Division ILIGAN CITY

School DITUCALAN NATIONAL HIGH SCHOOL Grade Level 9

Teacher REANN R. ORTEGA Learning Area SCIENCE
Time & Dates Week 1 Day 2 Quarter 3rd

Content Standard: The learners demonstrate an understanding of volcanoes found in the Philippines.

Performance Standard: The learners will be able to participate in activities that reduce risks and lessen effects of
climate change.

Learning Competencies: The learners should be able to describe the different types of volcanoes.
(S9ES-IIIa-25)

Quarter:3 Week:1 Day:2

I.Objectives:

a. Explain the different types of volcanoes according to shape of volcanic cone.

b. Describe the factors that affect the shape of a volcanic cone.
c. Cite the importance of studying volcanoes.

II. Content:

Subject Matter: Types of Volcanoes

Integration: Araling Panlipunan, English, Health, ICT

Strategies: Inquiry-Based Learning, Cooperative Learning, 7E’s

Materials: laptop/ LCD/ audio visual/ video, , picture link

References: Science 9 Teachers Guide(2015) Department of Education. Instructional Materials Council Secretariat
(Dep.Ed. IMCS), Pasig City, Philippines

III. Learning Tasks:

ELICIT (Access prior knowledge ) 6 Minutes Materials

To elicit prior knowledge, the teacher will show a bunch of images

a.
To elicit students prior knowledge the teacher will: S
1. Unlock difficult terms by showing images.

Mechanics of the game:

1. The students will guess the word behind the image. Each picture gives
hint.

Students who can give their answer will receive corresponding points.

 Every correct answer will receive one point

ENGAGE (Get the students’ minds focused on the topic)

7 Minutes
 Show pictures of a volcano (Name and Place of the volcano will be stated also)

SMART TV/LCD

Figure 1 – Mt. Fuji in Japan Figure 2 – Paricutin in Mexico City

Figure 3 – Mauna Loa in Hawaii

Guide question:
What are the different types of volcanoes according to shape of volcanic cone?

EXPLORE (Provide students with a common experience)

20 Minutes
Students will be grouped into three.
Each group perform the activity no.1 Presentation of Group Output

Activity 1:
TYPES OF VOLCANOES
Objectives:
a. To explain the different types of volcanoes according to the shape of
the cone.
b. Describe the factors that affect the shape of a volcanic cone.

. (See attached Activity sheet)

Each group will choose a reporter to present their output.
EXPLAIN (Teach the concept. Should include interaction between teacher and
students). 15 Minutes
Students will explain and report before the class the result of the activity they Activity Output
have perform and answer the guide questions below:
a. What are the different types of volcanoes according to the shape of the cone?
b. What are the factors that affect the shape of a volcanic cone.
( The teacher will give direct feedback to each group)

ELABORATE (Students apply the information learned in the Explain. The

teacher will give inputs to deepen the understanding of the students) 10 minutes
Elaborate ( 10 minutes ) Activity Notebook
The Importance of Studying Volcanoes Laptop
LED TV/Projector
https://www.youtube.com/watch?v=TsWRNj5EqsM
Importance of Volcanoes and the Danger they bring - Mr. Bean ft. Chipmunks
and Chipettes
Guide Question:
Are volcanoes important or dangerous?
(5 minutes)
Identify the type of volcano shown here. Then explain the relationship between
the composition of its magma, the way it erupts, and its shape.
 EVALUATE
Evaluate (10 minutes) Activity sheet and Performance
rating sheet
Multiple Choice. Write the letter only of the correct answer.
1. This type of volcano has a gentle eruption with oozing lava flows.
a. composite
b. cinder
c. shield
d. all of the above

2. This type of volcano has violent eruptions with alternating layers of lava flow
and volcanic particles.
a. composite
b. cinder
c. shield
d. all of the above

3. What determines the type of volcano that forms?

a. the type of eruption
b. the weather at the time of the eruption
c. the location of the volcano
d. the amount of earthquakes prior to the eruption

4. Volcanic eruptions cause destruction, but they are also ___.

a. helpful because they destroy land
b. beneficial because they provide usable minerals
c. helpful because they help with solar power
d. harmful because they create fertile soil

EXTEND (Deepen conceptual understanding through use in new context). 2

minutes
DIFFERENTIATE ACTIVE VOLCANO FROM INACTIVE VOLCANO Activity notebook

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___
 Rubrics adapted from frontiernet.net

