix.)
then I will give the unfixed
puzzle to each group. When I
say start! you have to fix the
puzzle and post it on the board if
you’re done. The group that
finished first will receive stars
from me. Is it clear?” Students: Yes ma’am!

(Teacher divides the students (Students holding the

into 7 groups and gave the unfixed puzzle and waiting
unfixed puzzle to every group) for the go signal)

“Are you ready?” Students: Yes ma’am!

“In the count of 3,2, 1 start!” (Students fixing the puzzle)

(Few minutes later) (Students are done posting

the puzzle)
“Alright! We have a winner!”
(Winner group may vary)
(Teacher gave the stars to the
winner)

“Did you enjoy class!”

“Do you want more?” Students: Yes ma’am!

“Okay, let us proceed to the Students: Yes ma’am!

second game which is a naming
game. I called it ‘Name it!
Agent! Because you will be the
agent to look for a name of what
is showed in the picture.”

“Now! listen for the instruction.”

“I will choose 7 students among

all of you and get the names
from the box according to the
numbers you were chosen. If
you got the correct name then
you will get a star from me, no
coaching. Is it clear?

“Now! who wants to an agent?” Students: Yes ma’am!

(Teacher chose 7 students) (Students raising their

 hands) Targeting
Indicator # 6
(7 students taking names
from the box and naming Maintained
the pictures) learning
environments that
Solar energy promote fairness,
Wind energy respect, and care
Rain energy to encourage.
(Few seconds later) Ocean Energy
Geothermal energy (Indicator 6 is
“Let us check your works if you Hydropower energy observed by
named it correctly” Bioenergy praising the
students for the
(Teacher checking the names (7 students done naming job well done,
and pictures if matched) the picture) and letting them
help one another
“Amazing! It is all correct! Here doing the
are the stars for you!” activity.)

(Teacher gave stars to the 7

students)

“Class! say Very good 3x

times!”

“Did you enjoy class?” Students: Very good 3x

“Do you want more?”
“Okay, later.” Students: Yes ma’am!
Students: Yessssss!
C. Presenting “Now, let us start our discussion Targeting
examples / today!” Indicator # 3
instances of the
new lesson “These pictures are renewable Applied a range
energies. What is renewable of teaching
energy?” Student: Answer may vary strategies to
(Comes from unlimited, develop critical
naturally replenished thinking, as well
resources, such as the sun, as other higher-
“Very good” tides, and wind.) order thinking
skills.
“How about the unrenewable Students: Answer may vary
energy. What is it?” (Resources include coal, (Indicator 3 is
natural gas, oil, and nuclear observed by
energy. Once these letting students
resources are used up, they think critically to
cannot be replaced.) answer the
“Do you know now about questions and
renewable and unrenewable analyze the
energies?” Students: yes ma’am pictures and to
know the
“Alright! So, our topic for this answer.)
discussion is about energy from
volcanoes.”

“Among these pictures which do

you think uses energy from the
volcano?”

“Is it Solar energy?”

“Is it Wind energy?” Student: No
“Is it Rain energy?” Student: No
“Is it Ocean energy?” Student: No
“Is it Hydropower energy?” Student: No
“Is it Bioenergy? Student: No
“Is it Geothermal energy?”
Student: No
Student: Yes
“Absolutely correct!”

“I have 4 pics 1 word. Here. You

have to analyze and identify of
what the pictures are showing”

“Are you ready class?”

Students: Yes ma’am

_____
“What do you think is this?
Students: Earth
“Very good!"

“Another one”

____
“What is this?”
Students: Heat

Students: Geo
Earth is what in Greek word?”

“And the heat is what in Greek?” Students: Thermal

The Earth is believed to be

extremely hot from within. This
heat from the Earth’s interior is a
 source of energy called
geothermal energy.

“This time we will discuss about

geothermal energy.”
D. Discussing new “Now let’s test your Targeting
concepts and understanding and learnings Indicator # 3
practicing new with our activity.”
skills Applied a range
(Activity # 1) “I will divide you into 5 groups of teaching
(New Skills) and do this activity.” strategies to
(Analyzing+) develop critical
(Teacher divided students into 5 thinking, as well
groups) as other higher-
order thinking
Activity 1.a. Geothermal skills.
energy pp. 1-3
(Indicator 3 is
How is Geothermal Energy observed by
Generated? letting students
analyze the
Objectives: pictures and to
 Discuss how a guess the answer,
geothermal power plant also to
works. understand how
the geothermal
Directions: Read and understand energy being
the text and flow chart of how harnessed to
geothermal energy is being produce
harnessed. Analyze the process electricity by the
and name the parts of use of power
geothermal power plants. plants.)
Choose your answer inside the
brown envelope and paste it to
what you think number it
corresponds.

