Utilization of Electricity: Minimizing Energy Loss and Wastage in Senior High Science

General Science 1
Utilization of Electricity
TERM 1 • Week 8 • Senior High
School
Focus: Minimizing Energy Loss and Wastage
General Science 1 • Quarter 1 • Slide 1 DepEdClick

Why Study Electricity Use? Session 1 Discussion
Energy efficiency starts with knowing how
electricity is generated, used, and sometimes
wasted.
• Electricity powers homes, schools, businesses,
communication, and learning spaces.
• Poor electricity habits can increase bills, strain
energy supply, and harm the environment.
• Analyzing energy use helps communities plan
better supply and management.
Key Question: How can we use electricity wisely
without reducing productivity and comfort?
REMEMBER
Wise energy use protects money,
resources, and the environment.

Energy Loss vs. Energy Wastage Session 1 Discussion
Energy loss happens when useful energy is
reduced during transfer or use. Energy wastage
happens when energy is used unnecessarily.
• Energy loss: heat produced by inefficient
bulbs, wires, or machines.
• Energy wastage: lights left on in empty
rooms or devices plugged in when not in use.
• Both require practical actions: efficient
technology + responsible behavior.
Important: Not all energy use is waste. Waste
happens when energy is used without purpose or
control.

Energy Conservation and the SDGs Session 1 Discussion
Saving energy is connected to global goals for a better future.
• SDG 7: Affordable and Clean Energy — access to reliable, sustainable, and modern
energy for all.
• SDG 12: Responsible Consumption and Production — using resources wisely and
reducing waste.
• SDG 13: Climate Action — reducing energy waste helps lower harmful environmental
impacts.
Question to Ponder: How does saving electricity at home and school
contribute to these global goals?

Philippine Power Check Session 1 Discussion
Electricity data can guide smarter decisions.
• Students can examine power statistics to see patterns in generation and consumption.
• Data helps identify which sectors use the most energy: residential, commercial, or
industrial.
• If consumption continues to rise without conservation, future energy demand may
become harder to meet.
1. Observe a trend from energy data.
2. Ask what causes the pattern.
3. Suggest a realistic energy-saving response.

What Learners Must Remember Session 1 Discussion
Energy efficiency is both a science issue and a social responsibility.
• Electricity should be used with purpose, not wasted by habit.
• Energy conservation is a practical response to cost, supply, and environmental
challenges.
• Students can contribute through daily choices: turn off, unplug, use natural light, and
promote awareness.
Small actions become powerful when practiced consistently by many
people.

Energy Tic-Tac-Toe Session 1 Activity
Objective Recall prior learning on energy
sources, power, and conservation.
Instructions
1. Form two teams and choose X or O.
2. Select a square from the tic-tac-toe board.
3. Answer the energy-related question correctly to mark the square.
4. First team to complete three marks in a row wins.
Output A completed class tic-tac-toe board with reviewed energy concepts.

Brain Dump–Spider Web Session 1 Activity
Objective Build connections among
energy-related terms.
Instructions
1. Write the main word “ENERGY” at the center.
2. Add related terms such as power, conservation, electricity, renewable sources, and
appliances.
3. Connect similar ideas using lines or arrows.
4. Explain one connection to the class.
Output A concept web showing what learners already know about energy use.

Energy and SDGs: Why It Matters Session 1 Activity
Objective Connect energy-saving practices
to real-world goals.
Instructions
1. Read the question: “What if energy sources became extremely limited?”
2. Discuss how SDG 7, SDG 12, and SDG 13 relate to energy conservation.
3. Write one habit that can help at home, school, and community level.
Output A short reflection: “My energy-saving action supports the SDGs because…”

Formative Test: Session 1 5 Items
Choose the letter of the correct answer.
1. Which situation shows energy wastage?
A. Using daylight in class B. Turning off unused fans C. Leaving lights on in an empty room D. Unplugging chargers
2. Why is energy conservation important?
A. It increases waste B. It helps manage supply and cost C. It stops all electricity use D. It removes the need for laws
3. Which SDG is most directly connected to affordable and clean energy?
A. SDG 7 B. SDG 8 C. SDG 10 D. SDG 16
4. What is the best first step in analyzing energy use?
A. Ignore data B. Observe patterns and habits C. Buy more appliances D. Use all devices longer
5. Which action shows responsible electricity use?
A. Leaving devices plugged overnight B. Using fans in empty rooms C. Turning off unused appliances D. Blocking natural light

Power Patrol: Inspection Mindset Session 2 Discussion
Power Patrol means observing real places
to identify energy-wasting habits.
• Learners inspect classrooms, laboratories,
canteens, libraries, and other school areas.
• They look for inefficient electricity use,
ventilation problems, and water-related energy
waste.
• The goal is not to blame people but to find
opportunities for improvement.
Science becomes meaningful when learners
use evidence from their own environment.