Criteria 4 3 2 1
• Captures the •Captures the • Displays • The entire report
attention of the interest of the minimal eye is read from notes
entire audience audience, but contact with and does not
and seldom still returns to audience, while engage audience
looking at notes notes reading mostly • Speaks in low
Delivery • Speaks fluently • Speaks fluently from the notes volume, and
and maintain but gradually • Speaks in monotonous tone,
audience’ lessen audience uneven volume which causes
interest while interest and with little or no audience to
stressing key misses some key inflection disengage
points points.
• Demonstrates • Reads answers • Is • Does not have
full on notes and able uncomfortable grasp of
knowledge by to answer some with information information and
Content/ answering questions, and is able to cannot answer
Organization all raised without answer only questions about
questions with elaboration rudimentary subject
elaboration questions

• Demonstrates • Shows some • Shows little or • Shows no interest

strong enthusiastic mixed in topic presented
enthusiasm about feelings about feelings about • Fails to increase
topic the topic the topic being audience
during entire • Raises presented understanding of
presentation audience • Raises knowledge of topic
• Significantly understanding audience
increases and understanding
Enthusiasm/
audience awareness of and
Audience
understanding most points knowledge of
Awareness
and knowledge some points
of topic;
convinces an
audience to
recognize the
validity and
importance of
the subject
Total Score
Rubrics for Reporting

Lesson Plan in Science Grade 9

Content Standard: Demonstrate understanding of the relationship among heat, work and efficiency.

Performance Standard: Practises wise choice of electrical appliances based on its energy efficiency.

Learning Competencies: Explains how heat transfer and energy transformation make heat engines like
geothermal plant work.
Quarter:4 Week:7 Day:2

I.Objectives:

At the end of 60 minutes, 100% of the learners are expected to

1. Infer that doing work can release heat.

2. Distinguish the process as spontaneous or non-spontaneous process

II. Content:

Subject Matter: Heat and Work

Integration:English: Learners will be using English as their medium of communication in their reporting
and some queries and answer.

Strategies: Inquiry-Based Learning, Cooperative Learning, 7E’s

Materials: laptop/ LCD/ audio visual/ video, video link

References: Science 9 Teachers Guide(2015) Department of Education. Instructional Materials

Council Secretariat (Dep.Ed. IMCS), Pasig City, Philippines

III. Learning Tasks:

ELICIT (Access prior knowledge ) 6 Minutes Materials

To elicit prior knowledge, the teacher will show a bunch of

To elicit students’ prior knowledge, the teacher will:

conduct a game entitled “Fact or Bluff”.
Mechanics of the Game:
1. The teacher will divide the class into two groups.
2. Questions related to their topic on the previous lesson
3. The groups can only choose “FACT” or “BLUFF” as their answer.
They need to decide within their groups their consensus answer.
4. The representative of the group will then raise “FACT” or
“BLUFF” to show their answer after the count of 5.
5. The group that has more correct answer will win the game.

Questions:
1. when a rubber band will be stretch for 10 minutes it will gain heat? Projected four pictures
2. A beaker containing different amount of water/ measurement and Projector / LED TV
expose to the same amount of heat will boil at the same time? Laptop
3. The most common used refrigerant for most of refrigerators are gases
that is hard to liquefy?

Answers:
1. FACT
2. BLUFF
3. BLUFF

ENGAGE (Get the students’ minds focused on the topic)

7 Minutes
A picture will be shown to the students.

Guide Question:
what does a person do in the picture?
Does it release energy?
EXPLORE (Provide students with a common experience)
20 Minutes
Students will perform the activity found in the learners module page 302-
308 activity no.2
Activity 2:
WHERE DO I BELONG?

Objective:
The learners should be able to distinguish the process as spontaneous or
non- spontaneous process.

Materials:
Illustration/ pictures of
A. Drying leaves
B. Breakage of an egg
C. Spoilage of food
D. Cooling of water
E. Waterfall
F. Rice cooking

Procedure:
1. Study the illustration given.
2. From the illustration, fill in the table like this:
Spontaneous process Non- spontaneous Need work to reverse
process the process

EXPLAIN (Teach the concept. Should include interaction between

teacher and students). 15 Minutes
Students will explain and report before the class the result of the activity Activity Output
they have perform and answer the guide questions below:
Guide questions:
Q1. which of the materials are spontaneous process?
Q2. How can we reverse the process for each of the following?
a. Drying of leaves to make them fresh again
b. Fixing an eggshell to make it whole
c. Keep the food fresh from spoilage
d. Heat of water
e. Flowing the water back to the top
Q3. What is needed to reverse the process?

