EARTH SCIENCE REMARKS

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Lesson 9: Earth Materials and Resource Energy Resources

Content Standard

The learners demonstrate an understanding of the various sources of energy (fossil fuels, geothermal,
hydroelectric).

Performance Standard

The learners shall be able to make a plan that the community may use to conserve and protect its
resources for future generations.

Learning Competencies

Describe how fossil fuels are formed (S11ES-Ie-f-13).

Explain how heat from inside the earth is tapped as a source of energy (geothermal) for human use
(S11ES-Ie-11).
Explain how energy (hydroelectric) is harnessed from flowing water (S11ES-Ie-12).

Specific Learning Outcomes

At the end of this lesson, the learners will be able to:

1. describe how fossil fuels are formed;

2. explain how heat from inside the earth is tapped as a source of energy (geothermal) for human use;
3. explain how energy (hydroelectric) is harnessed from flowing water; and
4. create individual models explaining how fossil fuels are formed, and how geothermal and hydroelectric
energy are harnessed for human use.

MATERIALS:

Projector; LCD; Computer

RESOURCES:

1. Olivar, Jose et al. (2016) Exploring Life Through Science Earth Science, PHOENIX Publishing House

2. Vengco, Lilia G. et. al. (2016) You and the Natural World Earth Science, PHOENIX Publishing House

I. INTRODUCTION:

1. Introduce the following learning objectives using any of the suggested protocols (Verbatim, Own Words,
Read-aloud)
a. I can describe how fossil fuels are formed.
b. I can explain how heat from inside the earth is tapped as a source of energy (geothermal) for human use
c. I can explain how energy (hydroelectric) is harnessed from flowing water
d. I can create a model explaining how fossil fuels are formed, and how geothermal and hydroelectric
energy are harnessed for human use
• State the importance of energy and it’s various sources and uses
• Initiate an opening discussion on the importance of energy to humans.
• Enumerate the different sources of energy, general, and identify which ones we utilize in the country.
• Cite some examples of highly developed (1st world) countries and relate how critical energy self-
sufficiency is to their development and advancement.
• Enumerate the various energy sources which can be broken down into 2 broad categories:
Nonrenewable and Renewable. (Reference: Republic Act 9513 - Renewable Act of 2008)
Non-Renewable Sources
1. Coal
2. Oil
3. Natural Gas
4. Nuclear
Renewable Energy Sources
1. Solar
2. Wind
3. Hydroelectric
4. Biomass
5. Geothermal
• The graph below was lifted from the Total Primary Energy Demand Forecast from Phil DOE Philippine
Energy Plan 2012-2030. It shows the total primary energy demand, by fuel type, in MTOE (million tonnes
of oil equivalent).

• Enumerate the following uses of energy:

1. Agricultural
2. Transportation
3. Residential
4. Commercial
5. Industrial
The graph below was lifted from the Total Primary Energy Demand Forecast from Phil DOE Philippine
Energy Plan 2012-2030. It shows the Total Final Energy Consumption, by sector, in MTOE.

II. MOTIVATION:

Ask the class this reflection question.

“How important is energy to the advancement of society and how do we ensure self-sufficiency for the
current and future generations (energy independence)?” The aim of this reflection question is for the
learners to think about energy and its role in the advancement of society and come up with ideas on how
energy independence can be achieved. There are no wrong answers at this point. Note that this will be
discussed in full in the Evaluation section where the Philippine Energy Plan 2012-2030 will be discussed
through the case studies project. After about 5-6 minutes of idea sharing among the group members, ask
for group volunteers to share their ideas on the subject. The important thing to establish after the
discussions is the importance of energy in the advancement of society. All the other points will be
discussed during the evaluation section.

III. INSTRUCTION / DELIVERY:

• Prior to the lecture proper, have the students recall previous lessons from junior high school on fossil
fuels, geothermal and hydroelectric energy

Fossil Fuels
Q: What are fossil fuels and what are the different kinds?
Q: What is coal and how is it formed?
Geological Time For The Formation of Coal
The Different Types of Coal
What is petroleum (oil and gas) and how is it formed?
How Oil and Gas Deposits are Formed
The Slow Formation of Source Rock
Source Rock Subsidence
How Oil and Gas Forms
How Oil and Gas Migrate
The Slow Rise to the Surface of Oil and Gas
The Formation of Deposits in Reservoir Rock, Under Cap Rock
Absence of Cap Rock
From Traps to Commercial Deposits
About Oil and Gas Traps
Conserving Hydrocarbons
Fossil Fuel Power Generation
Geothermal Energy
Thermal Gradient
The Different Types of Geothermal Energy
Availability of Geothermal Resources
How is heat from inside the earth tapped as a source of energy for human use?
High-Temperature Geothermal Energy: Power
Medium-Temperature Geothermal Power Plants
High-Temperature Geothermal Energy in Volcanic Areas
Hydropower, the Leading Renewable Energy
The Advantages of Hydropower

IV. PRACTICE: GROUP ACTIVITY

• Discussion and presentation on current energy situation (Primary Energy Supply, Fuel Input Mix for
Power Generation, Power Generation Mix and Final Energy Consumption).
• Provide the learners with web links to the Phil DOE Philippine Energy Plan 2012-2030 -
(http://www.doe.gov.ph/doe_files/pdf/Researchers_Downloable_Files/
EnergyPresentation/PEP_2012-2030_Presentation_(Sec_Petilla).pdf
- http://www.doe.gov.ph/doe_files/pdf/01_Energy_Situationer/2012-2030-PEP.pdf).
• If internet is not available, print outs of the same should be made available.
• The figures below will serve to guide the discussion. These were lifted from the Philippine Energy Plan
2012-2030.
• This serves as a follow up exercise for the learners after learning the fundamental concepts on the
different types of energy and how they are formed and harnessed for human use. It also serves as a build-
up exercise prior to the Evaluation exercise which serves to address the performance standard of making a
plan that the community may use to conserve and protect its resources for future generations.

