School Cansilayan Farm School Grade Level 9

Teacher Venicer P. Balaod Learning Area Earth & Space (Earth Science)
Teaching March 6-10, 2023 Quarter Third
Dates

Week 4: Day 1

I. OBJECTIVES

A. Content Standards
The learners demonstrate an understanding of volcanoes found in the Philippines.
B. Performance Standards
The Learner participates in activities that reduce risks and lessen effects of natural phenomenon
such as volcanic eruption.

C. Most Essential Learning Competencies (MELCS)

Illustrate how energy from volcanoes may be tapped for human use;

D. Learning Code
S9ES –IIIc-d-29

E. Daily Task
Identify the kind of energy that can be generated from volcano

II. CONTENT

Energy From the Volcano (Geothermal Energy)

III. LEARNING RESOURCES

1. Grade 10 Learner’s Module pp. 176-179

2. Grade 10 Teacher’s Guide pp. 141
3. Additional Materials
Internet source: http://www.slideshare.net/nibed itamishra/presentation-on- geothermal-energy-
24231365?next_slideshow=1
IV. LEARNING TASKS
Teacher’s Activity
Please all stand, let us pray. _____________, lead us a short prayer.

Good morning class!

Before you sit down arrange your chairs and pick up some papers and plastics.

We will check your attendance. Say present as I call your name.

Exchange your assignments. We will check that and record your score afterwards
 A. Elicit

Picture Analysis-Geothermal Power Plants in the Philippines

B. Engage

Post the pictures of different geothermal power plants found in the Philippines

Key Questions:
1. What are common to the pictures?
2. What do you call it?
3. Where does it come from?
4. How is this operated?

C. Explore

Essential Question:
What is geothermal energy?

Power point presentation on Geothermal energy http://www.slideshare.net/nibed

itamishra/presentation-on- geothermal-energy- 24231365?next_slideshow=1

D. Explain

Key Questions:
1. What is geothermal energy?
2. How is geothermal energy generated?
3. What is the difference of geothermal power plant from a geothermal heat pump?
4. Name some geothermal power plants in the
Philippines.

E. Elaborate

Process students’ responses. Correct the misconception of students from their output.
Feedbacking of students’ responses and interaction.

Lecturette: Discuss the two ways how geothermal energy is generated. Name some geothermal power
plants in the
Philippines.
F. Evaluate:

Open-ended question (5 pts.)

What is geothermal energy? How is it generated?

G. Extend
Write a short essay about the advantages and disadvantages of using geothermal energy.
V. REMARKS

VI. REFLECTIONS

A. No. of learners who earned 80% of the evaluation.

B. No. of learners require additional activities for remediation who scored below 80%

C. Did the remedial lesson worked? No. of learners who caught up with the lesson.

D. No. of learners who continue to require additional remediation.

E. Which of my teaching strategies worked well? Why did this happen?

F. What information or localized materials did I use/discover which I wish to share to other teachers?
Week 4: Day 2

I. OBJECTIVES

A. Content Standards
The learners demonstrate an understanding of volcanoes found in the Philippines.
B. Performance Standards
The Learner participates in activities that reduce risks and lessen effects of natural phenomenon
such as volcanic eruption.

C. Most Essential Learning Competencies (MELCS)

Illustrate how energy from volcanoes may be tapped for human use;

D. Learning Code
S9ES –IIIc-d-29

E. Daily Task

Illustrate how energy from volcanoes may be tapped for human use.

II. CONTENT

Energy Flowing From Inside the Earth

III. LEARNING RESOURCES

4. Grade 10 Learner’s Module pp. 176-179

5. Grade 10 Teacher’s Guide pp. 141
6. Additional Materials
Internet source: http://energy.gov/eere/geother mal/how-geothermal-power- plant-works-simple

http://energy.gov/eere/geother mal/how-geothermal-power- plant-works-simple-text-version

IV. LEARNING TASKS
Teacher’s Activity
Please all stand, let us pray. _____________, lead us a short prayer.

Good morning class!

Before you sit down arrange your chairs and pick up some papers and plastics.

We will check your attendance. Say present as I call your name.

Exchange your assignments. We will check that and record your score afterwards

A. Elicit

Meta-strips
Post the different processes involve in the energy transformation of geothermal power plant into
electricity
B. Engage

Let the students work in groups. Given the meta-strips of the processes involved on how energy is
transformed into electricity. Give time for the students to complete the task.

