Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Grade 9 School Grade Level 9 Grade 9

Daily Lesson Log Teacher Learning Area Earth & Space (Earth Science) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 1

Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The learners demonstrate an understanding of volcanoes found in the Philippines.
Performance Standard
1. Describe the different types of volcanoes
Learning Competency
2. Differentiate active and inactive volcanoes
Code: S9ES-IIIa-25 S9ES-IIIa-26 S9ES-IIIa-27
Assess the mastery
level of the students
Describe different types of Differentiate volcanoes as
DAILY TASK Pre-Assessment Characterize a volcano. on the topic
volcanoes. active and inactive.
characteristics and
types of volcanoes.
Types of volcanoes according Summative
II. CONTENT Pre-test Characteristics of a volcano Active and Inactive volcanoes
to cone shapes. Assessment
III. LEARNING RESOURCES
Teacher’s Guide pp.136
Learner’s Materials pp.165-166 pp.166
Additional Materials Pictures of volcanoes
IV. LEARNING TASKS
Video presentation about the PICTURE ANALYSIS: Different Video clip presentation of an
volcano kinds of volcanoes. erupting Mt. Mayon.
(Introduction to the topic about http://int.search.tb.ask.com/searc https://www.youtube.com/watch?
ELICIT
the volcano) h/AJimage. v=YLUZYzGWbOw
https://www.youtube.com/watc
h?v=Be7o6BYVOzA

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
1. What can you say about the
video?
2. What is a volcano?
3. Describe a volcano.
ENGAGE
Essential Question:
What are the characteristics of
a volcano?
Working in groups, students
will follow guided activity.
Each group is given the tasks
EXPLORE to characterize a volcano
using a concept map (refer to
LM pp. 165-166)
Publication and
Communicating Results
Based on the picture, give five
EXPLAIN (5) descriptions of a volcano.
Present your answer in a
concept map.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
1. What did you see on the
picture?
2. Compare the three volcanoes.
What can you say about each
volcano?
3. Are there similarities among
the volcanoes? Why?
Essential Question:
What are the different types of
volcanoes?
Working in groups, students will
follow guided activity. Each
group is given a reading text
about the types of volcanoes.
(See attached file)
http://www.geography.learnonthe
internet.co.uk/topics/typesvolcan
oes.html
Publication and Communicating
Results
Key Questions:
1. What are the different types of
volcanoes?
2. What do you think is the basis
of differentiating these
volcanoes?
1. What can you say about the Grade 9
video clip? Quarter 3
2. Do you think there are also Page 2
volcanoes that do not erupt?
3. What do you call those
volcanoes that are erupting? How
about volcanoes that seemed to
erupt and became quiet for a
long period of time?
Essential Question:
What is the difference between
active and inactive volcano?
Working in groups, students will
follow a guided activity. Each
group is given a reading text to
discuss the difference between
active and inactive volcano.
(See attached file)
http://www.preservearticles.com/
2011111717347/classification-of-
volcanoes-on-the-basis-of-
periodicity-of-eruption.html
Publication and Communicating
Results
Key Questions:
1. What is an active volcano?
Inactive volcano?
2. How will you distinguish active
from inactive volcano?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Key Questions:
1. How would you describe a
ELABORATE volcano?
2. What are the characteristics
of a volcano?
Describe the characteristics a
volcano. ( 5pts )
Rubrics:
5- All characteristics of
volcano were present.
4- only 4 characteristics are
present
EVALUATE
3- only 3 characteristics are
present
2 - only 2 characteristics are
present
1 - only 1 characteristic is
present
Give example of volcano/es
locally found in your place and
EXTEND
describe its/ their
characteristics.
V. REMARKS
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
3. Describe each type of
volcano.
Key Questions:
1. What are the different types of
volcano?
2. How do they differ from each
other?
A.Describe the following
volcanoes using the description
below.
* are steep sided cones
*with gently sloping sides
*much steeper sides
1. Composite volcanoes
2. Shield volcanoes
3. Dome volcanoes
B. Tell what type of volcano
1. Mayon
2. Pinatubo
Give other examples of volcano
found in the Philippines and
identify what type.
Grade 9
Quarter 3
Key Question: Page 3
What is the difference between
active and inactive volcano?
Differentiate an active volcano
from inactive volcano. (5pts)
Rubrics:
5 - Differentiated clearly and
completely.
4 - Differentiation is complete but
not clear
3 - Differentiation is complete but
vague.
2 - Differentiation is incomplete
and vague.
1 - Irrelevant answer
Give examples of volcano that
are active or inactive found in
the country.
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

VI. REFLECTION Grade 9

From the evaluation, Quarter 3
No. of Learners who
Page 4
earned:
x 80% and Above:
x Below 80%:
Did the remedial lessons
work? No. of Learners who:
x have caught up
with the lesson
x continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?

Prepared by: Checked by:

Grade 9, Quarter 3
Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 1 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 9, Week 1
Activity Sheets/ Readings
Activity Sheet
DIFFERENCE BETWEEN ACTIVE AND INACTIVE VOLCANO
Active Volcanoes:
Volcanoes, from whose vents there is constant emission of volcanic materials
such as, lava, ashes, lapilli, pumice and gases etc. are called active volcanoes. Some
of the active volcanoes are continually in eruption, while in other cases the eruptions are
intermittent.
According to the PHIVOLCS active volcanoes are that have a record of eruption
within the last 600 years or those that erupted 10,000 years ago based on analysis of
their materials.
According to Worcester, there are about 500 active volcanoes in the world
today. Besides, there are other active submarine volcanoes whose number is difficult to
determine.
Most of the active volcanoes are found in the Circum-Pacific Belt which is known
as 'the Ring of Fire'. A few examples of active volcanoes are: Etna and Visuvius, Mount
Pelee (Martinique), Mount Karmai (Alaska), Mount Saint Helens, Nevado Del Ru'z
(Columbia), Mount Unzen (Japan), Mount Pinatubo (Philippines), Mount Redoubt
(Alaska) and Mount Mayon (Philippines).
The Stromboli volcano emits so much fire and incandescent gases that it is
known as 'the Light House of the Mediterranean Sea'. Besides active volcanoes are
found in Alaska, Aleutian Islands, Kamchatka, the Kurile Islands, Japan, Taiwan,
Philippines and the Moluccas group.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Grade 9
Quarter 3
Page 5
Inactive/Dormant Volcanoes:
There are certain volcanoes which do not show any sign of volcanic activity for
a long time. They are in a state of slumber. They appear to be extinct.
But all of a sudden there is explosive eruption with the result that there is
unimaginable loss of life and property. Such volcanoes are said to be of the dormant
type. The Vesuvius volcano is a typical example of a dormant volcano.
According to PHIVOLCS,inactive volcanoes are those that have erupted for the
last 10,000 years and their physical form is being changed by agents of weathering and
erosion through formation of deep and long gullies.
This volcano which erupted in A.D. 79 remained dormant for more than 1700
years. Then it was in the year 1631 that there was an explosive eruption.
Ever since, it has been intermittently active, though from 1500 to 1631, it was
dormant for a period of 131 years. Even centuries of inactivity do not mean extinction.
It may be pointed out that when a dormant volcano becomes active, the eruption
is apt to be exceptionally violent, for during the period of quiet, the lava in the channel
has solidified and given rise to an obstacle which only a great and violent explosion can
remove.
It is worth mentioning that violent eruptions of such dormant volcanoes are
generally preceded and accompanied by earthquakes, some of which have been very
destructive. Mount Kilimanjaro is also a fine example of dormant volcano.
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 9, Week 1 Grade 9

