Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
27 SCIENCE 9 4th 60
Learning Competency/ies: Code:
Explain how electrical energy is generated, transmitted, and
(Taken from the Curriculum Guide) distributed S9FE-IVhj-46

Key Concepts / Understandings

to be Developed Electricity is the flow of electron. It powers all our gadgets and appliances at home.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Describe energy transformation in electrical power plants
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills Illustrate the energy transformation in hydropower plant
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Valuing demonstrate cooperation in identifying the parts of a hydropower plant

Values Valuing display social responsibility in conserving energy

2. Content Power generation and energy losses

3. Learning Resources Science LM & TG (pp. 320-322)

4. Procedures
4.1 Introductory Activity
A. Preliminaries
B. Teacher elicits students idea about electricity and magnetism
5 minutes
C. Teacher gives the overview of the
lesson (see Science LM on page 320)
4.2 Activity
The teacher shows different pictures of gadgets and appliances usually used at school, home and offices.
5 minutes The students will identify the names of the gadget/appliance being shown.

4.3 Analysis 1. How do we use those gadgets?

2. What energy is needed in order to make
these things function?
3. How does electricity makes our lives more comfortable?
20 minutes
4. Have you ever wondered how electricity
reaches us from the electric power plant? 5. What processes
does electricity have to go through in order to reach us at home?
4.4 Abstraction

The teacher discusses about how the electricity is being produced. ( refer to Science LM on pages 322-323)
8 minutes

4.5 Application
The teacher shows a picture showing a Hydropower Plant with different parts missing. Students will identify
the different parts which are missing in the picture.
 The teacher shows a picture showing a Hydropower Plant with different parts missing. Students will identify
10 minutes the different parts which are missing in the picture.

4.6 Assessment Students write a 30-50 words essay on how electricity is being produced
Anlysis of Learners' Products
5 minutes using a hydropower plant.
4.7 Assignment
Preparing for the new lesson Students list other sources of energy to produce electricity.
3 minutes

4.8 Concluding Activity

"Technology is nothing without electricity."
4 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning strategies worked well?
Why did these work?
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 with other
teachers?

Prepared by:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: Teacher I Cebu Province
Contact Email address:
Number: 9506230254 [email protected]
 Date:

Code:
S9FE-IVhj-46

ome.

plant

r gives the overview of the

at school, home and offices.

is needed in order to make

able?
ever wondered how electricity
5. What processes

Science LM on pages 322-323)

missing. Students will identify

ectricity is being produced

e electricity.

om
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
28 SCIENCE 9 4th 60
Learning Competency/ies: Code:
Explain how electrical energy is generated, transmitted, and
(Taken from the Curriculum Guide) distributed S9FE-IVhj-46

Key Concepts / Understandings

to be Developed Electricity can be produced in different ways. It is usually in a form of power plants.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Identify the locationof some power plants in the Philippine map
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating Determine the region in which the power plant belongs
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Internalizing values Display modesty in roaming around while looking at the pictures

Values Internalizing values Display cleanliness in accomplishing their group outputs

2. Content Power generation and energy losses

3. Learning Resources Science LM and TG (pages 323-327)

4. Procedures
4.1 Introductory Activity

A. Preliminaries
B. Review previous discussion
5 minutes
C. Check students assignments

4.2 Activity
GALLERY WALK: Pictures of power plants in the Phillipines is being posted on the different corners in the
classroom. Students will have 45 seconds to look at each picture. Meanwhile, the Philippine map is being
8 minutes
posted on the board.
4.3 Analysis
1. What are some of the power plants found in the Philippines?
2. Where can we find those power plants?
3. In what specific region can we
15 minutes
find those power plants? 4. Can you
identify the location of the power plants on the map? If yes, go to the board to point its location on the map.