Key Questions:
1. What are the different processes involved in the geothermal power plant? How is energy
transformed?
2. Arrange the processes in chronological order.
3. What made you conclude that it is the first process? The last process?

Let the students present

C. Explore

Essential Question:
How is energy from volcano tapped for human used?

Show a prototype of how a geothermal power plant works.

1. Animation of how geothermal power plant works http://energy.gov/eere/geoth ermal/how-
geothermal- power-plant-works-simple
2. Text version of how geothermal power plant works http://energy.gov/eere/geoth ermal/how-
geothermal- power-plant-works-simple- text-version
3. Geothermal power plant https://www.youtube.com/wa tch?v=kjpp2MQffnw

D. Explain

Key Questions:
1. How does thermal energy converted into mechanical energy?
2. How about the mechanical energy in the turbine transferred into mechanical energy in a
Philippines.
3. How is electrical energy generated?

E. Elaborate

Lecturette: Processes involved in Geothermal Power Plants. Also have an interaction on how
Philippines can improve its support of electricity using geothermal power plants as a potential
alternative source of energy.
F. Evaluate:

Illustrate how electricity is generated through a geothermal power. Use a flow chart to present the
processes involved.

G. Extend

Make a prototype of geothermal power plant using cheap or recyclable materials.

V. REMARKS

VI. REFLECTIONS

A. No. of learners who earned 80% of the evaluation.

B. No. of learners require additional activities for remediation who scored below 80%

C. Did the remedial lesson worked? No. of learners who caught up with the lesson.

D. No. of learners who continue to require additional remediation.

E. Which of my teaching strategies worked well? Why did this happen?

F. What information or localized materials did I use/discover which I wish to share to other teachers?

Week 4: Day 3
I. OBJECTIVES

A. Content Standards
The learners demonstrate an understanding of volcanoes found in the Philippines.
B. Performance Standards
The Learner participates in activities that reduce risks and lessen effects of natural phenomenon
such as volcanic eruption.

C. Most Essential Learning Competencies (MELCS)

Illustrate how energy from volcanoes may be tapped for human use;

D. Learning Code
S9ES –IIIc-d-29

E. Daily Task

Discuss how volcanic eruptions affect society

II. CONTENT

Effects of Volcanic Eruption to Society

III. LEARNING RESOURCES

7. Grade 10 Learner’s Module pp. 176-179

8. Grade 10 Teacher’s Guide pp. 141
9. Additional Materials
Text book: Discover Science K to 12 Edition (2014), DIWA Learning System, pp.225-226
IV. LEARNING TASKS
Teacher’s Activity
Please all stand, let us pray. _____________, lead us a short prayer.

Good morning class!

Before you sit down arrange your chairs and pick up some papers and plastics.

We will check your attendance. Say present as I call your name.

Exchange your assignments. We will check that and record your score afterwards

A. Elicit

Picture Analysis: (Effects of Volcanic Eruption)

B. Engage
Show pictures on the effects of volcanic eruption.

Key Questions:
1. What can you say about the picture?
2. What are the effects of volcanic eruption?
3. Is there
advantages/disadvanta ges? Why?

C. Explore

Essential Question: What are the effects of volcanic eruption?

Discussion on the effects of volcanic eruption

D. Explain

Key Questions:
1. What are the negative effects of volcanic eruption? Positive effect? Support your answer.
and results to active participations of students.

E. Elaborate

In response to students’ responses the teacher will clarify, concretize and deepen the understanding on
the effects of volcanic eruption.
F. Evaluate:

True or False
1. If there is an eruption, it is safe to leave the main power switch on and the house open.
2. Wear mask and goggles when there is an ashfall.
3. An indication that a volcano is about to erupt is the deformation of the ground near it.
4. After an eruption, sweep

G. Extend

What are the precautionary measures you must observe before, during and
after volcanic eruption?
V. REMARKS
VI. REFLECTIONS

A. No. of learners who earned 80% of the evaluation.

B. No. of learners require additional activities for remediation who scored below 80%

C. Did the remedial lesson worked? No. of learners who caught up with the lesson.

D. No. of learners who continue to require additional remediation.

E. Which of my teaching strategies worked well? Why did this happen?

F. What information or localized materials did I use/discover which I wish to share to other teachers?

Week 4: Day 4

I. OBJECTIVES

A. Content Standards
The learners demonstrate an understanding of volcanoes found in the Philippines.
B. Performance Standards
The Learner participates in activities that reduce risks and lessen effects of natural phenomenon
such as volcanic eruption.