Activity Sheets/ Readings Quarter 3
Composite volcanoes are usually found at destructive plate margins. Examples of Page 6
Activity Sheet composite volcanoes include Mount Fuji (Japan), Mount St Helens (USA) and Mount
THREE MAIN TYPES OF VOLCANOES? Pinatubo (Philippines).
There are three main types of volcano - composite or strato, shield and dome.
Shield Volcanoes
Composite Volcanoes Shield volcanoes are low with gently sloping sides and are formed from layers of lava.
Composite volcanoes, sometimes known as strato volcanoes, are steep sided cones Eruptions are typically non-explosive. Shield volcanoes produce fast flowing
formed from layers of ash and lava flows. The eruptions from these volcanoes may be fluid lava that can flow for many miles. Eruptions tend to be frequent but relatively
a pyroclastic flow rather than a flow of lava. A pyroclastic flow is a superheated mixture gentle. Although these eruptions destroy property, death or injury to humans rarely
of hot steam, ash, rock and dust. A pyroclastic flow can travel down the side of a occurs.
volcano at very high speeds with temperatures over 400 degrees celsius. Composite
volcanoes can rise over 8000 Shield volcanoes are usually found
feet. at constructive boundaries and
sometimes at volcanic hotspots.
Examples of shield volcanoes
When composite volcanoes include Mount Kilauea and
erupt they are explosive and Maunaloa on Hawaii.
pose a threat to nearby life and
property. Eruptions are
explosive due to the thick, highly
viscous lava that is produced by
composite cone volcanoes. This
viscous lava has a lot to do with
why they are shaped the way
they are. The thick lava cannot
travel far down the slope of the volcano before it cools.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 9 School Grade Level 9 Grade 9

Daily Lesson Log Teacher Learning Area Earth & Space (Earth Science) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 7

Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The learners demonstrate an understanding of volcanoes found in the Philippines.
Performance Standard
Learning Competency Explain what happens when volcanoes erupt
Code: S9ES-IIIa-28
Assess the mastery
Describe the effect of high Identify the factors level of the students
Classify volcanoes as Discuss the external
DAILY TASK temperature to the affecting the volcano’s on the topic
active and inactive. parts of a volcano.
formation of gas. eruptive style. characteristics and
types of volcanoes.
Factors affecting the External parts of a Summative
II. CONTENT Classification of volcanoes Under Pressure
volcano’s eruptive styles. volcano Assessment
III. LEARNING RESOURCES
Teacher’s Guide pp.136 pp.137 pp.138
Learner’s Materials pp.166-167 pp.168 p170 pp.169
Additional Materials
IV. LEARNING TASKS
PICTURE ANALYSIS: Video clip presentation of Video clip presentation of Show an ice cream cone
Students are given pictures of volcanic eruption. an erupting volcano to the students.
Kanlaon, Mt. Pinatubo and https://www.youtube.com/wat https://www.youtube.com/w
ELICIT Mt. Mayon. ch?v=A4dRMmxrQMo atch?v=t-gsfdYkZbI
https://www.google.com.ph/se
arch?q=mt.+mayon&source=l
nms&tbm=isch&sa=X&ved=0

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
ahUKEwjFrbDeiIrQAhVBzbw
KHYGABpsQ_AUICCgB&biw
=1360&bih=638#tbm=isch&q
=mt.+pinatubo+before+erupti
on&imgrc=BxhNK7a4epWHH
M%3A
1. What can you say about
the different pictures?
2. Are all volcanoes located
on the same place?
ENGAGE
3. Are all volcanoes had a
record of eruption?
Essential Question:
How can volcanoes be
classified?
Working in groups, students
will follow guided activity.
Each group is given the tasks
EXPLORE to classify volcanoes as active to describe the effect of high a volcano?
or inactive based on record of temperature to the formation (Refer to LM p.170)
eruption. ( Activity 2:
Volcanoes in the Philippines )
(Refer to LM pp.166-167)
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Grade 9
Quarter 3
Page 8
1. What can you say about 1. What can say about the 1. What is this?
the video? video clip? 2. What are its parts?
2. Why volcanoes erupt? 2. How does the volcano 3. What land forms can
3. What causes the eruption erupt? you compare to this
of volcanoes? 3. What do you think are object?
the factors that affect the
eruptive styles of a
volcano?
Essential Question: Essential Question: Essential Question:
What is the effect of high What are the factors that What are the external
temperature to the formation affect the eruptive style of parts of a volcano?
of gas? a volcano?
Working in groups, students Working in groups, students Working in groups,
will follow guided activity. will identify the factors that students will discuss the
Each group is given the tasks affect the eruptive styles of different external parts of
the volcano. (Refer to
Figure 4, LM pp. 169)
of gas. Activity 3: Under
Pressure (refer to LM pp.
168-169)
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Key Questions:
1. Are all volcanoes found in
the same location?
2. Which of the volcanoes had
the most number of
eruptions? Least number of
eruptions? No record of
eruption?
EXPLAIN 3. How will you classify the
volcanoes that have records
of eruptions?
4. How will you classify
volcanoes with no record of
eruption?
5. In your own words,
differentiate an active volcano
from an inactive one.
Key Question:
How are volcanoes
ELABORATE
classified?
Classify the following as
active or inactive volcanoes.
1. Cabaluyan ( inactive)
2. Mayon ( active )
EVALUATE
3. Taal ( active )
4. Kanlaon (active )
5. Tamburok ( inactive)
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Publication and
Communicating Results
Key Questions:
1. What did you observe in
each bottle?
2. Explain your observation.
3. What is the role of hot
water in the setup?
4. Do you have the same
observations as in soft
drinks?
5. Explain your answer.
Key Question:
What is the effect of high
temperature to the formation
of gas?
Describe the effect of high
temperature to the formation
of gas? (5pts)
Rubrics:
5 - Described clearly and
completely.
4 - Description is complete
but not clear
Publication and
Communicating Results
Key Questions:
1. What are the factors
affecting the volcano’s
eruptive style?
2. How does each factor
affect the volcano’s eruptive
style?
Key Question:
What are the primary
factors that affect the
eruptive style of a volcano?
What are the factors that
affect the eruptive style of a
volcano?
Publication and Grade 9
Communicating Results Quarter 3
Page 9
Key Questions:
1. What is a summit?
2. What can be found at
the summit?
3. What is a slope?
Base?
Key Question:
What are the external
parts of volcano?
Identify the different
external parts of a
volcano and describe
each. ( 5pts)
Rubrics:
5 - Identified and
described all parts.
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

3 - Description is complete 4 - Identified and Grade 9

Video clip presentation of a
volcano song.
https://www.youtube.com/wat
EXTEND
ch?v=TSpLXBzzdo0
What is your reflection about
the song?
but vague.
2 - Description is incomplete
and vague.
1 - Irrelevant answer
What will happen to
volcanoes when temperature
is high?
One of the eruptions of Mt.
Kanla-on, spewed out a
very thick cloud of smoke
high above the sky.How do
you describe its eruption?
described only 2 parts. Quarter 3
3 - Identified all parts but Page 10
without description.
2 - Identified and
described only one
1 - None of the answers
mentioned above
Review your lesson for
the summative test.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
x 80% and Above:
x Below 80%:
Did the remedial lessons
work? No. of Learners who:
x have caught up with
the lesson
x continue to require
remediation

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Which of my teaching Grade 9

strategies worked well?
Quarter 3
Why did these work?
What difficulties did I Page 11
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 9, Quarter 3
Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 2 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 9 School Grade Level 9 Grade 9

Daily Lesson Log Teacher Learning Area Earth & Space (Earth Science) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 12

Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard Demonstrate an understanding of volcanoes found in the Philippines.
Performance Standard
Learning Competency Explain what happens when volcanoes erupt.
Code: S9ES-IIIb-28
Describe the effect of Determine the viscosity Identify the types of Relate the volcano’s
temperature, chemical of some liquids. volcanic eruptions. slope to its material
composition and amount Describe the flow of gas emissions.
DAILY TASK of dissolved gases to the in different liquids.
viscosity of magma.