V. ENRICHMENT:
• Debrief of the previous class activity. Supplement knowledge gaps (not captured during class activity).
(10 minutes)
• Group Activity - Creating individual models as learning aids to demonstrate how fossil fuels (coal, oil and
natural gas) are formed, how geothermal and hydroelectric energies are tapped for human use. This could
be given as homework so as not to consume classroom time. Each group will be given 15 minutes to
present - for a total of 60 minutes. (60 minutes)
• The models will serve as a learning reinforcement of the knowledge they have acquired during the
lecture. It enhances assimilation. Since each group will only get to work on one model, each group can
always spend time on their own to examine models created by other groups. These 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:
1. Completeness of model (visual aid) in detailing how fossil fuels are formed/how geothermal and
hydroelectric energies are tapped for human use - 40%
2. Conciseness and clarity of presentation/explanation of the model - 30%
3. Creativity and resourcefulness in creating the model - 20%
4. Group’s effective use of the allotted 15 minutes to fully explain the model. - 10%
Total Mark = 100%
• Review session covering learning outcomes (20 minutes)
• Go through the learning outcomes one by one and ask the students if they feel that the learning
activities proved sufficient in achieving each learning outcome. If everyone is satisfied and there are no
further questions, proceed to the Evaluation section. Otherwise, this review session will serve to fill any
knowledge gaps or any questions from the lessons covered so far.

VI. EVALUATION:

Pen and Paper Test

 EARTH SCIENCE REMARKS
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Lesson 10: Earth Materials and Resources- Human Activity and the Environment

Content Standard
The learners demonstrate an understanding of waste generation and management.

Performance Standard
Prepare a plan that the community may implement to minimize waste when
people utilize materials and resources

Learning Competencies
Cite ways to address the different environmental concerns related to the use of fossil fuels, geothermal
and hydroelectric energies (S11ES-Ie-f-13).

Specific Learning Outcomes

At the end of this lesson, the learners will be able to:

identify ways to address the different environmental concerns related to the use of fossil fuels, geothermal
and hydroelectric energies.

MATERIALS: Internet access; computer; LCD or projector

RESOURCES:

1. Olivar, Jose et al. (2016) Exploring Life Through Science Earth Science, PHOENIX Publishing House

2. Vengco, Lilia G. et. al. (2016) You and the Natural World Earth Science, PHOENIX Publishing House

Other Resources
Internet resource:
(1) http://www.eia.gov/
(2) http://environ.andrew.cmu.edu/m3/s3/11sources.shtml
Video Links
https://www.youtube.com/watch?v=gvuzuyEKLd8

I. INTRODUCTION:

Communicating learning objectives

1. Introduce the following learning objective:
a. Identify ways to address the different environmental concerns related to the use of fossil fuels,
geothermal and hydroelectric energies

II. MOTIVATION:

• Deepwater Horizon-BP Oil Spill Video Playback. (Duration: 2 minutes)

This is the largest marine oil spill in history, caused by an April 20, 2010, explosion on the Deepwater
Horizon oil rig - located in the Gulf of Mexico, approximately 41 miles (66 km) off the coast of Louisiana—
and its subsequent sinking on April 22.
• Although not a local example, being the worst marine disaster in recent history, it allows them to
connect to a real-life problem that we face in the process of searching for much-needed energy for
development. It sets the tone for the next section that discusses the ways to address different
environmental concerns related to the use of fossil fuels, geothermal and hydroelectric energies.
• Video link: https://www.youtube.com/watch?v=gvuzuyEKLd8
• The teacher may allot 5-8 minutes to elicit any reactions on the video

III. INSTRUCTION / DELIVERY:

Lecture Proper: Lecture and discussion on ways to address different environmental concerns related to the
use of fossil fuels, geothermal and hydroelectric energies
• All energy production and use has environmental impacts. Fossil fuels and nuclear produce more solid,
liquid and gaseous wastes, while renewables (geothermal and hydroelectric) face challenges of land and
water use, visual and noise pollution. Making energy cleaner is usually more expensive and these costs are
passed along to the consumer.

The following are considered priority solutions advocated by international communities, led by the
United States of America, that are addressed in these international treaties:

1. Curbing Global Warming

2. Creating the Clean Energy Future
3. Reviving the World's Oceans
4. Defending Endangered Wildlife and Wild Places
5. Protecting Our Health By Preventing Pollution
6. Ensuring Safe and Sufficient Water
7. Fostering Sustainable Communities

IV. PRACTICE:

• Give a short quiz on the topics covered in the previous lecture session to gauge learners' knowledge
retention. (30 minutes)
Name and briefly explain the 6 policy programs embodied in the DOE's Energy Reform Agenda
(ERA). Each correct policy will be given 5 points. Each sufficient explanation will be given 10 points, for a
total of 90 points.
• Group Activity - Divide the class into suitable group size (will depend on the size of the class) and conduct
a research on local environmental disasters or damages related to the use of energy. The groups will be
given 30 minutes to search the internet for local examples and each group will be given 10 minutes to
present (90 minutes - assuming a total of 6 groups).
The presentation will cover 1) what went wrong? 2) could it have been prevented? and 3) if the answer is
yes, what could have been done to prevent the incident from happening? Alternatively, for very large class
sizes, this can be given as a homework to be presented the following class session.

V. ENRICHMENT:

Reflection Question - Is there an energy source that is free of some type of environmental impact?

VI. EVALUATION:

Pen and Paper Test