Common Energy-Wasting Habits Session 2 Discussion
Energy waste is often caused by repeated small habits.
• Lights are left on in empty rooms.
• Windows are covered even when natural light is available.
• Electric devices are left on or plugged in when not in use.
• Electric fans or air conditioners run unnecessarily.
• Leaking faucets and poor ventilation maintenance add to waste.
Look carefully: what seems normal may actually be inefficient.

WATT Matters: The Future of Energy Session 2 Discussion
Energy efficiency is one of the first solutions
to climate and energy challenges.
• Energy efficiency means getting the same
useful result while using less energy.
• It connects science, technology, society, and
the environment.
• Students should ask whether energy
efficiency is only technical or also a social
responsibility.
Think: Is saving energy a personal habit, a
school policy, or a community responsibility?

Design Thinking for Energy Problems Session 2 Discussion
Design thinking helps learners move from observation to solution.
1. EMPATHIZE — interview users about energy challenges.
2. DEFINE — organize findings into common patterns.
3. IDEATE — brainstorm creative energy-saving programs or innovations.
4. PROTOTYPE — design models, policies, or small-scale solutions.
5. TEST AND REFINE — gather feedback and improve the proposal.

Key Understanding for Session 2 Session 2 Discussion
Energy problems are best solved using evidence, collaboration, and
practical action.
• Inspection gives evidence of actual energy use.
• Discussion helps explain why energy waste happens.
• Design thinking helps create realistic solutions for homes, schools, businesses, and
society.
A good energy-saving solution must be clear, doable, and useful to real
people.

Power Patrol: Phase 1 Session 2 Activity
Objective Identify energy-wasting habits in
school spaces.
Instructions
1. Work in small groups and inspect an assigned school area.
2. Use a checklist for lights, devices, ventilation, water, and other practices.
3. For this phase, complete only the inspection column.
4. Prepare to share your most important observation.
Output A completed inspection checklist showing observed energy-wasting practices.

WATT Matters Video Reflection Session 2 Activity
Objective Explain why energy efficiency
matters for the future.
Instructions
1. Watch a short video or presentation about the future of energy.
2. Write three important points you learned.
3. Answer: Is energy efficiency a technical issue or a social responsibility?
4. Share your response with a partner.
Output A short reflection paragraph on the future of energy and responsibility.

Energy Guardians: Design Thinking Session 2 Activity
Objective Create a solution for an observed
energy problem.
Instructions
1. Choose one energy inefficiency from your inspection.
2. Interview or ask users why the problem happens.
3. Brainstorm possible solutions and select the most realistic one.
4. Sketch your solution or policy idea.
Output A simple prototype, policy, poster plan, or innovation sketch.

1. What is the main purpose of Power Patrol Phase 1?
A. Punish energy users B. Inspect and record energy-wasting habits C. Collect payments D. Remove all appliances
2. Which is an example of an energy inefficiency?
A. Using natural light B. Unplugging chargers C. Fans running in an empty room D. Closing the refrigerator door
3. In design thinking, what does “empathize” mean?
A. Ignore users B. Ask and understand user experiences C. Build immediately D. Copy another group
4. Why should learners use a checklist during inspection?
A. To guess randomly B. To collect systematic evidence C. To avoid discussion D. To skip observation
5. A good energy solution should be
A. unclear and costly B. realistic and useful C. hidden from users D. based only on opinion

Energy Budgeting Session 3 Discussion
Energy budgeting helps households and schools see which devices
consume the most electricity.
• List appliances or devices used daily.
• Record number of devices, wattage, and hours of use.
• Estimate consumption using: Energy = Power in kW × time in hours.
• Suggest an energy-saving action for each high-use device.
Data makes conservation more specific: you know what to adjust and why.

Understanding RA 11285 Session 3 Discussion
RA 11285 institutionalizes energy efficiency and conservation in the Philippines.
• It promotes responsible and efficient use of energy.
• It supports energy conservation projects and efficient technologies.
• It highlights the role of government, businesses, institutions, and citizens.
• It helps connect personal habits to national energy policy.
Energy conservation is not only a classroom topic. It is part of national
responsibility.