4.4 Abstraction

Teacher discusses the location of the different power plants in the Philippines and what energy is being
10 minutes used to produce electricity. (refer to Science LM on pages 323-327)

4.5 Application
Group Activity: Students who live in the same barangay is grouped as one. They are tasked to answer the
guide questions on Science LM page 327. They will write their answer on a clean sheet of short bond paper
creatively.
 Group Activity: Students who live in the same barangay is grouped as one. They are tasked to answer the
guide questions on Science LM page 327. They will write their answer on a clean sheet of short bond paper
10 minutes
creatively.
4.6 Assessment
Anlysis of Learners' Products Student presents their output to the class.
5 minutes
4.7 Assignment
Enriching / inspiring the day’s With the same group, they illustrate the electrical flow of their chosen house
3 minutes lesson from the members of the group.

4.8 Concluding Activity "Go with the flow. Force nothing. Let it happen. Trusting that whichever way it goes, it's for the best."
4 minutes -Mandy Hale-
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning strategies worked well?
Why did these work?
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 with other
teachers?

Prepared by:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: Teacher I Cebu Province
Contact Email address:
Number: 9506230254 [email protected]
 Date:

Code:
S9FE-IVhj-46

ants.

on the different corners in the

the Philippine map is being

lants?
n what specific region can we
4. Can you
point its location on the map.

and what energy is being

ey are tasked to answer the

ean sheet of short bond paper
al flow of their chosen house

goes, it's for the best."

om
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
29 SCIENCE 9 4th 55
Learning Competency/ies: Code:
Explain how electrical energy is generated, transmitted, and
(Taken from the Curriculum Guide) distributed S9FE-IVhj-46

Key Concepts / Understandings

to be Developed From the power plants, electricity is then made to travel along cables and wires called transmission lines.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Identify specific areas where step-up transformers and step-down transformers are utilized.
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating Trace the path of electricity from the generating station, transmission station and residential
areas

Attitude Valuing Display gratitude on having electricity in their respective community

Values Valuing Practice saving electricity to conserve energy

2. Content Power generation and energy losses

3. Learning Resources Science LM & TG (pages 328-330)

4. Procedures
4.1 Introductory Activity
A. Preliminaries
B. Review previous discussion
5 minutes C. Instruct group leaders to submit their group assignment
output.

4.2 Activity
Group Activity: Do Activity 2: Tracing power (refer to the procedure in Science LM on page 328)
8 minutes

4.3 Analysis
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?
15 minutes
4. What happens to the voltage that travels from the source to the consumers?
5. What are step-up transformers? Step-down transformers?

4.4 Abstraction

The teacher discusses how electricity transmitted and distributed. (refer to Science LM on page 328)
5 minutes

4.5 Application
With the same group, each group is tasked to illustrate how electricity is being transmitted and distributed.
(refer to the picture on Science LM page 330)
 With the same group, each group is tasked to illustrate how electricity is being transmitted and distributed.
10 minutes (refer to the picture on Science LM page 330)

4.6 Assessment
Anlysis of Learners' Products Presentation of group output to the class.
5 minutes
4.7 Assignment
Each group is assigned to bring materials for the making of diorama for the
Preparing for the new lesson
3 minutes next day's activity.

4.8 Concluding Activity "Don't waste electricity. How would you like it if I turned you on and walked away?"
4 minutes -PictureQuotes.com-
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning strategies worked well?
Why did these work?
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 with other
teachers?

Prepared by:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: Teacher I Cebu Province
Contact Email address:
Number: 9506230254 [email protected]
 Date:

Code:
S9FE-IVhj-46

es called transmission lines.

transformers are utilized.

on station and residential

ty

bmit their group assignment

LM on page 328)

hes the consumers?

on?
he source to the consumers?
ep-down transformers?

ence LM on page 328)

g transmitted and distributed.

he making of diorama for the

way?"

om
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
30 SCIENCE 9 60
Learning Competency/ies: Code:
Explain how electrical energy is generated, transmitted, and
(Taken from the Curriculum Guide) distributed S9FE-IVhj-46

Key Concepts / Understandings Diorama is a a three-dimensional miniature or a life-sized scene in which figures, stuffed wildlife, or other
to be Developed objects are arranged in naturalistic setting against a painted background.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Describe the energy transformation and distribution from a power stationto the community
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating Design a diorama that would show the path of electrical power from generation, transmission
and distribution.