Factors affecting the Summative

II. CONTENT Viscosity Types of volcanic eruptions
viscosity of magma Assessment
III. LEARNING RESOURCES
Teacher’s Guide Page 138 pp. 139-140
Learner’s Materials pp. 170-171 pp. 171-172 Page 173 pp. 174-175
Factors that affect the
viscosity of magma
http://www.slideshare.net/e
Additional Materials spinorachel/grade-9-
module-1-lesson-11-
volcanoes-teachers-guide-
for-discussion

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

IV. LEARNING TASKS Grade 9

Video clip presentation: What is the effect of high
Lava flow temperature to the
https://www.youtube.com/w formation of gas?
atch?v=ddzU-rkzKF0
ELICIT
(note: cut the video
presentation until 1min
&30s only)
What does the video show? Video clip presentation/
Pictures: Erupting
volcanoes
Video 1
https://www.youtube.com/w
atch?v=BUREX8aFbMs
Video 2
ENGAGE
https://www.youtube.com/w
atch?v=141onYqSPTY
1.Compare the flow gas
between water water and
cooking oil.
2.How does lava flow in
relation to dissolved gas
content?
Are all volcanic eruptions
the same? Why?
What are the different types Quarter 3
of volcanic eruptions? Page 13
What was considered in
differentiating the type of
volcanic eruption from the
previous lesson?
What do you think are the
other factors that can affect
the type of volcanic
eruption?

1.What have you seen in (Guide students to the

Essential Question:
How do temperature,
chemical composition and
the amount of dissolved
EXPLORE
gases affect the viscosity of in different liquids?
magma?
Working in groups,
students will follow guided
the video clips/pictures?
2.Compare the two
situations/ pictures?
Essential Questions:
How would you determine
the viscosity of some
liquids? How does gas flow
Working in groups,
students will follow guided
Essential Question:
What are different types of
volcanic eruptions?
Working in groups,
students will follow guided
shape of the cone or slope
as one factor to be
considered )
Essential Question:
How does the slope of the
volcano related to its
material emission?
Working in groups,
students will follow guided

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
activity. Each group is
given the tasks to describe
the effect of temperature,
chemical composition and
the amount of dissolved
gases to viscosity of
magma.
(Reading text Activity
Sheet will be provided by
the teacher)
Key Questions:
1. What happens to the
viscosity of magma when
the temperature is high?
Low?
2. How about if the
chemical composition such
as silica content is less or
low? High?
EXPLAIN 3. What will happen to the
viscosity of magma if the
amount of dissolved gases
decreases? Increases?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
activity. Each group is
given the tasks to Perform
Activity 4: Viscosity Race.
Refer to LM pp. 171-172
Key Questions:
1. Is your prediction
correct?
2. Which liquid is the most
viscous?How do you
know?
3. Which liquid is the least
viscous?
4. Explain viscosity in your
own words?
5. Compare how these
liquids flow with how you
think lava flows. Why do
some types of lava travel
faster than others?
6. Compare the movement
of the liquid as the bubbles
move on the surface.
activity. Each group is activity. Each group is Grade 9
given the tasks to Perform given the tasks to Perform Quarter 3
the Activity: Differentiating Activity 5: In and Out. Refer Page 14
Types of Volcanic to LM pp. 174-175.
Eruptions. Figures: 7, 8, 9
and 10
LM page 173
Key Question: Key Question:
What are the different types 1. Compare the
of Volcanic Eruptions? appearances of the cones.
2. Which volcano has the
greatest slope?
3. Which has the least
slope?
4. Explain how the type of
material extruded from a
volcano affects the shape
of its cone.
5. In what way doe the
formation of a volcanic
cone model differ from a
real volcano?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Key Questions
1. How do temperature,
chemical composition and
ELABORATE
the amount of dissolved
gases affect viscosity of
magma?
Multiple Choice: Write the
letter of your answer.
1.If the temperature
increases, viscosity of
magma
a. decreases
b. Increases
c. remains
d. not affected
2. When dissolved gases
increase, viscosity of
magma
EVALUATE a.decreases
b.Increases
c.remains
d.not affected
3. The more silica content,
the
a. more viscous is the
magma
b. less viscous is the
magma
c. magma viscosity
remains the same
d. magma is not affected
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Key Questions:
1. How would you
determine the viscosity of
some liquids?
2. Compare the flow of gas
in different liquids?
Compare the flow of liquids
from the fastest to the
slowest by ranking them
(1,2,3 &4)1 as the fastest
and 4 as the slowest.
1. Water ___
2. Cooking oil ___
3. Syrup ___
4. Honey ____
5. Compare how this liquid
flow with how lava flows.
Key Question: How does volcano’s slope Grade 9
What are the different types relate to its material Quarter 3
of volcanic eruptions? emissions?
Page 15
Matching Type: Match Relate the shape of the
Column A with Column B cone to the materials
1. Plinian emitted by the volcano by
2. Volcanian connecting an arrow.
3. Strombolian Col. A-Shape of the Cone
4. Phreatomagmatic 1.Steep slope
5. Phreatic or Hydrothermal 2.Perfect slope
3.Broad, slightly-
Column B dome
A. Characterized by tall Col. B -Material
eruption columns thjat Emitted
reach up to 20 km high with A. Non-viscous lava
pyroclastic flow and ash fall B. Lava and pyroclastic
tephra. deposits
B. A stream-driven eruption C. Lava fragments
as the hot rocks come in
contact with water.
C. A periodic weak to
violent eruption
characterized by fountain
lava.
D. Excessively explosive
type of eruption of gas and
pyroclastics.
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

4. The property of E. A violent eruption due to Grade 9

magma’s resistance to flow the contact between water Quarter 3
is called and magma. Page 16
a. volcanic eruption
b. viscosity
c. fluidity
d. Plasticity
5. If the silica content of the
magma decreases, its
viscosity _______
a. increases
b.decreases
c. remains the same
d. is not affected
Bring the materials found in Bring different pictures of Bring the following Study your lesson for the
EXTEND the LM p.171 erupting volcanoes. materials from the Activity 5 summative test
in the LM p.174.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
x 80% and Above:
x Below 80%:
Did the remedial lessons
work? No. of Learners who:
x have caught up with
the lesson
x continue to require
remediation

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Which of my teaching Grade 9

strategies worked well?
Quarter 3
Why did these work?
What difficulties did I Page 17
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 9, Quarter 3
Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 3 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 9, Week 3 Grade 9

Activity Sheets/ Readings Quarter 3
Page 18
ACTIVITY: Differentiating Types of Volcanic Eruptions ACTIVITY: Factors Affecting the Viscosity of Magma

Objectives:
1. Describe the types of volcanic eruption;
2. Differentiate the volcanic eruption based on magma’s water content; and
3. Classify volcanoes according to the type of eruption
Materials:
Pictures of the different erupting volcanoes (Refer to LM p.173)
Manila paper, pentel pens, masking tape
VISCOSITY is the property of the material’s resistance to flow. It is also described as
the liquid’s thickness and stickiness. The more viscous and thicker the material is, the
greater is its resistance to flow.
Effect of Magma’s Temperature to Viscosity
The viscosity of the magma decreases with temperature. The higher the temperature of
magma is, the lower is its viscosity. As lava flows, it cools and begins to harden, its
ability to flow decreases and eventually stops.

