School Don Julio Leviste Memorial Vocational Grade Level 9

GRADES High School

1 to 10 Jhoy Marie L. La Rosa
Daily Teacher Learning Areas Science
Lesson Teaching
Log Date and Quarter Third
Time
Day

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of factors that affect climate, and the effects
of changing climate and how to adapt accordingly.

B. Performance Standards Participate in activities that reduce risks and lessen effects of climate change

C. Learning Competencies
and Objectives
At the end of the lesson, the students should be able to explain how different
factors affect the climate of an area.
Competency Code:
 S9ES-IIIe-30
Objectives:
 Explain how latitude affects climate.

Module No. 2
II. CONTENT Lesson No. 1
Topic Factors That Affect Climate
 When the Sun’s Rays Strike!

III. LEARNING RESOURCES

Teacher’s Guide Pages 145-146
Learner’s Materials Pages 185
Other Learning Resources 1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I: Integrated Science Textbook. NISMED. 2012.
pp. 275-282.
3. Science and Technology I: Integrated Science Textbook for First Year.
Villamil, Aurora M., Ed.D. 1998. pp. 185-202.

https://www.youtube.com/watch?v=NWB0TrrjtAU

IV. PROCEDURE
PICTURE ANALYSIS
A. ELICIT

What have you noticed on Mt. Pinatubo?

What could be the harmful effects of volcanic eruptions in the society?
1.Using a globe or a map, students will identify latitude and
B. ENGAGE longitude.
2.Locate the tropical region, temperate and polar region.
Guide question:
1. Why does earth have different climate zones?
Activity No. 1
C. EXPLORE When the Sun’s Rays Strike!

Each group will present their output.

D. EXPLAIN
Guide questions:
1. How much is the tilt of the earth’s axis?
 2. Which part of the earth receives most of the sun’s rays?
3. Why does the amount of heat receive by places far from the
equator becomes less?
4. Why are the coldest places on earth found near the poles?
5. Why are places with high temperature found at the equator?
6. How does latitude affect climate?
Give examples of places that are found in tropical, temperate and polar
E. ELABORATE regions. (5min)
“RAISE ME”
F. EVALUATE Each group will be given 1/8 illustration board and a chalk. The teacher will
read the statement and as he/she said “go” they will draw  if it is True and
 if it is false. They will raise the board after answering.
1. The coldest places on earth found at the poles because less
amount of thermal radiation is received by these areas.
2. South Hemisphere receives most of the sun’s rays.
3. When the place is farther from the equator, the air temperature is
lower resulting in a cold climate.

Students will make a portfolio which includes 5 pictures of places in tropical,

G. EXTEND 4 in temperate and 2 in polar region.

V. REMARKS

VI. REFLECTION
1. No. of learners who earned
80% in the evaluation
2. No. of learners who require
additional activities for
remediation who scored
below 80%
3. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
4. No. of learners who continue
to require remediation
5. Which of my teaching
strategies worked well? Why
did these worked?
6. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
7. What innovation or localized
materials did I
Use or discover which I wish
to share with other teachers? 

Prepared by:

JHOY MARIE L. LA ROSA

Teacher

Noted by:

__________________________
MT/HT/Principal
 School Don Julio Leviste Memorial Vocational Grade Level 9
GRADES High School
1 to 10 Jhoy Marie L. La Rosa
Daily Teacher Learning Areas Science
Lesson Teaching
Log Date and Quarter Third
Time
Day

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of factors that affect climate, and the effects
of changing climate and how to adapt accordingly.

B. Performance Standards Participate in activities that reduce risks and lessen effects of climate change

C. Learning Competencies At the end of the lesson, the students should be able to explain how different
and Objectives factors affect the climate of an area.
Competency Code:
 S9ES-IIIe-30
Objectives:
 Explain how altitude affects climate.
Module No. 2
II. CONTENT Lesson No. 2
Topic Factors That Affect Climate
 The higher, the colder

III. LEARNING RESOURCES

Teacher’s Guide Pages 146-147
Learner’s Materials Pages 186-188
Other Learning Resources 1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I: Integrated Science Textbook. NISMED. 2012.
pp. 275-282.
3. Science and Technology I: Integrated Science Textbook for First Year.
Villamil, Aurora M., Ed.D. 1998. pp. 185-202.

IV. PROCEDURE
How does latitude affect climate?
A. ELICIT
Picture Analysis
B. ENGAGE
Guide questions:
1. Identify the places shown
in the pictures. When do
we usually
go there?
2. Why do we go there?
3. Why is it cold there?

Activity No. 2
C. EXPLORE The higher, the colder
Guide questions:
D. EXPLAIN 1. Which place is the coldest?
2. Which place is the hottest?
3. What is the relationship between altitude and temperature of a
place? 

E. ELABORATE
 Mt. Kilimanjaro is located in Africa and found near the equator. It stands
5895m above sea level. The peak of this mountain is covered by ice. How is
this possible?

