ADAPTIVE TEACHING GUIDE Template

MET # 8
Lesson # 8 Sources of Energy
Prerequisite Content-knowledge:
The learners should demonstrate an understanding of the following:
a. how fast a reaction takes place
b. how much reactants are needed and how much products are formed in a reaction
c. how much energy is involved in a reaction

Prerequisite Skill: Global awareness, Communication, Environmental Literacy, Creativity and

innovation, Critical Thinking and Problem Solving, Collaboration, Media Literacy

Prerequisites Assessment:

Directions: Answer the following questions via Genyo Quiz. Click the radio button that
corresponds to the letter of your answer.

1. What are the key indicators that a chemical change has occurred?
A. Change in state
B. Change in temperature, formation of gas, color change
C. Melting, freezing
D. Breaking into smaller pieces

2. How does the rearrangement of atoms during a chemical reaction lead to the
formation of new substances?
A. Atoms gain energy and expand
B. Atoms are created and destroyed
C. Atoms are rearranged to form different molecules
D. Atoms change their state

3. What role do energy changes play in chemical reactions?

A. Energy is not involved
B. Energy is absorbed or released
C. Energy is always released
D. Energy is always absorbed

4. How do catalysts influence the rate of a chemical reaction without being consumed in
the process?
A. They increase the energy of reactants
B. They lower the activation energy needed
C. They are consumed in the reaction
D. They change the reactants into different substances

5. What is the difference between an exothermic and an endothermic reaction, and how
does each affect the surroundings?
 A. Exothermic absorbs heat, endothermic releases heat
B. Exothermic releases heat, endothermic absorbs heat
C. Both absorb heat
D. Both release heat

6. How do temperature and pressure affect the rate and direction of chemical reactions?
A. Temperature decreases rate, pressure has no effect
B. Temperature and pressure increase the rate of reactions
C. Temperature and pressure decrease the rate of reactions
D. Temperature has no effect, pressure increases the rate

7. What is the law of conservation of mass, and how does it apply to chemical
reactions?
A. Mass is created during a reaction
B. Mass is destroyed during a reaction
C. Mass is conserved, the total mass of reactants equals the total mass of
products
D. Mass is converted to energy

8. How do concentration and surface area influence the rate of chemical reactions?
A. Higher concentration and larger surface area increase the rate
B. Higher concentration and larger surface area decrease the rate
C. Concentration has no effect, surface area decreases the rate
D. Concentration and surface area have no effect.

9. How can chemical changes be represented using balanced chemical equations?

A. By showing only the reactants
B. By ensuring the number of atoms of each element is the same on both sides
of the equation
C. By showing only the products
D. By ignoring the conservation of mass

10. How do acids and bases react with each other, and what products result from these
reactions?
A. They form water and salt
B. They form new acids
C. They form gases
D. They form only water

● Learners who got 1-4 points will be classified into “Insufficient Level”
● Learners who got 5-7 points will be classified into “Fairly Sufficient Level”
● Learners who got 8-10 points will be classified as “Sufficient Level”

Pre-lesson Remediation Activity: (Describe the activities and use a separate sheet for the copy of a
full-blown assessment.)
1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or
Skill(s): Students will watch an interactive video on Genyo, and answer a set of guide
questions to assess their understanding of the video.
Video Link: https://www.youtube.com/watch?v=8m6RtOpqvtU

Guide Questions:

2. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or

Skill(s): Students will watch a more complex interactive video on Genyo, and they will
share their understanding of the video with the class.

Introduction:
The transformation of energy from one form into another happens all the time. The chemical
energy in food is converted into thermal energy through metabolism; light energy is
converted into chemical energy through photosynthesis. Another example of energy
conversion occurs in a solar cell. Sunlight impinging on a solar cell produces electricity,
which can be used to run electric motors or heat water. Energy is an important element at all
levels of society. We live in a very interdependent world, and access to adequate and reliable
energy resources is crucial for economic growth and for maintaining the quality of our lives.

1. time frame a student is expected to finish learning the lesson (and where to contact the
teacher when concerns arise)
● The lesson is to be tackled in two hours
● Modes of Communication:
✔ Genyo Message Tab

✔ Email

✔ Messenger

✔ SMS (09171520277)

2. the knowledge (RUA) the student is expected to gain from learning the topic/lesson
The learners are expected to:
Remember: compare and contrast life in prehistory and modern time
Understand: give examples on each hierarchy
Apply: demonstrate the importance of life by giving solutions to current environmental
concerns

3. Context where the student is going to apply their learning (In what PAA/EFAA and
personal use?) Drawing Attention to Meaning + Prompting for Effortful Thinking
The class will be divided into three groups, and each group will be assigned with a specific
energy source. For group 1 is fossil fuel; group 2 is batteries; solar cells is for group 3. With
the given energy source, each group will make an infographic that contains the following:
1. The source of energy
2. Where it is Used
3. Comparison (Pros and Cons)
4. Summary and Call to Action

The infographic can be created traditionally (pen and paper) or digitally (technologies).

4. Overview of the Lesson Prompting Connections to Prior Knowledge

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson
relative to the General Enabling Teaching Strategy. Number of chunking of
topics will be dependent on the teacher’s plan.) Using Examples and
Non-examples + Prompting for Effortful Thinking
Chunk 1:

Drawing Attention to Meaning, Prompting Connections to Prior Knowledge

ACTIVITY 1.1: GROUP-PIC.
The class will be divided into three (3) groups. Each group will examine the given pictures
and identify the hidden word for each group of pictures. The first team to guess the correct
word will receive five points. The second group to guess the correct word will receive three
points. The last group to guess the correct word will receive one point.
 B A T T E R Y

S O L A R

F O S S I L

Guide Questions:
1. What did you observe in the pictures?
2. How are the given examples of sources of energy formed?
3. Why do you think it is essential to have different sources of energy?

Chunk 2: Exploring How Energy is Harnessed

Energy powers our daily lives, from lighting our homes to running our cars and industries.
Finding efficient and clean ways to harness this energy is essential for a healthy and
sustainable future.

Formative question: How does energy affect our daily life?

ACTIVITY 1.2: Picture Analysis Prompting Connections to Prior Knowledge +

Prompting of Effortful Thinking
Guide Question:
1. What type of source of energy is used in the picture?
2. How does this source of energy benefit our daily lives?

Guide Question
1. What type of source of energy is used in the picture?
2. Why do street lights use this source of energy? What are the advantages and
disadvantages?
Guide Question
1.

Synthesis

As we synthesize this lesson, the teacher should make sure that his/her strategy

RUA of a Student’s Learning:

Students are expected to demonstrate understanding of energy sources through an

infographic.

SCORING RUBRIC:

Criteria

Creativity and Originality 15 points

Clarity of Ideas/Comprehensiveness of Understanding 25 points

Overall Presentation 10 points

Total 50 points

Post-lesson Remediation Activity:

For students with insufficient level on Post-lesson Content/Knowledge or Skills:

● Online (Synchronous) and In-Person (Face-to-face). Students will be grouped into

three to further explore and firm-up the understanding of energy sources.

For students with fairly sufficient level on Post-lesson Content/Knowledge or Skills:

● Online (Synchronous) and In-Person (Face-to-face). The teacher shares

reference reading materials which can be uploaded via Genyo. The students will be
asked to access it and answer the formative questions that follow.