Now that we have known that every non-spontaneous process needs work
or mechanical energy to make it happen, it is about time for us to find out
how heat pump functions.
 ( The teacher will give feedback to the students output using the rubric)
ELABORATE (Students apply the information learned in the Explain.
The teacher will give inputs to deepen the understanding of the
students) 10 minutes
Activity Notebook
What is the importance of spontaneous process and non- Laptop
spontaneous process in daily lives? LED TV/Projector

EVALUATE
Teacher will give problem for students to answer in a 1/2 sheet of paper. Activity sheet and
1. Give at least five example found in daily activity that shows work is Performance rating sheet
done?
2. Give example of spontaneous and non-spontaneous process

EXTEND (Deepen conceptual understanding through use in new

context). 2 minutes
List down materials found at home that involved a spontaneous and non- Activity notebook
spontaneous process

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___

Rubrics for Group Dynamics

 Rubrics adapted from frontiernet.net

Criteria 4 3 2 1
• Captures the •Captures the • Displays • The entire report
attention of the interest of the minimal eye is read from notes
entire audience audience, but contact with and does not
and seldom still returns to audience, while engage audience
looking at notes notes reading mostly • Speaks in low
Delivery • Speaks fluently • Speaks fluently from the notes volume, and
and maintain but gradually • Speaks in monotonous tone,
audience’ lessen audience uneven volume which causes
interest while interest and with little or no audience to
stressing key misses some key inflection disengage
points points.
Content/ • Demonstrates • Reads answers • Is • Does not have
Organization full on notes and able uncomfortable grasp of
 knowledge by to answer some with information information and
answering questions, and is able to cannot answer
all raised without answer only questions about
questions with elaboration rudimentary subject
elaboration questions

• Demonstrates • Shows some • Shows little or • Shows no interest

strong enthusiastic mixed in topic presented
enthusiasm about feelings about feelings about • Fails to increase
topic the topic the topic being audience
during entire • Raises presented understanding of
presentation audience • Raises knowledge of topic
• Significantly understanding audience
increases and understanding
Enthusiasm/
audience awareness of and
Audience
understanding most points knowledge of
Awareness
and knowledge some points
of topic;
convinces an
audience to
recognize the
validity and
importance of
the subject
Total Score
Rubrics for Reporting

Lesson Plan in Science Grade 9

Content Standard: Demonstrate understanding of the relationship among heat, work and efficiency.

Performance Standard: Practises wise choice of electrical appliances based on its energy efficiency.

Learning Competencies: Explains how heat transfer and energy transformation make heat engines like
geothermal plant work.

Quarter:4 Week:7 Day:3

I.Objectives:

At the end of 60 minutes, 100% of the learners are expected to explain how heat transfer energy

II. Content:

Subject Matter: Heat and Work

Integration :English Learners will be using English as their medium of communication in

their reporting and some queries and answer.

Strategies: Inquiry-Based Learning, Cooperative Learning 7E’s

Materials: laptop/ LCD/ audio visual/ video

References: Science 9 Teachers Guide(2015) Department of Education. Instructional

Materials Council Secretariat (Dep.Ed. IMCS), Pasig City, Philippines

III. Learning Tasks:

ELICIT (Access prior knowledge ) 6 Minutes Materials

To elicit prior knowledge, the teacher will show a bunch of

To elicit students prior knowledge the teacher will:

Paper and ballpen
The teacher will ask the students to compare the environment inside the
classroom with the environment outside.

1.
ENGAGE (Get the students’ minds focused on the topic)
7 Minutes
The students will list down appliances/ things used at home to relieve the
hotness bought by the increase in temperature.

Guide question:
3. How can we minimize the use of electricity?
EXPLORE (Provide students with a common experience)
20 Minutes
Students will perform the activity found in the learners module page 302-
303 activity no.3 Projector/ LCD
Group activity: Pictures
1. Divide the class into several groups worksheet
2. Each group should compose of at least five(5 members)
Instruct them to conduct activity 1 entitled “Heat and

THE REVERSE OF IT
Activity 3:
Objective: The learners should be able to discuss how heat pumps
( refrigerators and conditioner) work.

Material:
Illustration of refrigeration and air conditioning cycle

Procedure:
1. Study the illustration and their parts.