Procedure: Effect of Magma’s Composition to Viscosity

Magma’s with high silica content are more viscous than those with low silica content .
1. Read: Types of volcanic eruptions refer to LM p173. The magma that contains less silica is relatively fluid and travels far before solidifying.
2. Tabulate the data as shown below:
Cause of eruption Effect fo eth Amtnuo fo Gases Cotan ein d in Magma to Viscsitoy
Type of Gas (mainly water vapor) dissolved in magma tends to increase its ability to flow.
Volcano Characteristics (Magma’s water
Eruption Therefore, in near-surface environments, the loss of gases makes magma more viscous
content)
a dome or a columnar.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 9
Quarter 3
Page 19

*Lava with low amount of gas as it rises has high viscosity that piles up at a vent resulting into a dome.
* Lava with less silica content is too viscous to travel far, and tends to break up as it flows
* Lava with less silica content has less silica content has low viscosity that it can travel a great distance, forming a thin sheet.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 9 School Grade Level 9 Grade 9

Daily Lesson Log Teacher Learning Area Earth & Space (Earth Science) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 20

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The Learners demonstrate an understanding of Volcanoes found in the Philippines
Performance Standard The Learner participates in activities that reduce risks and lessen effects of natural phenomenon such as volcanic eruption.
Learning Competency Illustrate how energy from volcanoes may be tapped for human use;
Code:S9ES –IIIc-d-29
Design a scheme to inform
Identify the kind of energy Illustrate how energy from local folks in your
Discuss how volcanic
DAILY TASK that can be generated from volcanoes may be tapped for hometown the things to
eruptions affect society
volcano human use. prepare before, during and
after volcanic eruption
Energy From the Volcano Energy Flowing From Inside Effects of Volcanic Summative
II. CONTENT Performance Task
(Geothermal Energy) the Earth Eruption to Society Test
III. LEARNING RESOURCES
Teacher’s Guide TG p. 141
Learner’s Materials LM p. 176-179
Internet source: Internet source: Text book: Discover
http://www.slideshare.net/nibed http://energy.gov/eere/geother Science K to 12 Edition
itamishra/presentation-on- mal/how-geothermal-power- (2014), DIWA Learning
geothermal-energy- plant-works-simple System, pp.225-226
Additional Materials 24231365?next_slideshow=1
http://energy.gov/eere/geother
mal/how-geothermal-power-
plant-works-simple-text-version

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Department of Education
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DIVISION OF NEGROS OCCIDENTAL
IV. LEARNING TASKS
Picture Analysis-Geothermal
Power Plants in the Philippines
ELICIT
Post the pictures of different
geothermal power plants found
in the Philippines
Key Questions:
1. What are common to the
pictures?
2. What do you call it?
3. Where does it come from?
4. How is this operated?
ENGAGE
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
https://www.youtube.com/watc
h?v=kjpp2MQffnw
Meta-strips
Post the different processes
involve in the energy
transformation of geothermal
power plant into electricity.
Let the students work in
groups. Given the meta-strips
of the processes involved on
how energy is transformed into
electricity. Give time for the
students to complete the task.
Key Questions:
1. What are the different
processes involved in the
geothermal power plant?
How is energy transformed?
2. Arrange the processes in
chronological order.
3. What made you conclude
that it is the first process?
The last process?
Let the students present their
output after the time allotted.
Picture Analysis: (Effects
of Volcanic Eruption)
Show pictures on the
effects of volcanic eruption.
Key Questions:
1. What can you say
about the picture?
2. What are the effects of
volcanic eruption?
3. Is there
advantages/disadvanta
ges? Why?
Grade 9
Quarter 3
Page 21
Mood Setting for the
preparation of designed
scheme
Key Questions:
1. Is your place near a
volcano? If not, is
there a volcano that
may cause damage
to your place?
2. Are you prepared for
the possible effect/s
of volcanic eruption?
3. What should you do
before, during and
after a volcanic
eruption?
4. How can you help in
minimizing the
negative effects of
volcanic eruption?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Essential Question:
What is geothermal energy?
Power point presentation on
Geothermal energy
http://www.slideshare.net/nibed 1. Animation of how
itamishra/presentation-on-
geothermal-energy-
24231365?next_slideshow=1
EXPLORE
2. Text version of how
Key Questions:
1. What is geothermal energy? 1. How does thermal energy
2. How is geothermal energy
generated?
EXPLAIN 3. What is the difference of
geothermal power plant from
a geothermal heat pump?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Essential Question:
How is energy from volcano
tapped for human used?
Show a prototype of how a
geothermal power plant works.
geothermal power plant
works
http://energy.gov/eere/geoth
ermal/how-geothermal-
power-plant-works-simple
geothermal power plant
works
http://energy.gov/eere/geoth
ermal/how-geothermal-
power-plant-works-simple-
text-version
3. Geothermal power plant
https://www.youtube.com/wa
tch?v=kjpp2MQffnw
Key Questions:
converted into mechanical
energy?
2. How about the mechanical
energy in the turbine
transferred into mechanical
energy in a generator?
Essential Question: Essential Question: Grade 9
What are the effects of How can you help in Quarter 3
volcanic eruption? minimizing the effects of Page 22
volcanic eruption?
Discussion on the effects Your task is to prepare a
of volcanic eruption disaster preparedness
scheme on what to do
before, during and after
volcanic eruption. (Refer to
LM p. 215 for the details of
the task)
Key Questions: Presentation of the disaster
1. What are the negative preparedness scheme by
effects of volcanic group.
eruption? Positive
effect? Support your
answer.
Note: The responses of the
students to this questions
is assumed to be complex
First Version: November 2016
Department of Education
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DIVISION OF NEGROS OCCIDENTAL
4. Name some geothermal
power plants in the
Philippines.
Process students’ responses.
Correct the misconception of
students from their output.
Feedbacking of students’
responses and interaction.
ELABORATE
Lecturette: Discuss the two
ways how geothermal energy is energy.
generated. Name some
geothermal power plants in the
Philippines.
Open-ended question
(5 pts.)
What is geothermal energy?
How is it generated?
EVALUATE
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
3. How is electrical energy
generated?
Lecturette: Processes involved
in Geothermal Power Plants.
Also have an interaction on
how Philippines can improve its
support of electricity using
geothermal power plants as a
potential alternative source of
Illustrate how electricity is
generated through a
geothermal power. Use a flow
chart to present the processes
involved.
and results to active Grade 9
participations of students. Quarter 3
Page 23
In response to students’ x Why is there a need to
responses the teacher will have a disaster
clarify, concretize and preparedness scheme?
deepen the understanding x From the different
on the effects of volcanic presentations you have
eruption. performed, what are the
realizations you have
made?
True or False Their output serves as their
1. If there is an eruption, it assessment
is safe to leave the main
power switch on and the Refer to the rubric found on
house open. LM p. 216
2. Wear mask and goggles
when there is an ashfall.
3. An indication that a
volcano is about to erupt is
the deformation of the
ground near it.
4. After an eruption, sweep
ash using water to clean
the area faster.
5. An evacuation plan
should be prepared during
volcanic eruption.
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Write a short essay about the Make a prototype of What are the precautionary Review and study your Grade 9
advantages and disadvantages geothermal power plant using measures you must lesson to prepare for the
EXTEND Quarter 3
of using geothermal energy. cheap or recyclable materials. observe before, during and summative test next meeting. Page 24
after volcanic eruption?
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
x 80% and Above:
x Below 80%:
Did the remedial lessons work?
No. of Learners who:
x have caught up with
the lesson
x continue to require
remediation
Which of my teaching strategies
worked well?
Why did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?