Jigsaw: Learning the Law Together Session 3 Discussion
A Jigsaw activity allows each learner to become an expert and teacher.
1. Expert groups study assigned sections of RA 11285.
2. Each group summarizes the key point and its implication.
3. Learners reorganize into mixed teams.
4. Each learner teaches the section to teammates.
5. Teams apply the law to home, school, or business situations.

Leader in Action Session 3 Discussion
Learners use leadership roles to propose solutions for energy problems.
• Senator or Legislator: draft laws for efficient energy use.
• DOE Secretary: propose clean energy projects and compliance measures.
• Mayor: draft local energy-saving initiatives for the community.
• School Principal: propose school-based conservation programs.
• Learners present ideas in a mock government session.

Key Understanding for Session 3 Session 3 Discussion
Energy conservation requires both personal responsibility and organized
systems.
• Energy budgeting shows where electricity is used most.
• RA 11285 shows that energy efficiency is supported by policy.
• Leadership activities help learners think like problem-solvers and decision-makers.
• Practical solutions must consider people, cost, environment, and implementation.
Good science learning leads to better choices in real life.

Household Energy Budgeting Session 3 Activity
Objective Estimate electricity use and
propose energy-saving actions.
Instructions
1. Choose at least five household or classroom devices.
2. Write wattage, number of devices, and estimated hours of use per day.
3. Compute or estimate daily energy consumption.
4. Recommend one action to reduce consumption for each device.
Output An energy budgeting table with practical conservation actions.

RA 11285 Jigsaw Session 3 Activity
Objective Analyze how energy policy
supports conservation.
Instructions
1. Join an expert group and study one assigned section of RA 11285.
2. Summarize the section in simple language.
3. Move to a mixed team and teach your assigned section.
4. Discuss how the law can apply to homes, schools, and businesses.
Output A team summary showing policy insights and practical applications.

Leader in Action Session 3 Activity
Objective Develop leadership-based
solutions for energy issues.
Instructions
1. Choose a leadership role: legislator, DOE secretary, mayor, school principal, or other leader.
2. Focus on one energy-related issue such as high consumption or inefficient infrastructure.
3. Draft a policy, advocacy campaign, project, or program.
4. Present your plan in a mock government session.
Output A short policy proposal or advocacy plan for energy conservation.

1. What information is needed to estimate daily energy consumption?
A. Color and brand only B. Wattage and hours of use C. Room size only D. Teacher’s opinion only
2. What is the correct basic formula for energy use?
A. Energy = Power × time B. Energy = time ÷ power C. Energy = color × size D. Energy = money × light
3. What is one purpose of RA 11285?
A. Promote energy efficiency and conservation B. Encourage energy waste C. Ban all appliances D. Remove energy labels
4. In a Jigsaw activity, each learner is expected to
A. stay silent B. teach and share assigned information C. copy without reading D. avoid group work
5. Which leadership action best supports school energy conservation?
A. Ignore high bills B. Create eco-friendly school policies C. Leave fans on D. Use more inefficient bulbs

Developing Mastery: Spot and Save Session 4 Discussion
Mastery means learners can identify energy
inefficiency and suggest practical solutions.
• Observe a picture or real-life scenario
carefully.
• List the instances of energy inefficiency.
• Suggest two to three specific ways to
address the issue.
• Explain why the solution will reduce energy
loss or wastage.
Observation + evidence + action =
practical science learning.

Energy Feud Session 4 Discussion
Game-based learning can deepen mastery when questions are connected to real
energy habits.
• Teams guess common answers to survey-style energy questions.
• Learners explain why each response helps or wastes energy.
• The activity promotes recall, collaboration, and critical thinking.
• Teachers should use valid data or expert recommendations when ranking answers.

Energy Pledge Session 4 Discussion
An energy pledge turns learning into personal commitment.
• Learners identify habits that contribute to energy waste.
• They choose personal actions: turn off, unplug, use efficient alternatives, share tips,
and support clean energy.
• The pledge encourages accountability and real-life practice.
• Learners should “walk the talk” and embody their commitments.
Knowledge is strongest when it changes behavior.

