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Lesson Exemplar COT energy source

A detailed lesson plan

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Values Education (Val Ed101)

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St. Paul University Manila

Academic year: 2023/2024

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Clyde Menkent Solis

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Embracing Growth to Serve, Nurturing Students to Achieve

`

LESSON

EXEMPLAR

School Amontay National High School Grade Level 12

Teacher Rowena A. Valiente-Baul Learning Area Physical Science

Teaching Date October 16-2023 Quarter First Quarter

Teaching Time 8:00-9:00am No. of Days 1

I. OBJECTIVES

A. Content Standards The learners demonstrate understanding how energy is harnessed from different energy

sources.

B. Performance Standards The learners will analyze real-life case studies of renewable energy projects and evaluate their

effectiveness in harnessing energy.

The learners will create a 3D model of an energy source of their choice, showcasing how energy

is harnessed from that source.

C. Most Essential Learning

Competencies (MELC)

(If available, write the indicated

MELC)

Primary MELC: describe how energy is harnessed from different sources:

a. fossil fuels

b. geothermal

c. hydrothermal

d. batteries

e. solar energy

f. biomass

S11/12PS-IIIi-

Learning across/within curriculum:

1. Economics: Analyzing the economic impact of using renewable energy sources.

2. Environmental Science: Investigating the environmental benefits of utilizing clean

energy technologies.

3. Mathematics: Calculating the efficiency of energy conversion in sources.

D. Learning Objectives Cognitive

Describe how energy is harnessed from different sources.

Affective:

Appreciate the importance of different energy sources and their harnessing

methods for a sustainable future.

Embracing Growth to Serve, Nurturing Students to Achieve

Psychomotor:

Students will draw an energy source of their choice, showcasing how energy is

harnessed from that source.

II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages --

2. Learner’s Material

--

3. Textbook Pages --

4. Additional Materials

from Learning

Resources

Power Point Presentation, drawing materials, manila paper, markers, sticky notes.

IV. PROCEDURES Annotation

A. Introduction The class starts with the routine:

1. Prayer

2. Checking of Attendance

3. Class Rules and Regulations

4. Energizer-

 Energy Trivia Quiz: Engage students by challenging their

knowledge about different energy sources.

 Slide Quiz

REVIEW OF THE LESSON

Activity title - Renewable vs. Non-Renewable Energy

Showdown.

 This interactive activity aims to help participants

understand the difference between renewable and non-

renewable energy sources through a quick and engaging

game.

 Materials Needed: slides, Flash Cards

 Instruction: Explain that you will show a slide with the

name of an energy source. Each of them has to decide

whether it is renewable or non-renewable and hold up a

green card for renewable or a red card for non-renewable.

If they answer correctly, they will earn a point.

 Activity Proper: Show the first energy source card. Give

them a few seconds to think and decide. Have them

####### Duration: 2 minutes

####### (Indicator 5)

####### Set the classroom rules at

####### the start of the class..

[Teaching Strategy:

Interactive Quizzes]

####### Duration: 3 minutes

####### [Teaching Strategy: Active

####### Learning and visual Aids]

####### Duration: 5 minutes

####### Duration; 5 minutes

####### (Indicator 4) Managed

####### classroom structure to

####### engage learners,

####### individually or in groups,

####### in meaningful exploration,

####### discovery and hands on

Embracing Growth to Serve, Nurturing Students to Achieve

directly convert incoming radiant energy from the sun into usable

form. Sunlight is directly converted to electrical energy.

Question: How can we calculate the power consumption of a

solar panel?

Solar panel Calculation:

Formula: Daily watt hours= average hours of sunlight x solar

panel watts x 85%.

(as not all the sunlight is converted into electricity, we tested to

determine that solar panels are 85% efficient)

Sample problem: suppose you live in an area that receives 4

hours of peak sunlight, and your panel has a 200-watt rating. In

this case, the solar panel output will be:

Daily watt hours= 4x200x0= 680Wh

That means one solar panel with a 200 watt capacity can

produce around 680Wh, depending on its efficiency.

7. Biomass is any organic matter available on a renewable

basis. The biomass of wood is burned directly to provide heat

and energy.

Activity title: Energy Source Model

Materials needed- Cardboard/illustration board, pencil and

coloring materials.