Prepared by: Checked by:

Grade 9, Quarter 3
Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 4 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 9 School Grade Level 9 Grade 9

Daily Lesson Log Teacher Learning Area Earth & Space (Earth Science) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 25

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard factors that affect climate, and the effects of changing climate and how to adapt accordingly
Performance Standard participate in activities that reduce risks and lessen effects of climate change
Learning Competency Explain how different factors affect the climate of an area.
S9ES – IIIc-d-29
Code:
Pre-assessment Explain how altitude affects Explain how distance from Differentiate windward and Summative
climate. the ocean affects climate. leeward side Assessment
DAILY TASK Explain how latitude
affects climate. Compare the effect of heat Explain how topography
on water and land affects climate
2.Climate
II. CONTENT 2.1 Factors that affect climate
2.2 Global climate phenomenon
III. LEARNING RESOURCES
Teacher’s Guide Pp. 18-20* Pp. 20-22* P. 23-24* Pp. 24-26*
Learner’s Materials Page 28-31* Page 30-33* Page 34-37* Page 38-39*
IV. LEARNING TASKS
Can you recall out topic Can you still recall during 8th Do you still remember our topic How does the distance from
about the Philippine grade, how typhoons formed? in grade 7? About the change the ocean affects the climate
environment on module in temperature of land and of a particular region/place?
ELICIT
1 in grade 7? water throughout the day?
1. What is a 1. Which heats up faster,
latitude? soil or water?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

2. And what is a 2. Why is it that water Grade 9

longitude? heats up slowly Quarter 3
compared to soil? Page 26
Show a picture of the Show pictures of Baguio City Video clip: Jumbled words
Earth. Let the students 1. Why is Baguio known “Oceans Affect Our Weather LEEWARD
mark the latitude and as the summer capital and Climate” WINDWARD
longitude on the picture. of the Philippines? https://www.youtube.com/wa TOPOGRAPHY
1. Which one is 2. What do you feel when tch?v=ZPoD3jssJBg CLIMATE
the latitude? you are in the top of 1. What is convection? 1. Are you familiar with
Why did you the mountain? 2. Where do the warm air those words?
ENGAGE
say so? from northern and 2. Can you give any
2. Now how about southern hemisphere idea about those
the longitude? go? terms/words?
Why? 3. When warm air rise up,
3. Give the names what replaces it?
of each
latitudes?
Essential Question: Essential Question: Essential Question: Essential Questions:
How latitudes affects How altitude affects climate? How distance from the ocean How does windward differ
climate? affects climate? from leeward?
How does topography affect
climate?
Group activity: Group activity: Group activity: Group activity:
Perform activity #1 Perform activity #2 Activity #3 Activity #4
EXPLORE
“When the Sun’s Rays “The Higher the Colder” “Which cools and heats faster?” “Which should I choose,
Strike.” Windward or Leeward?”
Key questions: Key questions:
Key questions: 1. Which place is the 1. What are the initial 1. What happens to water
1. How much is the tilt coldest? temperatures of water and soil? vapor as it rises over the
of the earth’s axis? 2. Which place is the mountain?
hottest?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

2. Which part of the 3. Based on the data, 2. What is the difference 2. Which side of the mountain Grade 9
earth receives most of what is the relationship between the temperature of soil experiences low temperature? Quarter 3
the sun’s rays? between altitude and and water after 6 minutes? 3. Which side of the mountain Page 27
3. Why does the temperature of a 3. Which heats up faster, water experiences high
amount of heat receive place? or soil? temperature?
by places far from the
equator become less?
Group reporting: Group reporting: Group reporting: Group reporting:

Key questions: Key questions: Key questions: Key questions

1. Compare the 1. Compare the 1. What happens to the 1. Which side of the mountain
location of elevation/altitude of temperatures of water and soil experiences high
Japan to the Baguio and after you remove the containers temperature?
location of the Zamboanga with its from 2. What happens when air
Philippines, is temperature. each tripod? becomes warmer and drier as
EXPLAIN there a 2. Do you think the 2. Which cools faster, water or it moves down the leeward
possibility that altitude of the place soil? side?
we can affects the climate?
experience How?
snow?
2. Do you think
the latitude of a
place affects
climate? How?
Key questions: Key questions: Key questions: Key questions:
1. Why it is if a 1. Why do mountain 1. How does a body of 1. What is the difference
certain place is climbers wear water regulate the between leeward and
ELABORATE closer to the jackets and thick temperature of a windward?
equator has a clothes when they certain region/country? 2. How does topography
tropical go up the 2. Why do some areas affect climate?
seasons? mountain? that are far from bodies

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

2. And why it is if 2. How does altitude of water have extreme Grade 9

a place away affects climate? climates? Quarter 3
from the Page 28
equator has a
colder
temperature?
1. Describe the People living in Kanla-on 1. Explain how distance Direction: choose the letter of
lines of latitude. experience low temperature from the ocean affects the correct answer.
2. Explain how compared to people living in climate. 1. Which of the following
latitudes affects Bacolod. Explain why. 2. Compare the effect of correctly describes the
the climate. heat on water and land windward and leeward
side of a high land?
3pts- correct and I. It faces the wind and has
complete answer low temperature.
2pts- correct but II. It is the area in which
incomplete answer. the wind blows.
1pt- incorrect answer III. It is the area where
there is no cloud
EVALUATE formation.
IV. It is an area where no
precipitation happens
a. I, II
b. I, II, II
c. III, IV
d. I, IV
2. Which term best describes
the area of high land that
is situated away from the
wind?
a. Land breeze
b. Windward

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

c. Leeward Grade 9
d. Sea breeze Quarter 3
3. Why are grassland and Page 29
desert plants found in
leeward side of the
mountain?
a. Because temperature
is high and less
precipitation occur.
b. Because formation of
clouds always happen
in this area
c. Because the area is
facing to where the
wind blows.
d. Because the
temperature is low.