Attitude Valuing Display gratitude on having electricity in their respective community

Values Valuing Display cleanliness in accomplishing their group outputs

2. Content Transmission and distribution of electrical energy from power plants to homes

3. Learning Resources Science LM & TG (pages 330-331)

4. Procedures
4.1 Introductory Activity

A. Preliminaries
B. Review previous discussion
5 minutes
C. Check the materials brought by the group members

4.2 Activity
Present a video clip on how to make a diorama
8 minutes

4.3 Analysis

1. Based from the video, what is a diorama?

2. What are the materials used in making a diorama?
15 minutes
3. What are the procedure in making a diorama?

4.4 Abstraction

The teacher discusses what a diorama is. (refer to Science LM on page 330)
10 minutes

4.5 Application
Group Activity: Each group is tasked to design a diorama that would show the path of electric power
generation, transmission and distribution.
 Group Activity: Each group is tasked to design a diorama that would show the path of electric power
10 minutes generation, transmission and distribution.

4.6 Assessment
Anlysis of Learners' Products Presentation of the design illustrated by each group
5 minutes
4.7 Assignment
Preparing for the new lesson Students are tasked to bring the lacking materials for their diorama making.
3 minutes
4.8 Concluding Activity
"If you have the power to make someone happy, do it. The world needs more of that."
4 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning strategies worked well?
Why did these work?
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 with other
teachers?

Prepared by:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: Teacher I Cebu Province
Contact Email address:
Number: 9506230254 [email protected]
 Date:

Code:
S9FE-IVhj-46

es, stuffed wildlife, or other

stationto the community

m generation, transmission

ty

nts to homes

by the group members

making a diorama?

path of electric power

roup

als for their diorama making.

of that."

om
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
31 SCIENCE 9 60
Learning Competency/ies: Code:
Explain how electrical energy is generated, transmitted, and
(Taken from the Curriculum Guide) distributed S9FE-IVhj-46

Key Concepts / Understandings Diorama is a a three-dimensional miniature or a life-sized scene in which figures, stuffed wildlife, or other
to be Developed objects are arranged in naturalistic setting against a painted background.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Describe the energy transformation and distribution from a power stationto the community
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating Build a diorama that would show the path of electrical power from generation, transmission and
distribution.

Attitude Valuing Display gratitude on having electricity in their respective community

Values Valuing Display cleanliness in accomplishing their group outputs

2. Content Transmission and distribution of electrical energy from power plants to homes

3. Learning Resources Science LM & TG (pages 330-331)

4. Procedures
4.1 Introductory Activity
A. Preliminaries
B. Review the designs made by the group
3 minutes C. Check the materials brought by the group
members

4.2 Activity
Review the procedure in making a diorama
3 minutes

4.3 Analysis

1. What are the ways in making your diorama creative and presentable?
4 minutes

4.4 Abstraction

The teacher discusses the rubrics in making a diorama (refer to Science LM on page 331)
5 minutes

4.5 Application
Performance Task: Diorama Making
 Performance Task: Diorama Making
30 minutes

4.6 Assessment
Anlysis of Learners' Products Explain the flow of electricity illustrated in each diorama.
10 minutes
4.7 Assignment
Interview someone working in an electric company about the flow of
Preparing for the new lesson
2 minutes electricity in their area.
4.8 Concluding Activity
"If it's important to you, then you will make it a priority." -Kelly Rowland-
3 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning strategies worked well?
Why did these work?
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 with other
teachers?

Prepared by:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: Teacher I Cebu Province
Contact Email address:
Number: 9506230254 [email protected]
 Date:

Code:
S9FE-IVhj-46

es, stuffed wildlife, or other

stationto the community

generation, transmission and

ty

nts to homes

als brought by the group

n page 331)
diorama.

any about the flow of

om
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
32 SCIENCE 9 4th 60
Learning Competency/ies: Code:
Explain how electrical energy is generated, transmitted, and
(Taken from the Curriculum Guide) distributed S9FE-IVhj-46

Key Concepts / Understandings

to be Developed Power is the product of the voltage and the current.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Identify terms such as voltage, current and power
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing Distinguish ways on how to save electrical energy
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating Describe voltage, current and power
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Valuing Listen with interest on whatever is being explained by the teacher or fellow students

Values Valuing Demonstrate responsibility in consuming/using energy

2. Content Power generation and energy losses
3. Learning Resources Science LM & TG (pages 332-334)
4. Procedures
4.1 Introductory Activity
A. Preliminaries
5 minutes B. The teacher elicits students idea about the different terms related to electricity.