 Students will draw an energy source of their choice,

showcasing how energy is harnessed from that source.

Instructions:

1. Research an energy source (solar, wind, hydro, geothermal,

etc.) and gather information on how it is harnessed.

2. Draw a model that accurately represents the energy source

and its harnessing process.

3. Present your drawing to the class, explaining the key

components and how energy is produced.

Rubric:

Accuracy of the drawing: 40 pts
Explanation of the energy harnessing process: 40 pts
Creativity and presentation skills: 20 pts

Guide Questions:

1. What energy source did you choose for your drawing?

Describe how energy is harnessed from that source.

2. How does your Drawing demonstrate the process of energy

conversion?

3. Discuss the advantages and disadvantages of using the

energy source you chose.

####### (Indicator 2) Used a range of

####### teaching strategies that

####### enhance leaner achievement

####### in literacy and numeracy

####### skills.

####### (indicator 1) Applied

####### knowledge of content within

####### and across curriculum

####### teaching areas.

####### Subject Integration:

####### mathematics (conversion of

####### Energy)

####### Duration: 12 minutes

####### [Teaching Strategy: Inquiry-

####### Based Learning]

####### Objective 3: Students will

####### draw an energy source of

####### their choice, showcasing how

####### energy is harnessed from

####### that source.

####### Objective 1:

####### Describe how energy is

####### harnessed from different

####### sources.

####### (Indicator 4 and 3)

####### This activity allowed

####### students to explore and

####### understand the specific

####### methods of harnessing

####### energy from different

####### sources. It also enhanced

####### their creativity and

####### presentation skills.

Embracing Growth to Serve, Nurturing Students to Achieve

C. Engagement Activity Title: Energy Harvest: Exploring Different

Sources

This differentiated activity aims to help participants

understand how energy is harnessed from various sources,

including renewable and non-renewable sources.

Participants will work in small groups, each focusing on a

different energy source, and present their findings to the

class.

Materials needed:

1.. Flipcharts or large sheets of paper

2 Instruction:

 Start with a brief introduction to different energy sources,

both renewable and non-renewable. Explain that each

group will focus on one energy source and explore how

energy is harnessed from it.

 Divide participants into 3 groups Each group will be

assigned a different energy source to research.

Research and Preparation:

 Provide each group with information sheets or online

resources about their assigned energy source.

 Instruct groups to read and discuss the information,

focusing on how the energy is harnessed, the technology

involved, and the advantages and disadvantages of the

chosen source.

 Encourage groups to prepare a short presentation (2-

minutes) to explain their findings to the rest of the class.

Group work:

 Allow groups to work together, researching and preparing

their presentations.

 Circulate around the room, facilitating discussions,

answering questions, and ensuring that each group

understands their task.

Presentation:

 Each group presents their findings to the class. Encourage

them to use visual aids, such as drawings or diagrams, to

enhance their presentations.

 After each presentation, facilitate a brief discussion by

asking questions and encouraging other groups to share

their thoughts and observations.

####### Duration: 10 minutes

####### (indicator 6)

####### This activity is differentiated

####### by allowing each group to

####### focus on a specific energy

####### source, catering to diverse

####### interests and learning styles

####### within the class. Participants

####### collaborate, research,

####### present, and engage in

####### discussions, promoting a

####### comprehensive

####### understanding of energy

####### harnessing methods.

####### Subject Integration:

####### Economics: Analyzing the

####### economic impact of using

####### renewable energy sources

####### Environmental Science:

####### Investigating the

####### environmental benefits of

####### utilizing clean energy

Embracing Growth to Serve, Nurturing Students to Achieve

the energy released from nuclear fission.

ASSIGNMENT:

1) Read an article or watch a video about the latest

advancements in renewable energy technologies. Write a

summary highlighting the key points and your thoughts on the

topic.

2) Conduct research on a specific renewable energy source and

create a presentation showcasing its advantages, disadvantages,

and potential for future development.

V. REFLECTION REFLECTION “ESSAY”

 In your notebook write your personal insights about the lesson

using the prompts below.

I learned that __________________________.

I realize that _____________________________. (5 minutes)

Prepared by: Checked by: Noted by:

ROWENA A. VALIENTE RAYMUND C. FRANCIA CARMENCITA T. PONCE

Teacher II Master Teacher II Principal II

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