F. EVALUATE Directions: Read each question/statement carefully. Choose the letter of

the correct answer.
1. During summer, many people visit Baguio because of the cold
weather. What do you think makes Baguio cold?
A. The latitude C. The altitude
B. The topography D. The distance from the ocean
2. Why do mountain climbers bring thick jackets when they go up
the mountain?
A. The temperature increases as the altitude increases.
B. The temperature decreases as the altitude increases.
C. The altitude increases as the temperature increases.
D. The altitude decreases as the temperature increases
3. What is the relationship between altitude and climate?
A. the higher the elevation is, the colder the climate
B. the higher the elevation is, the warmer the climate
C. the farther from the equator the area is, the colder the climate
the farther from the equator the area is, the warmer the climate
The students will supply ideas for each letter below.
G. EXTEND A-
L-
T-
I-
T-
U-
D-
E-

V. REMARKS

VI. REFLECTION
1. No. of learners who earned
80% in the evaluation
2. No. of learners who require
additional activities for
remediation who scored
below 80%
3. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
4. No. of learners who continue
to require remediation
5. Which of my teaching
strategies worked well? Why
did these worked?
6. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
7. What innovation or localized
materials did I
Use or discover which I wish
to share with other teachers? 
Prepared by:

JHOY MARIE L. LA ROSA

Teacher

Noted by:

__________________________
MT/HT/Principal

School Don Julio Leviste Memorial Vocational Grade Level 9

GRADES High School
1 to 10 Jhoy Marie L. La Rosa
Daily Teacher Learning Areas Science
Lesson Teaching
Log Date and Quarter Third
Time
 Day

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of factors that affect climate, and the effects
of changing climate and how to adapt accordingly.

B. Performance Standards Participate in activities that reduce risks and lessen effects of climate change

C. Learning Competencies At the end of the lesson, the students should be able to explain how different
and Objectives factors affect the climate of an area.
Competency Code:
 S9ES-IIIe-30
Objectives:
 Explain how distance from the ocean affects climate .
 Compare the effect of heat on water and land .
Module No. 2
II. CONTENT Lesson No. 3
Topic Factors That Affect Climate
 Which cools and heats faster?

III. LEARNING RESOURCES

Teacher’s Guide Pages 146-147
Learner’s Materials Pages 188-191
Other Learning Resources 1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I: Integrated Science Textbook. NISMED. 2012.
pp. 275-282.
3. Science and Technology I: Integrated Science Textbook for First Year.
Villamil, Aurora M., Ed.D. 1998. pp. 185-202.

IV. PROCEDURE
What is the relationship between altitude and temperature of a place?
A. ELICIT

B. ENGAGE Who can share their memorable summer experience in a beach?

Post the following questions on the board.

1. Which heats faster: water or soil?
2. Which cools faster, water or soil?
Activity No. 3
C. EXPLORE Which cools and heats faster?
Each group will present their output.
D. EXPLAIN
(Interactive Discussion)
Guide questions:
1. What are the initial temperatures of water and soil?
2.What is the difference between the temperature of soil and
water after 6 minutes?
3. Which heats up faster, water or soil?
4. What happens to the temperatures of water and soil after you
remove the containers from each tripod?
5. Which cools faster, water or soil?
6. How does a body of water regulate the temperature of a
certain region/country?
7. Why do some areas that are far from bodies of water have
extreme climates?
E. ELABORATE Why is seawater feel colder during night time?
 Directions: Read each question/statement carefully. Choose the
F. EVALUATE letter of the correct answer.
1. Which of the following statements describes what happens when the
sun heats water and land?
A. Land heats more slowly than water does.
B. Water heats more slowly than land does.
C. Water and Land absorb heat from the sun at the same rate.
D. Both absorb heat at the same rate, but water releases it faster.
2. On a beach, the wind direction during the day is usually the reverse
of wind direction at night. Which of the following statements best
explains this?
A. There is more water in the sea than on land.
B. Land heats up faster than water during the day and it also
cools faster at night.
C. The water remains at about the same temperature all throughout
the day.
D. This is usually an indication that an El Niño event is under way.
3. Which of the following is TRUE?
A. During daytime, soil cools down faster than water, so the air
temperature above ground is lower than that above the sea.
B. Warm air then flows from land to sea, so the drop in air
temperature above ground is moderated.
C. Places that are near the oceans have moderate climate as
the body of water regulates the temperature
D. During night time, water cools down faster than soil, so the air
temperature above ground is lower than that above the sea.
G. EXTEND How will you differentiate windward from leeward side?

V. REMARKS

VI. REFLECTION
1. No. of learners who earned
80% in the evaluation
2. No. of learners who require
additional activities for
remediation who scored
below 80%
3. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
4. No. of learners who continue
to require remediation
5. Which of my teaching
strategies worked well? Why
did these work?
6. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
7. What innovation or localized
materials did I
Use or discover which I wish
to share with other teachers? 
Prepared by:

JHOY MARIE L. LA ROSA

Teacher

Noted by:

__________________________
MT/HT/Principal