EXPLAIN (Teach the concept. Should include interaction between

teacher and students). 15 Minutes
Students will explain and report before the class the result of the activity
they have perform and answer the guide questions below:
Guide questions:
Refrigeration cooling cycle
Q1. How does a refrigerator work?
Q2. Describe a compressor. How does it work? What gas is inside the
compressor which has how boiling point?
Q3. What happen to the hot gas produced by compression?
Q4. What does a condenser function?
 Q5. What happens to the pressure and heat in the evaporator?
Q6. When does a cycle repeat?
Q7. Discuss the complete cycle of how refrigerator works.
Air conditioner:
Q1. what is the function of an air conditioning unit?
Q2. What does an air conditioning unit work during summer?
Q3. What is the function of the air conditioner during cold days?
Q4. What is needed to transfer heat in this device?

ELABORATE (Students apply the information learned in the Explain.

The teacher will give inputs to deepen the understanding of the students)
10 minutes
1. How can energy consumption be minimized? Activity Notebook
2. What can you do to promote wise usage of energy in the community? Laptop
3. How can we save/ minimized from air conditioning and refrigeration? LED TV/Projector

EVALUATE
Teacher will give problem for students to answer in a 1/2 sheet of paper. Activity sheet and
Performance rating sheet
1. Explain in your own words how heat transfer energy? Rubrics for Essay

EXTEND (Deepen conceptual understanding through use in new

context). 2 minutes
1. How can we save from using energy?
2. Why do we need to minimize the usage of energy?
3. List down appliances that uses energy at home?

4. Make a poster that promotes saving energy

Activity notebook

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___
 Rubrics adapted from frontiernet.net

Criteria 4 3 2 1
Delivery • Captures the •Captures the • Displays • The entire report
attention of the interest of the minimal eye is read from notes
entire audience audience, but contact with and does not
and seldom still returns to audience, while engage audience
looking at notes notes reading mostly • Speaks in low
• Speaks fluently • Speaks fluently from the notes volume, and
 and maintain but gradually • Speaks in monotonous tone,
audience’ lessen audience uneven volume which causes
interest while interest and with little or no audience to
stressing key misses some key inflection disengage
points points.
• Demonstrates • Reads answers • Is • Does not have
full on notes and able uncomfortable grasp of
knowledge by to answer some with information information and
Content/ answering questions, and is able to cannot answer
Organization all raised without answer only questions about
questions with elaboration rudimentary subject
elaboration questions

• Demonstrates • Shows some • Shows little or • Shows no interest

strong enthusiastic mixed in topic presented
enthusiasm about feelings about feelings about • Fails to increase
topic the topic the topic being audience
during entire • Raises presented understandingof
presentation audience • Raises knowledge of topic
• Significantly understanding audience
increases and understanding
Enthusiasm/
audience awareness of and
Audience
understanding most points knowledge of
Awareness
and knowledge some points
of topic;
convinces an
audience to
recognize the
validity and
importance of
the subject
Total Score
Rubrics for Reporting

Lesson Plan in Science Grade 9

Content Standard: Demonstrate understanding of the relationship among heat, work and efficiency.

Performance Standard: Practises wise choice of electrical appliances based on its energy efficiency.

Learning Competencies: Explains how heat transfer and energy transformation make heat engines like
geothermal plant work.

Quarter:4 Week:7 Day:4

I.Objectives:

At the end of 60 minutes, 100% of the learners are expected to Illustrate how the four-cycle stroke
womb.

II. Content:

Subject Matter: Heat and Work

Integration:English: Learners will be using English as their medium of communication in their reporting
and some queries and answer.

Strategies: Inquiry-Based Learning, Cooperative Learning.

Materials: laptop/ LCD/ audio visual/ video

References: Science 9 Teachers Guide(2015) Department of Education. Instructional Materials

Council Secretariat (Dep.Ed. IMCS), Pasig City, Philippines

III. Learning Tasks:

ELICIT (Access prior knowledge ) 6 Minutes Materials

To elicit prior knowledge, the teacher will show a bunch of

To elicit students prior knowledge the teacher will:

The teacher will ask student what kind of transportation you had in
coming to school.

ENGAGE (Get the students’ minds focused on the topic)

7 Minutes
Activity
Students will be asked to list down vehicles that they have tired riding.

Guide questions:
1. What is the fastest vehicle?
2. What is the slowest vehicle?

EXPLORE (Provide students with a common experience)

20 Minutes
Students will perform the activity found in the learners module page 313-314,
activity no.4

Group Activity:
1. Divide the class into several groups.
2. Each group should have at least 5 members.