Summative Options Session 4 Discussion
Learners may demonstrate understanding through authentic outputs.
• Design Thinking Prototype: realistic, feasible, functional, and useful solution.
• Advocacy Drive: poster, infographic, jingle, slogan, or campaign for responsible energy
use.
• Written Assessment: scenario-based questions on energy efficiency and conservation.
• Rubrics should assess practicality, accuracy, impact, and clarity of message.

Final Takeaways Session 4 Discussion
Energy efficiency is a shared responsibility in
homes, schools, businesses, and society.
• Identify inefficient energy practices before
proposing solutions.
• Use data and observation, not guessing,
when making energy decisions.
• Apply science through practical habits,
policies, prototypes, and campaigns.
• Every learner can help reduce energy loss
and wastage.
Use energy wisely today so communities
can have a more sustainable tomorrow.

Spot and Save: Picture Analysis Session 4 Activity
Objective Analyze scenarios and propose
energy-saving solutions.
Instructions
1. Study an image showing energy use in a room, house, school, or business.
2. List at least three energy inefficiencies you can observe.
3. Write two to three solutions for each major issue.
4. Share one solution that can be done immediately.
Output A picture analysis data table with energy inefficiencies and solutions.

Energy Pledge Session 4 Activity
Objective Commit to responsible energy
use.
Instructions
1. Complete the statement: “I learned that ____ contributes to energy waste.”
2. Write three personal actions you promise to practice.
3. Identify one person or group you will share energy-saving tips with.
4. Sign and date your pledge.
Output A completed personal energy pledge.

Advocacy Drive Session 4 Activity
Objective Create a campaign that promotes
energy conservation.
Instructions
1. Choose your format: poster, infographic, slogan, jingle, or short campaign pitch.
2. Use accurate science concepts and a clear call to action.
3. Make the message relevant to your school or community.
4. Present your campaign and explain its intended impact.
Output An advocacy output that encourages responsible energy use.

1. What is the main task in Spot and Save?
A. Ignore the picture B. Identify inefficiencies and solutions C. Decorate the room only D. Count chairs
2. Why is an energy pledge useful?
A. It turns learning into commitment B. It increases electricity bills C. It prevents reflection D. It replaces all laws
3. Which output is best for an advocacy drive?
A. A campaign poster with a clear energy-saving call to action B. A blank paper C. A list of unrelated songs D. A hidden message
4. Which criterion is important in a prototype?
A. Feasibility and practicality B. Confusion C. High cost only D. No clear function
5. What does mastery of the lesson require?
A. Memorizing only B. Applying energy-saving ideas to real situations C. Avoiding data D. Using more electricity

Formative Test: Sessions 1–4 Items 1–5
Choose the letter of the correct answer. Do not discuss answers yet.
1. A room is empty but lights and fans are still on. What should be done first?
A. Open more appliances B. Turn them off C. Cover the windows D. Ignore the room
2. Which practice helps reduce standby power?
A. Unplug unused devices B. Leave chargers plugged C. Run appliances overnight D. Use more outlets
3. Why are LED bulbs preferred?
A. They use less electricity for similar light B. They waste more heat C. They are always dim D. They require more power
4. Which action uses natural resources wisely?
A. Blocking daylight B. Using natural light when available C. Leaving doors open with AC on D. Using bulbs all day
5. What does an energy audit checklist help learners do?
A. Record evidence of inefficient practices B. Avoid observation C. Guess all answers D. Increase consumption

Formative Test: Sessions 1–4 Items 6–10
Choose the letter of the correct answer. No answer key is shown.
6. A business wants lower electricity cost and continued productivity. Which is best?
A. Use inefficient appliances B. Install solar panels and efficient appliances C. Disconnect everything permanently D. Ignore scheduling
7. What is one role of students in energy conservation?
A. Promote awareness and practice saving habits B. Waste electricity C. Hide problems D. Avoid responsibility
8. Which item is most connected to energy budgeting?
A. Wattage and usage hours B. Favorite color C. Seat number D. Poster size
9. Which is the best example of collective action?
A. A school energy-saving campaign B. One person wasting power C. Leaving TV on D. Ignoring leaks
10. What is the main lesson of energy efficiency?
A. Use electricity without purpose B. Reduce waste while meeting needs C. Avoid all technology D. Spend more energy

Utilization of Electricity: Minimizing Energy Loss and Wastage in Senior High Science

Utilization of Electricity: Minimizing Energy Loss and Wastage in Senior High Science

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Utilization of Electricity: Minimizing Energy Loss and Wastage in Senior High Science