Geothermal power plants use

steam to produce electricity. The
steam comes from reservoirs of
hot water found a few miles or
more below the earth's surface.
The steam rotates a turbine that
activates a generator, which
produces electricity.

Students: Yes ma’am

“Are you done?”
Students: Answer may vary
1. Turbine
 “Post your work on the board” 2. Steam
3. Production well
4. Generator
5. Injection well

“I will divide you into 5 groups Targeting

(Activity # 2) and I want you to search the
(Google Search) Indicator # 2
function/purpose of the word Students: Yes ma’am
you have given and present it to Used a range of
your classmates. Clear?” teaching
strategies that
(The envelope disseminated) enhance learner
achievement in
1. Turbine literacy and
2. Steam numeracy.
3. Production well
4. Generator (Indicator 2 is
5. Injection well Students: Yes ma’am observed by
letting student do
“Class, are you done?” (Students presenting) research about
the given words
“Proceed to the front and present for the activity.)
your works” Students: Answer may vary
(The Turbine Drives the
1. Turbine Electric Generator
Rotational energy from
the turning turbine shaft is
used directly to spin
magnets inside a large coil
and create electrical
current. The turbine and
generator are the primary
pieces of equipment used to
convert geothermal energy
to electrical energy.)

Students: Answer may vary

(Steam Turns the Turbine
2. Steam Hot, pressurized
geothermal fluid, or a
secondary working fluid, is
allowed to expand rapidly
and provide rotational or
mechanical energy to turn
the turbine blades on a
shaft.)

Students: Answer may vary

(A production well is
3. Production well drilled into a known
geothermal reservoir. Hot
geothermal fluids flow
 through pipes to a power
plant for use in generating
electricity.)

Students: Answer may vary

(The generator, in
4. Generator turn, converts the
mechanical (kinetic) energy
of the rotor to electrical
energy.)

Students: Answer may vary

(An injection well is also
5. Injection well drilled to return used
geothermal fluids to the
geothermal reservoir.)

Students: Yes ma’am

“Do you know now the parts of
geothermal energy class?” Students: Yes ma’am

“And the functions of each

part?”

“So, meaning you understand Students: Yes ma’am

now how geothermal thermal
energy is being harnessed and Students: None ma’am
how power plant works?”

“Any question?” (Students clap hands)

“Very good! Everyone, clap

your hands for yourselves”
E. Developing mastery “In order for you to familiarize
(Leads to power plants, I prepared a by
Formative group game.”
Assessment 3)
(Explain) “It’s a Scramble letters game and
I called it. Fix me, baby.”

“I will give you randomized

letters every group and you have
to fix the word and post on the
board. The first group finished
will be rewarded stars.
Understood?” Targeting
Students: Yes ma’am Indicator # 3
(Teacher divided students to
create 5 groups and Scramble Applied a range
letters are given to every group) of teaching
strategies to
“Are you ready!” develop critical
Students: Yes ma’am thinking, as well
“In the count of 3, 2, 1, go!” as other higher-
(Students fix the scramble order thinking
GENERATOR words) skills.
ELECTRICITY
PRODUCTION WELL (Indicator 3 is
INJECTION WELL observed by
POWER PLANTS letting students
think critically
(Few minutes later) and analyze to fix
the scrambled
“We got a winner!” letters.)
Winner may vary
(Teacher gave the stars to the
winner)

“Okay go back to your proper sit

now the game is over.” (Students goes back to their
proper sits)
“Did you enjoy class?”
Students: Yes ma’am
‘Alright!”

