School LUCENA DALAHICAN NATIONAL HIGH SCHOOL Grade Level Grade

Teacher MARICRIS A. ARBAN Learning Area Scienc

Grade 1 to 12 Teaching
Daily Dates March 31, 2019 Quarter 4th Quar
Lesson Plan and Time

Content Standards Demonstrate an understanding of generation, transmission, and distribution of electrical energy
from power plants (hydroelectric, geothermal, wind, nuclear) to home
Performance
 Analyze how power plants generate and transmit electrical energy
Standards
Competency: At the end of the lesson, the students should be able to:
Competency Code: S9FE-IVh-j-46
Explain how electrical energy is generated, transmitted, and distributed

Objective: Objectives:
 Explain how electricity is produced.
 Realize the importance of energy conservation in daily lives.
 Trace the path of electricity from the generating station transmission station and residential
areas
I. Teaching Tips:  Teacher will use pictures to easily identify the different sources of energy and how they
are produced.
 Using varied group activities, students could explain how electrical energy is generated
transmitted, and distributed.
II. Subject Matter: Module 4. Electricity and Magnetism
Power Generation and Transmission
A. Concepts:  Electricity powers all our gadgets and appliances at home. Various sources of energy a
utilized to provide electricity to power our household.
 Electricity is produced in the power plants, transmitted at high current and voltage
transmission substations, passed through the distribution substations, then finally distribut
to business and residential areas.

B. Materials: Projector, laptop, pictures

C. References: Teacher’s Guide
Learners Manual
https://credc.mste.illinois.edu/applet/pg

D. Process Skills: Identifying, Explaining, Analyzing, Tracing

E. Values Students will give some of the electrical hazards that they know, importance of using power plants an
Integration: how they can conserve energy.
III. Procedure:
Review: Students will complete the following paragraph using the words listed below. (Integrative Approach-
5 mins)

Power energy current volts

Voltage kilowatt hour kilowatt megawatt

In an electrical system, energy is carried by moving charges. These moving charges constitute the
electric current in the circuit. On the other hand, voltage is the potential energy difference per uni
charge between two points in a circuit. It causes the charges to flow through the circuit. It is
measured in volts. Household appliances draw electrical energy and convert it into another form
 such as light, sound, and heat.
Electrical energy is expressed in kilowatt hour (kWh). The rate at which appliances convert
electrical energy to other forms is referred to as power. It is expressed in kilowatt (kW) or
megawatt (mW).

Motivation: Students will answer the “6 Pics 1 Word” by guessing the hidden words using the pictures below.
(2 mins)

__ __ __ __ __ __ __ __ __ __

Answer: Power Plant

A. Activity Activity 1. “Power of Two”
Proper: In this activity, students will get a partner and explain how energy is produced in the following power
plants. (5 mins)

Activity 2: Tracing Power

In this activity students will identify how power is generated, transmitted and distributed based on the
given picture provided by the teacher. Students will arrange the picture puzzle to easily perform the
activity. (Collaborative Approach – 10 mins)
B. Analysis Each group will answer the following questions using manila paper and share their answers in front.
(Inquiry- Based Approach – 10 mins)

Guide Questions:
1. What are the different stations in the transmission of energy?
2. What do you notice about the size of the transmission lines as it reaches the consumers?
3. Does the size of wires and cables used matter in energy transmission?
4. What happens to the voltage that travels from the source to the consumers?
5. How does electricity reach residential areas?

C. Abstraction Teachers post this question: In your own words, describe briefly how electricity from the generati
Station gets to your house? Students will create a graphic organizer to sum up the lesson. They will
given flash cards and arrange them accordingly on a manila paper and draw an arrow to trace t
path. (Constructivist Approach- 10 mins)

(power station, transmission station, transmission lines, transmission tower, distribution statio
distribution pole, service drop wire, control panel, meter, appliances)

D. Application: 1. Students will count and list down the places where there is existing coal-fired power
plant according to their geographic locations in Luzon, Visayas , Mindanao. Make a
pie graph showing the percentage of the different power plants in Luzon,
Visayas and Mindanao.

Use the detective data table below: (Integrative Approach- Mathematics and Social Studies- 10 mins
Based on a study, most of the power plants in the Philippines are classified as coal fired power
plants. As you can see on our Philippine Map, we are abundant in terms of coal-fired power plants as
source of electricity and energy. In what province do you come from? What source of energy is
nearest to your place? What electric power plants are present in your area?
(Geography)
 LUZON VISAYAS MINDANAO Percentage

Total

Answers: Luzon- Pangasinan, Zambales, Batangas, Pagbilao, Mauban (5)

Visayas- Toledo Cebu, Naga Cebu, Iloilo (3)
Mindanao – Villanueva , Misamis Oriental (2)
Teacher ask tis questions: What are the different stations in the transmission of energy?
IV. Assessment: Direction: Complete the statement by choosing from the word/s listed inside the box. (3 mins.)
residential electricity power
distribution voltage

_____________is produced in the _______ plants, transmitted at high current and ______
transmission substations, passed through the ____________ substations, then finally distributed
business and ____________ areas.

Answers: 1, electricity 2. Power 3. Voltage 4. Distribution 5. residential

V. Agreement: Please look for or draw a similar photo showing diorama with transmission lines, houses, generating
stations, etc.

VI. Reflection
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 work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
works?
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 wit1h other
teachers?

Prepared by: Inspected by:

MARICRIS A. ARBAN CARMEN H. MACATUGOB

Science Teacher Principal