C. Most Essential Learning Competencies (MELCS)

Illustrate how energy from volcanoes may be tapped for human use;

D. Learning Code
S9ES –IIIc-d-29

E. Daily Task

Design a scheme to inform local folks in your hometown the things to

prepare before, during and after volcanic eruption
II. CONTENT

Performance Task
III. LEARNING RESOURCES

10. Grade 10 Learner’s Module pp. 176-179

11. Grade 10 Teacher’s Guide pp. 141
12. Additional Materials
Text book: Discover Science K to 12 Edition (2014), DIWA Learning System, pp.225-226
IV. LEARNING TASKS
Teacher’s Activity
Please all stand, let us pray. _____________, lead us a short prayer.

Good morning class!

Before you sit down arrange your chairs and pick up some papers and plastics.

We will check your attendance. Say present as I call your name.

Exchange your assignments. We will check that and record your score afterwards

A. Elicit

Mood Setting for the preparation of designed scheme

B. Engage

Key Questions:
1. Is your place near a volcano? If not, is there a volcano that may cause damage to your place?
2. Are you prepared for the possible effect/s of volcanic eruption?
3. What should you do before, during and after a volcanic eruption?
4. How can you help in minimizing the negative effects

C. Explore

Essential Question: How can you help in minimizing the effects of

volcanic eruption?

Your task is to prepare a disaster preparedness scheme on what to do before, during and after volcanic
eruption. (Refer to LM p. 215 for the details of the task)

D. Explain

Presentation of the disaster preparedness scheme by group.

E. Elaborate
• Why is there a need to have a disaster preparedness scheme?
• From the different presentations you have performed, what are the realizations you have
made?
F. Evaluate:

Their output serves as their assessment

Refer to the rubric found on LM p. 216

G. Extend

Review and study your lesson to prepare for the summative test next meeting.
V. REMARKS

VI. REFLECTIONS

A. No. of learners who earned 80% of the evaluation.

B. No. of learners require additional activities for remediation who scored below 80%

C. Did the remedial lesson worked? No. of learners who caught up with the lesson.

D. No. of learners who continue to require additional remediation.

E. Which of my teaching strategies worked well? Why did this happen?

F. What information or localized materials did I use/discover which I wish to share to other teachers?

Week 4: Day 5
I. OBJECTIVES

A. Content Standards
The learners demonstrate an understanding of volcanoes found in the Philippines.
B. Performance Standards
The Learner participates in activities that reduce risks and lessen effects of natural phenomenon
such as volcanic eruption.

C. Most Essential Learning Competencies (MELCS)

Illustrate how energy from volcanoes may be tapped for human use;

D. Learning Code
S9ES –IIIc-d-29

E. Daily Task

II. CONTENT

Summative Test
III. LEARNING RESOURCES

13. Grade 10 Learner’s Module pp. 176-179

14. Grade 10 Teacher’s Guide pp. 141
15. Additional Materials
Text book: Discover Science K to 12 Edition (2014), DIWA Learning System, pp.225-226
IV. LEARNING TASKS
Teacher’s Activity
Please all stand, let us pray. _____________, lead us a short prayer.

Good morning class!

Before you sit down arrange your chairs and pick up some papers and plastics.

We will check your attendance. Say present as I call your name.

Exchange your assignments. We will check that and record your score afterwards

B. Summative Test Elicit

B. Engage

C. Explore
D. Explain

E. Elaborate

F. Evaluate:

G. Extend

V. REMARKS

VI. REFLECTIONS

A. No. of learners who earned 80% of the evaluation.

B. No. of learners require additional activities for remediation who scored below 80%

C. Did the remedial lesson worked? No. of learners who caught up with the lesson.

D. No. of learners who continue to require additional remediation.

E. Which of my teaching strategies worked well? Why did this happen?

F. What information or localized materials did I use/discover which I wish to share to other teachers?