Activity 4:
Start the Engine!
Objective:
After the Activity, the learners should be able to discuss the four-
cycle

Material:
Illustrate of four-cycle stroke

Procedure:
1. Study the illustration in figure 5. The four-cycle stroke of gasoline
engine.
 2. Fill in the table.

CYCLE STROKE MOVEMENT OF WHAT HAPPEN TO

THE PISTON MIXTURE OF
GASSES
Intake
Compression
Power
Exhaust
EXPLAIN (Teach the concept. Should include interaction between teacher
and students). 15 Minutes
Students will explain and report before the class the result of the activity Activity Output
they have perform and answer the guide question below: Rubric

GUIDE QUESTIONS:
Q1: What happens to the gas if it is heated inside the engines cylinder?

Q2: What happens to the piston and the gases during compression stroke?

Q3: What is the function of the spark plug? What is its effect to the mixtures
temperature?

Q4: Describe the piston and the gases during power stroke.

Q5: In exhaust stroke, what happens to the piston and the mixture of gases?

Q6: What do you think is the effect of the exhaust gas to the environment?

Q7: Can we consider heat engine 100 % efficient? Why? Why not?

Q8: As a student, how can you help minimize the effects of thermal
pollution?

ELABORATE (Students apply the information learned in the Explain. The

teacher will give inputs to deepen the understanding of the students) 10 minutes
Activity Notebook
1. What is importance of technology in our daily lives? Laptop
2. What is the advantage and disadvantage of technology? LED TV/Projector

EVALUATE:
In your science journal do the following: Activity sheet and
Draw the four cycle stroke of gasoline engine in a short bondpaper. Performance rating
sheet
EXTEND (Deepen conceptual understanding through use in new context). 2
minutes
Suppose a steam engine receives steam at 600 K. The engine uses a part of this Activity notebook
thermal energy for work. It exhausts the rest to a condenser at a temperature of
350 K. What is the maximum efficiency of this stem engine?
Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___

Rubrics for Group Dynamics

 Rubrics adapted from frontiernet.net

Criteria 4 3 2 1
 • Captures the •Captures the • Displays • The entire report
attention of the interest of the minimal eye is read from notes
entire audience audience, but contact with and does not
and seldom still returns to audience, while engage audience
looking at notes notes reading mostly • Speaks in low
Delivery • Speaks fluently • Speaks fluently from the notes volume, and
and maintain but gradually • Speaks in monotonous tone,
audience’ lessen audience uneven volume which causes
interest while interest and with little or no audience to
stressing key misses some key inflection disengage
points points.
• Demonstrates • Reads answers • Is • Does not have
full on notes and able uncomfortable grasp of
knowledge by to answer some with information information and
Content/ answering questions, and is able to cannot answer
Organization all raised without answer only questions about
questions with elaboration rudimentary subject
elaboration questions

• Demonstrates • Shows some • Shows little or • Shows no interest

strong enthusiastic mixed in topic presented
enthusiasm about feelings about feelings about • Fails to increase
topic the topic the topic being audience
during entire • Raises presented understanding of
presentation audience • Raises knowledge of topic
• Significantly understanding audience
increases and understanding
Enthusiasm/
audience awareness of and
Audience
understanding most points knowledge of
Awareness
and knowledge some points
of topic;
convinces an
audience to
recognize the
validity and
importance of
the subject
Total Score

Lesson Plan in Science Grade 9

Content Standard: Demonstrate understanding of the relationship among heat, work and efficiency.

Performance Standard: Practises wise choice of electrical appliances based on its energy efficiency.

Learning Competencies: Explains how heat transfer and energy transformation make heat engines like
geothermal plant work.

Quarter:4 Week:7 Day:5

I.Objectives:
 At the end of 60 minutes, 100% of the learners are expected to solve for Thermal Efficiency.

II. Content:

Subject Matter: Heat Work

Integration: Mathematics : Learners will be using English as their Aability in solving problems in
answering the activity.

Strategies: Inquiry-Based Learning, Cooperative Learning.