Explain briefly:
How does topography
(mountain) affect climate?
Rubric:
3pts- correct and complete
answer
2pts- correct but incomplete
answer.
1pt- incorrect answer
Define what is an In your notebook. Explain how Define leeward and windward. Review/study the past lessons
Altitude is. distance from the ocean affects and prepare for a summative
EXTEND
climate? assessment.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 9
V. REMARKS Quarter 3
Page 30

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
x 80% and Above:
x Below 80%:
Did the remedial lessons
work? No. of Learners who:
x have caught up
with the lesson
x continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 9, Quarter 3
Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 5 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 9 School Grade Level 9 Grade 9

Daily Lesson Log Teacher Learning Area Earth & Space(Earth Science) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 31

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard Learners demonstrate an understanding of the factors that affect climate, and the effects of changing climate and how to adapt accordingly.
Performance Standard Learners shall be able to participate in activities that reduce risks and lessen effects of climate change
Learning Competency Describe certain climatic phenomena that occur on a global level
Code: S9ES-IIIf-31 S9ES-IIIf-31 S9ES-IIIf-31 S9ES-IIIf-31
Explain how latitude, altitude and Assess prior knowledge and Demonstrate how closed
Summative
distance from the ocean affect Explain how ocean currents experiences about climate spaces trap heat.
DAILY TASK Assessment
climate. affect climate. change. Explain how greenhouse
gases trap heat.
II. CONTENT Climate Climate Climate Climate
III. LEARNING RESOURCES
Teacher’s Guide p. 149-150 p. 150- 151 p.151- 152 p. 152- 153
Learner’s Materials p.193 pp.194- 195 pp. 196- 198 pp. 198- 200
Additional Materials
IV. LEARNING TASKS
Recall the recently finished Recall grade7 lesson about Review lesson about factors Review lesson about
lessons. Ask students about heat transfer, specifically that affect the atmospheric climate change. Also ask
certain relationships of the convection. Ask students to temperature and climate of students to recall the
following: explain the movement of a place. different layers of the
ELICIT *Latitude of the place and warm and cool air; about atmosphere and in which
Atmospheric temperature convection currents. layer that weather and
*Altitude and temperature Students must remember climate occur?
that warm air or water rises
and cool air/ water sinks.

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Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
*distance of a place from the
sea/ ocean and atmospheric
temperature
Show 5 different photos to
students. (Photos must show
different environments/
communities or humans in
different types of clothing, that
will give the students clues about
the temperature of the place in
each photo.( e.g. photo showing
people in fur coats; photo
showing the peak of a mountain
covered with ice; photo of a
ENGAGE
community near the seashore;
photo of tropical country;) Ask
students to infer whether the
place in the photo is a cold, very
cold, warm or very warm area.
Allow them to justify their
answers based on what they
have learned in the earlier
lessons.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Also recall that the
atmosphere and oceans are
having convection currents;
wherein the direction of fluids
is from warm area towards
colder areas
Ask students : What are the
different factors that affect
the temperature of a certain
place?
(Students expected answer:
altitude, latitude, distance
from the ocean)
Introduce the next topic of
the lesson, another factor
that affects the temperature
of a place.
Grade 9
Quarter 3
Page 32
Allow students to perform Pose a simple situation to
Activity 7: students: On a warm and
”Getting Ready”, LM dry day, Jen was left by her
pp.196-197 dad inside the car. She
noticed that the air
conditioner of the car was
not working well. Then she
started to feel warm and she
started to sweat a lot.
*Let us try to understand
the situation of Jen by
performing an activity.
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Perform Activity 5:
“Temperatures of Different Cities
Around the World”, LM p. 193.
Allow them to have a group
EXPLORE
discussion and let them answer
Guide Questions 23- 28.
Ask a representative from each
group to present their answers to will present their answers in
the guide questions:
#23. Which city had the
highest temperature?
#24. What factor do you think
is the cause of high
temperature in the city?
#25.which city had the lowest
temperature?
#26. What factor do you think
EXPLAIN is the cause of low
temperature in that city?
#27. What factor do you think
greatly affects the climate
of Tokyo? Support your
answer.
#28. How does the elevation
of Paris affect its
climate?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Let students have their Ask five volunteer students By group, let students Grade 9
groupings and allow them to to present the answers to perform Activity 8 “ It’s Quarter 3
have a peer discussion. Let the questions (refer to Getting Hot In Here”, Page 33
them perform Activity 6: Activity 7) pp.198-199 of Learner’s
“Ocean Currents”, LM pp. Module
194-195. Students will
answer guide questions 29-
33.
A reporter from each group Provide correct answers to Ask a representative from
questions in the bingo card. each group to present the
front of the class Relate each answered result of their experiment
Guide Questions: question to climate change. and answers to guide
#29. What are the different questions.
ocean currents that
carry warm water?
Give at least three (3)
#30. What are the different
ocean currents that
carry cold water? Give
at least three (3).
#31. What kind of air does
Greenland current take
along? Explain
#32. How do the Kamchatka
current and Kuroshio
current affect the north
eastern part and
southern part of
Japan?
#33. How do ocean currents
affect climate?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Emphasize important points of
the lesson based on the activity.
Also correct any misconceptions
of students, based on the reports
made.
Concretize the idea that the
temperature of every place on
Earth vary depending on the
ELABORATE latitude, altitude ,and distance
from large bodies of water at
specific months of the year.
Make students remember that
climatic conditions are also
affected by the revolution of the
Earth.
What climatic condition is
experienced at:
1. high altitude areas
2. tropical areas
3. low altitude areas
4. near the ocean
EVALUATE
5. far from the ocean
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Important points for
discussion:
a. Gyres flow clockwise in
the northern hemisphere,
while counterclockwise in the
southern hemisphere. This is
due to Coriolis effect.
b. Ocean currents from the
equator carries warm water
and warm air above them.
c. Ocean currents that move
towards the equator carry
cold water and cold air above
them.
d. Ocean currents affect the
temperature of places
e. Ocean current is another
factor that affects the climate
of a place.
1. What do you call the
loops of ocean currents?
a. Convection
current
b. Upwelling
c. Coriolis effect
d. Gyre
2. The direction of rotation
of these loops is caused
by_____.
a. Coriolis effect
b. Revolution
Discuss with students Discuss with the entire class Grade 9
whether climate change is the correct answers to the Quarter 3
man- made or not. Elicit guide questions to eliminate Page 34
answers from students. misconceptions. Allow
Allow them to justify their students to identify the
answers. greenhouse gases in the
atmosphere. Allow them to
see the relationship of the
increase in amount of
greenhouse gases to the
general atmospheric
temperature of Earth
Identify the following: 1. Describe greenhouse
1. 3R stands for? gases
2. Gas released in 2. Why is the temperature
landfills inside the tank
3. General condition of warmer?
the atmosphere 3-4. Cite two greenhouse
within a year gases
4. CFC stands for? 5. What will happen to
5. Which will help Earth’s atmospheric
alleviate climate temperature if the amount
change, eating of greenhouse gases
continue to increase?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

c. Tilting of earth’s vegetables or Grade 9

axis eating meat? Quarter 3
d. All of the above Page 35
3. If a coastal area is visited
by an ocean current from
the equator, what will
happen to the
temperature of the
place?
a. Increases
b. Decreases
c. Remains the
same
d. Increases, then
decreases
4. Ocean currents from the
polar region carry with
them ____water?
a. Cold
b. Warm
c. Frozen
d. boiling
5. Kuroshio current comes
from the Phil. sea and
goes to South Japan.
What will happen to the
temperature of South
Japan?
a. Increases
b. Decreases

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Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

c. Remains the Grade 9

Review assignment:
(Grade7 Lesson) What are the
three different ways of heat
transfer? What is the process of
heat transfer that occurs only in
EXTEND
fluids? (water and air) What is
the direction of heat transfer
among molecules of air/ water?
Warmer to cooler or cooler to
warmer?
same
d. Increases, then
decreases
Research through the
internet:
Identify 5 gyres of ocean
currents that carry warm
water and five gyres of ocean
currents that carry cold water
Quarter 3
Page 36
Review assignment: Prepare for a summative
(Lesson in Grade 7) test.
What are the five layers of
the atmosphere?
In which layer that the
weather and climate
changes occur?