4.2 Activity
The teacher presents a short video clip about voltage, current, electricity and magnetism (refer to
8 minutes https://www.youtube.com/watch?v=XiHVe8U5PhU)

4.3 Analysis
1. Based from the video, what are the terms related to electricity?
2. Based from the video, what is voltage?
3. Based from the video, what is power?
15 minutes 4. Based from
the video, what is current?
5. What have you learned from the video?

4.4 Abstraction
The teacher discusses about the terms such as power, voltage and current. (refer to Science LM pages
10 minutes 332-334

4.5 Application Cabbage game: the teacher prepares a cabbage made of paper with questions written to some of its petals.
Students pass the cabbage as the music is playing. If the music stops, the student holding the cabbage will
10 minutes detach one petal and if there is a question written to it, he/she will answer it. This goes until all the questions
are answered.
4.6 Assessment
Anlysis of Learners' Products A ten-item test is given to the students.
5 minutes
4.7 Assignment
Enriching / inspiring the day’s
lesson
Students are tasked to bring one of their house's electric bill
 Enriching / inspiring the day’s
lesson
Students are tasked to bring one of their house's electric bill
3 minutes

4.8 Concluding Activity

"Knowledge is Power."
4 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning strategies worked well?
Why did these work?
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 with other
teachers?

Prepared by:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: Teacher I Cebu Province
Contact
Email address:
Number: 9506230254 [email protected]
 Date:

Code:
S9FE-IVhj-46

or fellow students

d to electricity.

magnetism (refer to

hat is power?
4. Based from

efer to Science LM pages

ns written to some of its petals.

dent holding the cabbage will
his goes until all the questions

's electric bill

's electric bill
om
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
33 SCIENCE 9 4th 60
Learning Competency/ies: Code:
Explain how electrical energy is generated, transmitted, and
(Taken from the Curriculum Guide) distributed S9FE-IVhj-46

Key Concepts / Understandings

to be Developed Power is the product of the voltage and the current.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Identify the current, power and voltage
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating Calculate the energy being used (as what is asked in a problem)
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Valuing Listen with interest on whatever is being explained by the teacher or fellow students

Values Valuing Demonstrate responsibility in consuming/using energy

2. Content Power generation and energy losses

3. Learning Resources Science LM & TG (pages 332-334)

4. Procedures
4.1 Introductory Activity

A. Preliminaries
B. Review previous discussion
5 minutes
C. Check students assignment

4.2 Activity
The teacher presents a problem related to power/ electricity consumption. Ask students idea on how to
8 minutes solve the problem.

4.3 Analysis

1. What does the problem imply?

2. Given the formula in solving the current, how is it useful for you to save
15 minutes
your energy consumption?

4.4 Abstraction

The teacher discusses about the terms such as power, voltage and current. (refer to Science LM pages
10 minutes 332-334

4.5 Application The teacher posts word problems related to calculating the energy used on the board. Students will solve
the problem on their seats. The first students to solve the problem correctly will show his/her solution on the
board. After the given explanation, the teacher asks the students to raise their hands if they got the correct
the answer.
 The teacher posts word problems related to calculating the energy used on the board. Students will solve
the problem on their seats. The first students to solve the problem correctly will show his/her solution on the
10 minutes board. After the given explanation, the teacher asks the students to raise their hands if they got the correct
the answer.
4.6 Assessment
Anlysis of Learners' Products A ten-item test is given to the students.
5 minutes
4.7 Assignment Students are tasked to list down at least two energy-saving tips for each
Enriching / inspiring the day’s
lesson
appliances: washing mashine, refrigerator, clothes iron, lights and lamps,
3 minutes
electric fan and television.
4.8 Concluding Activity
"There is power in positivity."
4 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning strategies worked well?
Why did these work?
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 with other
teachers?