“So, what does power plants

generates?”
Students: Electricity
“I have here a map of existing
power plants in the Philippines
site some of the places in the
Philippines that has geothermal
power plants”

“I have examples of power

plants and I want you to guess
what place in the Philippines
does the pictures belong to”

Students: Answer may vary

Tiwi (Albay)
 Students: Answer may vary
Kidapawan (North
Cotabato)

Students: Answer may vary

Tongonan (Leyte)

Targeting
Indicator # 1

“Now, based on the map there Applied

are given power generations in knowledge of
each power plants. I want you to Students: Answer may vary content within
calculate of how much is the (1,464.2453 Mwe) and across
total power generations from the curriculum
9 existing power plants.” Students: Yes ma’am teaching areas.
(458.53+32+140+192.5+
30+234+112.5+610.18+108.48) (Indicator 1 is
observed by
“Are you done class?” letting students
calculate the sum
“According to the Department of of the power
Energy we have a total power generated from
generation of 28,292Mw in the geothermal
Philippines.” energy and get its
percentage.)
“Now I want you to give me Students: Yes ma’am
how much is the 1,464.2453
Mwe percent of 28,292 Mw?” Students: Answer may vary
(414.264280276 Mwe)
“Are you done class?”

“How much is your answer?”

“That is the percentage of the

power generated from the
geothermal power plants in the
Philippines.”

“Take note class”

Power plants are built in an
area where it is particularly hot
just below the surface such as
 near a group of geysers, hot
springs, or volcanic activity.
F. Finding practical “Now! I want you to watch the Targeting
applications of short video clip I prepared about Indicator # 3
concepts and skills how geothermal energy
in daily living generates electric energy by the Applied a range
(Elaborate) way of geothermal power of teaching
strategies to
plants.” develop critical
thinking, as well
“How does energy transform Students: Answer may vary as other higher-
into electric energy?” (By the use of geothermal order thinking
power plants wherein wells skills.
are drilled into the Earth to
pump steam and turn the (Indicator 3 is
turbine to on the generator observed by
and generates electricity) letting students
think critically
and analyze to
Students: Answer may vary answer the
(Condensed water must be questions after
“Why is that condensed water injected back to the Earth's watching video.)
must be injected back to the surface to replenish
Earth surface?” groundwater supplies and
maintain ecological
balance)
G. Making “For the generalizations and Targeting
generalizations and abstractions” Indicator # 6
abstractions about
the lesson “What is geothermal energy?” Students: Geothermal Maintained
energy is thermal energy learning
extracted from the Earth's environments that
crust and has been promote fairness,
exploited as a source of respect, and care
heat and/or electric power to encourage.

“Which energy source is Students: Geothermal (Indicator 6 is

cheaper, geothermal energy or Energy observed by
natural gases? praising the
students for the
“What is the purpose of power Students: To generate or job well done as
plants?” provide electricity. they answered the
questions orally.)
“Everybody, clap for (Students clapping hands)
yourselves!”
H. Evaluating learning Directions: Choose the correct Targeting
answer from the box below to Indicator # 3
TEST II (Identification) fill in the blank in the following
(Evaluate) questions. Applied a range
of teaching
strategies to
develop critical
 1. The drilled well where pipes 1. Production well thinking, as well
are placed to take the heat as other higher-
energy from the reservoir to order thinking
produce steam is called ______. skills.
2. The drilled well where pipes 2. Injection well
are placed to return the (Indicator 3 is
geothermal fluids to reservoir is observed by
called ______. letting students
3-4. There are 2 primary pieces 3-4 Turbine and Generator analyze from the
of equipment used to convert box of which
geothermal energy to electrical answer is the best
energy, _______ and _______. for each number.)
5. The production of electricity 5. Cheaper
from geothermal energy is
______ than the electricity
production using natural gases,
coal, and hydropower.
I. Additional “I have here pictures of power Targeting
Activities for plants generating electricity from Indicator # 3
Application or unrenewable energy source.
Remediation Identify what types of power Applied a range
plants is showed in the picture.” of teaching
strategies to
develop critical
Coal power plant thinking, as well
as other higher-
order thinking
skills.
Nuclear power plant
(Indicator 3 is
observed by
Diesel Power plant letting students
analyze the
pictures and
guess the correct
answer)
“Here in Capiz, what do you
think the CAPELCO is using to Students: Diesel
generate electricity?”
V. Remarks
VI. Reflections
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lessons works? No. of learners who have
caught with the lesson.
D. No. of learners who continue to require remediation
F. Which of my teaching strategies worked well? Why did this
work?
E. Which of my teaching strategies worked well? Why did this
work?
G. What innovation or localized materials did I use/discover
 which I wish to share with other teachers?

Prepared by:
GLORY MAE C. BANGUD
Student Teacher

Noted by:
CRISTY D. ESTACION
Teacher II

Checked by:
ARTHUR B. ESCOSIA
Head Teacher