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
x 80% and Above:
x Below 80%:
Did the remedial lessons
work? No. of Learners who:
x have caught up with
the lesson
x continue to require
remediation
Which of my teaching
strategies worked well? Why
did these work?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What difficulties did I Grade 9

encounter which my Principal/
Quarter 3
Supervisor can help me
solve? Page 37
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 9, Quarter 3
Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 6 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 9 School Grade Level 9 Grade 9

Daily Lesson Log Teacher Learning Area Earth & Space (Earth Science) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 38

Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard Factors that affect climate, and the effects of changing climate and how to adapt accordingly.
Performance Standard Participate in activities that reduce risks and lessen effects of climate change.
1. Explain how different factors affect the climate of an area.
Learning Competency
2. Describe certain climatic phenomena that occur on a global level.
S9ES – IIIe – 30
Code:
S9ES – IIIf – 31
Interpret the relationship of Calculate one’s personal Discuss the impacts of Plan ways on how to
carbon dioxide and carbon emission. climate change. inform or educate fellow Summative
DAILY TASK temperature. Take an action to lessen students on the impacts Assessment
the effect of climate of climate change.
change.
2.1 Factors that affect climate.
II. CONTENT
2.2 Global climate phenomena.
III. LEARNING RESOURCES
Teacher’s Guide p.153 p.154-156 p.156 p.156-157
Learner’s Materials p.201-202 p.202-204 p.205-206 p.207-208
Additional Materials
IV. LEARNING TASKS
What are examples of What is the relationship of What is carbon emission? What is a climate change?
greenhouse gases? carbon dioxide to
ELICIT temperature? How can you help lessen What causes climate
What are the sources of the carbon emission in the change?
greenhouse gases? environment?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Bar graph analysis of global
temperature and carbon dioxide.
(The students will give their
observation)
ENGAGE
Perform Activity 3:
CO2 is the Reason!
LM pp.201-202
EXPLORE
Guide Questions:
1. How much is the increase in
the temperature from 1880 to
2010?
EXPLAIN
2. What happened to the amount
of carbon dioxide from 1880 to
2010?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
The teacher will post a
question on the board “Am I
a climate hero or a climate
culprit?
“Climate Hero or a Climate
Culprit?”
(Please refer to
Learners Material pp 202 –
204)
Guide Questions:
1. Which member has the
highest carbon footprint?
2. Which member has the
lowest carbon footprint?
3. What is the average
carbon footprint of the
group?
Present a picture showing
emission of carbon from
automobiles.
What bad effects does too
much carbon emission will
bring to our health and to
the environment in general?
Discuss: Impacts of climate
change
1. Melting of glaciers that
covered the land caused the
sea level to rise.
2. Heavy Rainfalls
3. Abnormality in the
reproduction of some plants
and animals.
4. Cold winds affecting the
climate of the country and
destroying some crops and
farms.
5. El Nino
6. La Nina
Guide Questions:
1. What are the impacts of
climate change in our
world?
2. What are the ways on
how to lessen its effects?
As a student, how will you Grade 9
inform your fellow students Quarter 3
about the effects of climate Page 39
change?
Group Activity:
Task: To come up with a
presentation that can
disseminate and educate
their fellow students about
the impacts of climate
change and on how to
reduce its effects.
Group 1 – A comic sketch
Group 2 – A jingle or a song
Group 3 – News casting
Group 4 – Poster or slogan
Group 5 – Poem
Note: Give ample time to
the students to plan and
prepare for their
presentation
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
3. What is the relationship
between the amount of carbon
dioxide and global temperature?
4. When was temperature at its
highest and its lowest?
Carbon dioxide – is a gas that is
produced when people and
animals breathe out or when
certain fuels are burned and that
is used by plants as energy.
Temperature – is a
measurement that indicates how
hot or cold something is.
When Industrial Revolution
began more emissions of carbon
ELABORATE
dioxide and other greenhouse
gases threatened all living
things,
Burning of fossil fuel is one of the
main sources of carbon dioxide
emission.
As the amount of carbon dioxide
increases the global temperature
increases too.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
4. What is your highest
source of carbon emission?
5. What is your lowest source
of carbon emission?
Each of us contributes to
carbon emission. You realize
that you are either a climate
hero or a climate culprit.
Anyone can be a contributor
in changing our climate.
Climate is always changing.
It has shown how much it
could affect our lives.
Grade 9
Quarter 3
Page 40
Climate change can bring
great changes in our world.
Because of climate change
several calamities are
happening, like floods,
heavy rainfall and severe
typhoons.
Climate change could leave
great destruction and great
loss of lives.
Climate change could
destroy crops of farmers,
thus resulting to low crop
production.
In addition, climate change
could result to El Niño and
La Niña.
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

How is carbon dioxide related to As a student how can you Identify the following Grade 9
temperature? help lessen the effects of situations as to the effect of Quarter 3
climate change? What climate change. Page 41
actions will you do? Write TRUE or FALSE
1. Increasing global
temperature
2. Destruction of
properties and loss
of lives due to
EVALUATE
frequent
occurrences of
typhoons.
3. Increase crop
production
4. La Nina and El Nino
5. Earthquakes
resulting from
tectonic movements
Write at least 3 ways to reduce What are the impacts of Make a research on the
CO2 emission. climate change? impacts of climate change
EXTEND to man and to the
Identify the effects of climate environment.
change.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
x 80% and Above:
x Below 80%:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Did the remedial lessons Grade 9

work? No. of Learners who:
Quarter 3
x have caught up with
the lesson Page 42
x continue to require
remediation
Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 9, Quarter 3
Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 7 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 9 School Grade Level 9 Grade 9

Daily Lesson Log Teacher Learning Area Earth & Space(Earth Science) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 43

Week No. 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard Factors that affect climate, and the effects of changing climate and how to adapt accordingly.
Performance Standard Participate in activities that reduce risks and lessen effects of climate change.
Learning Competency Describe certain climatic phenomena that occur in a global level.
Code: S9ES-111e-31
Design a scheme on Presentation of the Design Critiquing of the Output Dissemination of Output
DAILY TASK information dissemination of Information Assessment
the impacts of climate change.
II. CONTENT 2.2 Global Climate Phenomenon
III. LEARNING RESOURCES
Teacher’s Guide TG p.207
Learner’s Materials LM p.157
Additional Materials
IV. LEARNING TASKS
Cite a specific example of an What plan did you make for How well did you make your Presentation of outputs:
ELICIT
impact of climate change your presentation? design? Group 1-Comic sketch
Designing a scheme on Practice/ Preparation of the Practice/ Preparation of the Group 2- Jingle or song
information dissemination on the presentation presentation Group 3-Newscasting
ENGAGE
impacts of climate change. Group 4-Poster and slogan
Group 5- Poem