Prepared by:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: Teacher I Cebu Province
Contact Email address:
Number: 9506230254 [email protected]
 Date:

Code:
S9FE-IVhj-46

or fellow students

k students idea on how to

how is it useful for you to save

efer to Science LM pages

e board. Students will solve

ll show his/her solution on the
hands if they got the correct
nergy-saving tips for each
hes iron, lights and lamps,
om
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
34 SCIENCE 9 4th 60
Learning Competency/ies: Code:
Explain how electrical energy is generated, transmitted, and
(Taken from the Curriculum Guide) distributed S9FE-IVhj-46

Key Concepts / Understandings

to be Developed Generators in power plants are responsible in producing electricity.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through Understanding Discuss how electricity is generated from the interaction between coils and magnets
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating
Build a model of a simple electric generator

Attitude Valuing Demonstrate cooperation in accomplishing group task

Values Valuing Demonstrate responsibility in consuming/using energy

2. Content Electricity and Magnetism

3. Learning Resources Science LM & TG (pages 334-337)

4. Procedures
4.1 Introductory Activity

A. Preliminaries
B. Review previous discussion
5 minutes
C. Check students assignment

4.2 Activity
Group Activity: Light Me Up! (refer to Science LM on pages 335-337
8 minutes

4.3 Analysis

1. Why did the LED light up when the magnet cd was made to turn around the axis?
2. Why was it possible to produce electricity without an energy source?
15 minutes 3. In electric power plants, turbines are actually connected to
generators which are composed of magnets and coils. How do turbines produce electricity?

4.4 Abstraction

The teacher discusses about the use of magnetism to produce electricity. (refer to Science LM pages 334-
10 minutes 337)

4.5 Application
Each group chooses a representative to explain the flow of electricity with the use of magnetism to the class
based from the activity done.
 Each group chooses a representative to explain the flow of electricity with the use of magnetism to the class
10 minutes based from the activity done.

4.6 Assessment
Anlysis of Learners' Products Students are tasked to draw the electrical connection in the classroom.
5 minutes
4.7 Assignment
Students are tasked to study the lessons being discussed in preparation for
Preparing for the new lesson
3 minutes the summative test the next day.

4.8 Concluding Activity

"Be the light that helps others see."
4 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning strategies worked well?
Why did these work?
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 with other
teachers?

Prepared by:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: Teacher I Cebu Province
Contact Email address:
Number: 9506230254 [email protected]
 Date:

Code:
S9FE-IVhj-46

coils and magnets

students assignment

e axis?
rgy source?
actually connected to
ce electricity?

er to Science LM pages 334-

use of magnetism to the class

ection in the classroom.

discussed in preparation for

om
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
35 SCIENCE 9 4th 60
Learning Competency/ies: Code:
Explain how electrical energy is generated, transmitted, and
(Taken from the Curriculum Guide) distributed S9FE-IVhj-46

Key Concepts / Understandings

to be Developed Electricity makes our life more comfortable.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Identify terms being discussed in the previous lessons
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating Describe the flow of electicity being illustrated
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Valuing Display honesty in answering the test

Values Valuing Demonstrate orderliness in answering the test

2. Content Electricity and Magnetism

3. Learning Resources Science LM & TG

4. Procedures
4.1 Introductory Activity

A. Preliminaries
5 minutes B. Review previous lessons

4.2 Activity
Distribution of test questionnaire (summative test)
8 minutes

4.3 Analysis

Teacher ask students if they have receive their copy and if there is problem with their copies.
15 minutes

4.4 Abstraction

Teacher reads the general direction of the test.

10 minutes

4.5 Application
 10 minutes

4.6 Assessment
Anlysis of Learners' Products Summative Test
5 minutes
4.7 Assignment
Preparing for the new lesson
3 minutes

4.8 Concluding Activity

"You always pass failure on your way to success."
4 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning strategies worked well?
Why did these work?
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 with other
teachers?

Prepared by:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: Teacher I Cebu Province
Contact Email address:
Number: 9506230254 [email protected]
 Date:

Code:
S9FE-IVhj-46

th their copies.
om