Lesson Guide in Earth Science

I. OBJECTIVES
A. A. Content Standard The learners demonstrate an understanding of the various sources
of energy (fossil fuels, geothermal, hydroelectric)
B. B. Performance Standard The learners make a plan that the community may use to conserve
and protect its resources for future generations.
C. Learning Competency/Objectives 1. The learners describe how fossil fuels are formed (S11ES-Id-10)

1.1 Identify the different types of fossil fuels

1.2 Create model explaining how fossil fuels are formed,
are harnessed for human use
1.3 Give the importance of the conservation of non-
renewable resources such as fossil fuels.
II. CONTENT Earth Materials and Resources
 Fossil Fuels
III. REFERENCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) portal
LINK:
B. Other Learning Resources  http://teachtogether.chedk12.com/teaching_guides/view/340

IV. PROCEDURES
A. Reviewing previous lesson or presenting
Ask the students about their previous lessons from junior high school
the new lesson
on fossil fuels, geothermal and hydroelectric energy
(REVIEW)
The teacher will show three images/pictures and let the students
give their ideas and explanations.

B. Establishing a purpose for the lesson

(MOTIVATION)

Group Activity: FOSSIL FUEL FORMATION MODELS

 Students will be grouped into 3.
C. Presenting examples/Instances of the
 Students will prepare the necessary materials for their
new lesson
model.
(PRE-ACTIVITY)
 The teacher will explain the instructions in making the model
as well as the rubrics in assessing their output.
 Students will create models showing how fossil fuels (coal,
D. Discussing new concepts and practicing oil and natural gas) are formed using recyclable/indigenous
new skills # 1 materials.
(ACTIVITY PROPER)  Each group will be given 15 minutes to explain and present
their models.
 Models will be displayed in the classroom for the duration of
the quarter and as such may serve as a review aid.

Rubrics for assessing models:

Completeness of model (visual aid) in detailing how fossil fuels are
formed - 40%
 Conciseness and clarity of presentation/explanation of the model -
30%
Creativity and resourcefulness in creating the model - 20%
Group’s effective use of the allotted 15 minutes to fully explain the
model. - 10%
Total Mark = 100%

Present the subject on fossil fuels, the following concepts will be

given emphasis
 Definition of fossil fuels and its different kinds
o Coal and how is it formed
E. Discussing new concepts and practicing
Geological Time For The Formation of
new skills # 2
Coal
(DEEPENING)
The Different Types of Coal
o Petroleum (oil and gas) and how is it formed
Oil and Gas Deposits and how they are
formed
Group Activity: The students will make a plan that the community
may use to conserve and protect its resources for future
generations.
Rubrics in assessing the plan:

F. Developing mastery (leads to Formative

Assessment 3)
(POST-ACTIVITY)

G. Finding Practical applications of Students will answer the question;

concepts and skills in daily living. “How important is energy specifically fossil fuels to the advancement
(APPLICATION) of society and how do we ensure self-sufficiency for the current and
future generations (energy independence)?
Based on the objectives stated previously, ask the following
H. Making generalizations and abstractions questions:
about the lesson
1. What are the different types of fossil fuels?
(GENERALIZATION)
2. How are these types of fossil fuels formed?
 3. Why is there a need to conserve non-renewable resources
such as fossil fuels?

I. Identification.
____________1. Are fuels formed by natural processes
such as anaerobic decomposition of buried dead organisms.
____________2. is a combustible black or brownish-black
sedimentary rock usually occurring in rock strata in layers or
veins called coal beds or coal seams.
____________3. the formation of coal from plant material by
the processes of diagenesis and metamorphism.
____________4.
____________5. are formed from organic
matter from dead plants and
II. Briefly answer the question belowanimals.
How important are fossil fuels to society?
Rubrics
CONTENT
I. Evaluating learning
(ASSESSMENT) Exceptional (5)
Answers are comprehensive, accurate and complete. Key ideas are
clearly stated, explained, and well supported.
Meets Expectations (4)
Answers are accurate and complete. Key points are stated and
supported.
Satisfactory (3)
Answers are not comprehensive or completely stated. Key points are
addressed, but not well supported.
Needs Improvement (2)
Answers are partial or incomplete. Key points are not clear. Question
not adequately answered
Unacceptable (1)
Did not answer question.
A. Additional activities for application or
Search for latest articles on the current status of the different non-
remediation
renewable resources specially fossil fuels in the world.
(REMEDIAL)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation.
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 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:
OFLIA S. SANTOS
Juan C. Angara Memorial High School
Dinalungan, Aurora

RAQUEL T. DE CASTRO
Pampanga High School
Division of City of San Fernando, (P)

Reviewed/ Checked by:

DR. RICARDO A. DE GUZMAN

Facilitator
Division of Meycauayan Bulacan

Noted by:

DR. LIBRADA M. RUBIO

EPS II, Region III

Name:_____________________________ Score:______
Section:____________________________

Fossil Bread
Objective:
At the end of the activity, students shall be able to explore the processes that led to the formation of fossil fuels.

Set up materials:
You will need three slices of different kinds of bread, gummy animals (Ex: Gummy worms or fish), paper towels, a stack of
heavy books and a science buddy.

STEPS
1. On a paper towel layer three pieces of bread on top of each other like a pancake stack. The bread layers will
represent sediment layers that form over millions of years.
2. Next, insert a few gummy animals in a middle layer. (The gummy animals represent animals that died, became
trapped in sediments and later fossilized.)
3. Wrap the entire bread fossil in a paper towel.
4. Then stack a layer of heavy books on top of the bread fossil. For best results, apply more pressure.
5. Do not disturb or peek!
6. Predict how you think the bread fossil will look.
7. Uncover the bread fossil and observe very closely.

Guide Questions:
THINK ABOUT IT
1. How has the bread fossil changed?
2. What eventually happened to the animal material when it was trapped in the porous bread layers?
3. Try to pull the layers apart. What do you see in the pores of the bread?
4. Why do you think oil and natural gas are called “Fossil Fuels?”
5. How long do you think it takes for fossil fuels to form?

EXPERIMENT AGAIN?
 Look for a fossil in your own backyard.
 Check out one of these books in your school library to help you learn more about fossils. “Aliki’s Digging up
Dinosaurs” and “The Magic School Bus: Journey to the Center of the Earth.” -Adapted from Fossils to Fuel