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Group 1-Comic sketch Presentation of the design Critiquing of the output. Grade 9
Group 2- Jingle or song Quarter 3
Group 3-Newscasting Page 44
Group 4-Poster and slogan
EXPLORE Group 5- Poem

Presentation of outputs will be

scored based on scoring rubric.
(Please refer to LM p.157)

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
x 80% and Above:
x Below 80%:
Did the remedial lessons
work? No. of Learners who:
x have caught up with
the lesson
x continue to require
remediation
Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What innovation or localized Grade 9

materials did I use/ discover
Quarter 3
which I wish to share with
other teachers? Page 45

Prepared by: Checked by:

Grade 9, Quarter 3
Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 8 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 9 School Grade Level 9 Grade 9

Daily Lesson Log Teacher Learning Area Earth & Space(Earth Science) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 46

Week No. 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The relationship between the visible constellations in the sky and earths position along its orbit.
Performance Standard Discuss whether or not popular beliefs and practices with regards to constellations and astrology have scientific basis.
Infer the characteristics of stars Infer that the arrangement of Observe that the position of Show which constellations
based on the characteristics of stars in a group constellation changes in the may be observed at
Learning Competency
the sun. (constellations) does not course of a night. different times of the year
change. using models.
Code: S9ES-IIIg-32 S9ES-IIIh-33 S9ES-IIIi-34 S9ES-IIIj-35
Relate color with temperature
Explain why some
of a star. Group stars together in a Describe the apparent Summative
DAILY TASK constellations are not
Explain the factors that may recognizable pattern motions of stars at night Assessment
seen at certain months
affect the brightness of a star
II. CONTENT Characteristics of a Star Constellations
III. LEARNING RESOURCES
Teacher’s Guide pp. 160 pp. 160-161 p.161
Learner’s Materials pp. 214-215 p.216 p.217
Additional Materials
IV. LEARNING TASKS
Let the students sing the song. What are the characteristics What are constellations? What is a constellation?
“ Twinkle, twinkle little star” of a star? Name some of them. What constellations do you
How does the color of a star know?
ELICIT
relate with its temperature?
What factors influence the
brightness of a star?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What information does the song
give?
How is star described in the
ENGAGE song?
What other descriptions can you
describe about a star aside from
the song you have sung?
Essential Question:
What are the characteristics of a
star?
EXPLORE Working in groups, students will
perform the Activity 1:
Characteristics of Stars and will
follow Guided Activity from the
LM pp.214-215.
By group, students will present
their answers using manila
papers by following guide the
questions:
1. What is the color of the
EXPLAIN filament as you dim the bulb?
2. What is the color of the
filament as you turn the switch at
full power?
3. What happens to the
temperature of the filament as
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Have you observe the sky at
night?
Have you seen stars that
form patterns or shapes of
object in night sky?
What do you call these group
of stars?
Essential Question:
What are the groups of stars
that seem to form patterns/
figures/ images in the night
sky?
Working in groups, students
will perform Activity 2:
Patterns in the Sky and will
follow Guided Activity from
LM p.216
By group, students will
present their answers using
manila papers by following
guide the questions:
1. What figure/ pattern you
have traced/ formed?
2. What are the stories of
these figures/ patterns?
3. What are your bases for
coming up with this figure?
Essential Question:
What direction do stars
move?
Working in groups, students
will perform Activity 3:
Apparent Movement of the
Stars through the Night and
will follow Guided Activity
from LM p.217
Compare the position of the
stars in the sky. What do
you notice?
Are the stars visible at 7 pm
still visible at 11 pm in their
“original position”? Why is
this so?
How do the stars move?
Describe the movement of
the stars in the night sky.
Are all constellations be Grade 9
seen at the same time or Quarter 3
month of the year? Page 47
Essential Question:
Why are some
constellations cannot be
seen in the same month of
the year?
Working in groups, students
will perform the Activity 4:
Different Star Patterns
through the Year and follow
Guided Activity from LM
p.218-221
By group, students will
present their answers using
manila papers by following
the guide questions:
1. Compare the
photographs? What do you
notice?
2. Why are some
constellations visible in
March but not visible in
September?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

the bulb becomes brighter and Q4. How is the motion of 3. What constellations are Grade 9
brighter? stars similar to the motion of prominent during winter? Quarter 3
the Sun? Fall? Summer? Spring? Page 48
1. What is one of the What do you call stars that How do the stars move? Why are not all
characteristics of a star? group together and seem to Describe the movement of constellations be seen at
2. How does color relate with the form images or patterns or the stars in the night sky. the same time?
ELABORATE
temperature of a star? figures in the sky?
3. What two factors affect the
brightness of a star?
Choose the letter of the best Name the constellation How do stars appear to Multiple Choice: Choose the
answer. Use the table below that formed by the group of stars move in the night sky? correct answer and write the
presents information about stars below. (5pts) letter only.
A, B, C, and D. 1.) 1.The following
Star Color constellations can be
A observed prominently in
B Yellow June EXCEPT_____.
A. Bootes
C White
B. Draco
D Blue
C. Hydra
1. Which star is the
D. Orion*
EVALUATE hottest? Answer: Cygnus (Swan) 2.Leo can only be observed
a. A
in the month of __.
b. B 2.) A. March*
c. C
B. June
d. D
C. September
2. Which star is very similar
D. December
to our sun?
3.Ursa Major can be
a. A
observed in the months of
b. B
Anser: Cepheus ( King ) A. March and June*
c. C
B. June and September
d. D

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

3. Which is the coolest 3.) C. September & Grade 9

star? December Quarter 3
a. A D. December and March Page 49
b. B 4. Which statement best
c. C explain why some
4. What 2 factors affect the constellations like Cygnus is
brightness of the star? visible to an observer in
Manila in September but not
visible in March?
A. Earth’s spins on its
Answer: Ursa Major (Big
axis.
Bear)
B. Earth orbits the sun.*
C. Cygnus spins on its
4.)
axis
D. Cygnus orbits the
Earth.
5. Constellation Pisces
changes position during the
night. Which motion is
Answer: Cassiopeia (Queen) mainly responsible for this
change in position?
A. Revolution of earth
around the sun*
B. Rotation of earth on its
axis.
C. Revolution of Pisces
around the sun.
D. Rotation of Pisces on
its axis.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Do all stars have the same Prepare and bring the Prepare and bring the Study your lessons for the Grade 9
brightness? Why? materials needed for the materials needed for the summative test. Quarter 3
Activity 3. Activity 4. Page 50

In preparation for the next Using the software

day’s activity the students will
be assigned to observe the
night sky at 7pm until 9 pm.
Do the following:
EXTEND a. Focus on one star and
mark the position of that star
at 7pm by choosing a
reference point nearby it.
Then follow up or monitor the
position of that same star
after 1 hour & 2.hours.
Record & bring your
observation in the class for
your next activity.
Stellarium, let the students
explore the Night Sky for a
certain date.
Identify one constellation
and follow its movement
through a period of time.
Stellarium can be
downloaded at:
http://www.stellarium.org/

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
x 80% and Above:
x Below 80%:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Did the remedial lessons Grade 9

work? No. of Learners who:
Quarter 3
x have caught up with
the lesson Page 51
x continue to require
remediation
Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 9, Quarter 3
Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 9 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016