Materials: laptop/ LCD/ audio visual/ video /calculator

References: Science 9 Teachers Guide(2015) Department of Education. Instructional Materials

Council Secretariat (Dep.Ed. IMCS), Pasig City, Philippines

III. Learning Tasks:

ELICIT (Access prior knowledge ) 6 Minutes Materials

To elicit prior knowledge, the teacher will show a bunch of
The teacher will ask the students to compare the two beaker 2 beakers (hot and cold)
Projector / LED TV
Laptop

Beaker A Beaker B

HOT COLD

GUIDE QUESTIONS:

1. Which beaker has a higher temperature?

2. Which beaker has a lower temperature?

ENGAGE (Get the students’ minds focused on the topic)

7 Minutes
Teacher will show picture of different types of transportation vehicle.
Show pictures
1. Airplane 3. Car 5. Ship
2. Motorcycle 4. Jeep

GUIDE QUESTION:

1. How can these things help us?

EXPLORE (Provide students with a common experience)

20 Minutes
Students will perform the activity found in the learners module page 302-303 Worksheets
activity no.1 rubrics

Activity 5:
Fill me In
 Objective:
The learners should be able to verify that machines are not 100%
efficient.

Material:
Calculator

Procedure:
1. Study the table below.

2. Using the equation learned and with the aid of the calculator, solve for
the unknown quantity.

3. Supply the table with the final answer obtained from the computation to
show the relationship existing among thermal efficiency,
temperature/energy in hot reservoir and temperature/energy in cold
reservoir.

TEMPERATURE/ TEMPERATURE/ THERMAL

ENERGY IN ENERGY IN HOT EFFECIENCY
COLD RESERVOIR
RESERVOIR
250 K 500 K
230 K 700 K
287.5 K 575 K
650 J 1054 J
259 J 677 J
30°C 88°C
56°C 92°C
47° C 56°C
77°C 93°C
65°C 85°C

Guide Questions:
What are the factors of thermal efficiency? How does each factor affect
thermal efficiency?

EXPLAIN (Teach the concept. Should include interaction between teacher

and students). 15 Minutes

Students will explain and report before the class the result of the activity Activity Output
they have perform and answer the guide questions below:

Guide Questions:

Q1. What are the factors of thermal efficiency?

Q2. How does each factor affect thermal efficiency?

ELABORATE (Students apply the information learned in the Explain. The

teacher will give inputs to deepen the understanding of the students) 10 minutes
  What happen to the thermal efficiency of the hot reservoir? Cold Activity Notebook
reservoir? Laptop
 What causes the machines not be 100% efficient? LED TV/Projector

EVALUATE
Students will answer in ½ sheet of paper: Activity sheet and
Performance rating
sheet
TEMPERATURE/ TEMPERATURE/ THERMAL
ENERGY IN COLD ENERGY IN HOT EFFICIENCY
RESERVOIR RESERVOIR
350 K 400 K
210 K 300 K
100 K 100 K

EXTEND (Deepen conceptual understanding through use in new context). 2

minutes
Activity notebook
What are the effects of thermal pollution to aquatic animals?

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___

C. Did the remedial lessons work? ___

D. No. of learners who have caught up the lesson: ___

E. No. of learners who continue to require remediation: ___

F. Which of my teaching strategies worked well? Why did these work? ___

G. What difficulties did I encounter which my principal or supervisor help me solve? ___

H. What innovation or localized materials did I used/discover which I wish to share with other teacher? ___

Rubrics for Group Dynamics

Rubrics adapted from frontiernet.net

Criteria 4 3 2 1
Delivery • Captures the •Captures the • Displays • The entire report
attention of the interest of the minimal eye is read from notes
entire audience audience, but contact with and does not
 and seldom still returns to audience, while engage audience
looking at notes notes reading mostly • Speaks in low
• Speaks fluently • Speaks fluently from the notes volume, and
and maintain but gradually • Speaks in monotonous tone,
audience’ lessen audience uneven volume which causes
interest while interest and with little or no audience to
stressing key misses some key inflection disengage
points points.
• Demonstrates • Reads answers • Is • Does not have
full on notes and able uncomfortable grasp of
knowledge by to answer some with information information and
Content/ answering questions, and is able to cannot answer
Organization all raised without answer only questions about
questions with elaboration rudimentary subject
elaboration questions

• Demonstrates • Shows some • Shows little or • Shows no interest

strong enthusiastic mixed in topic presented
enthusiasm about feelings about feelings about • Fails to increase
topic the topic the topic being audience
during entire • Raises presented understanding of
presentation audience • Raises knowledge of topic
• Significantly understanding audience
increases and understanding
Enthusiasm/
audience awareness of and
Audience
understanding most points knowledge of
Awareness
and knowledge some points
of topic;
convinces an
audience to
recognize the
validity and
importance of
the subject
Total Score
Rubrics for Reporting