9

Science
Quarter 3 – Week 6 – 7
Module 5:
Global Climate Phenomenon

AIRs - LM
Science 9
Quarter 3 – Week 6 & 7 - Module 5: Global Climate Phenomenon
First Edition, 2021

Copyright © 2020
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module Author:

Panfilo P. Morales Jr.

Editor: SDO La Union, Learning Resource Quality Assurance Team
Illustrator: Ernesto F. Ramos, Jr., P II

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph.D
Assistant Schools Division Superintendent
German E. Flora, Ph.D, CID Chief
Virgilio C. Boado, Ph.D, EPS in Charge of LRMS
Rominel S. Sobremonte, Ed.D, EPS in Charge of Science
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II
 Target

In the previous modules, you have learned the difference between climate and
weather. You have found out the factors that affect climate. You have understood
why the climate of one country differs from that of others.

This module will help you understand the causes of climate change and other
phenomena such as greenhouse effect, global warming, El Niño, and La Niña.

After going through this module, you are expected to:

Most Essential Learning Competency

 Describe certain climatic phenomena that occur on a global level.

Specifically, the activities and literature will enable you to:

Subtasks:
 Identify climatic phenomena that occur on a global level.
 Describe a greenhouse.
 Explain the role of increased carbon dioxide on Earth’s temperature.
 Differentiate Greenhouse Effect from Global Warming.
 Identify the sources of Greenhouse Gases.
 Relate Global Warming and Climate Change.
 Differentiate El Niño and La Niña phenomena.
 Explain the effects of El Niño and La Niña Phenomena on Global Climate.
 Jumpstart
Activity 1: Climate Jumble

Objective:
 Assess your prior knowledge about climate change.

Materials:
 Pen and Paper

Procedure:
Below is a vocabulary word list with jumbled letters. Read the definition on the
left side to determine the correct word on the right side. Write your answers on a
separate sheet of paper.

Definition Jumbled
Vocabulary Word
1. Gaseous substances, such as carbon dioxide,
nitrous oxide, and chlorofluorocarbons that RESGUHEEON ESGSA
trap heat near the Earth’s surface
2. Phenomenon wherein greenhouse gases
absorb and trap heat near the surface of the EHEOGUSREN CEFETF
Earth
3. The recent and ongoing global average increase
in temperature near the earth’s surface ABOGLL GWRMNAI
4. Any significant change in climatic patterns
which includes changes in temperature, LITCEMA GNACEH
precipitation, or wind patterns that occur over
several decades or longer
5. The total amount of greenhouse gases that are
emitted into the atmosphere each year by a OBRCNA TOFIOTNPR
person, family, building, organization, or
company
6. An oceanic event associated with a band of
warm ocean water that develops in the central
and east-central equatorial Pacific, including LE OÑNI
the area of the Pacific coast of South America
7. The permanent east-to-west prevailing winds
that flow in the Earth's equatorial region DTERA IWDSN
8. The greenhouse gas that is said to have a
major influence on global temperatures OABRCN DIDIXOE
9. Nontoxic, odorless chemical used as propellant
in aerosol cans, and as a refrigerant in LORCCUNOOHRLFBOROA
refrigerators and air-conditioners
10.The amount of solar radiation reflected from an DEBOAL EFTFCE
object or a surface
 Discover

Climate Change

Is climate change real? Is climate change man-made or is it just a natural

occurrence? These are few questions that can be asked once we talk about climate
change.

Climate change describes a change in the average conditions — such as

temperature and rainfall — in a region over a long period of time. For example,
20,000 years ago, much of the United States was covered in glaciers. In the United
States today, they have a warmer climate and fewer glaciers.

Global climate change refers to the average long-term changes over the entire
Earth. These include warming temperatures and changes in precipitation, as well as
the effects of Earth’s warming, such as:

 Rising sea levels

 Shrinking mountain glaciers
 Ice melting at a faster rate than usual in Greenland, Antarctica and the Arctic
 Changes in flower and plant blooming times.

The issue of climate change and global warming is a century-scale problem that
has been brought about by industrialization, which has contributed to the emissions
of greenhouse gases. Greenhouse gases are gaseous substances that absorb
infrared radiation from the sun and trap the heat in the atmosphere.

Global climate change has already had observable effects on the environment.
Glaciers have shrunk, ice on rivers and lakes is breaking up earlier, plant and animal
ranges have shifted and trees are flowering sooner.

Effects that scientists had predicted in the past would result from global climate
change are now occurring: loss of sea ice, accelerated sea level rise and longer, more
intense heat waves.

Earth’s Gases and Greenhouse Effect

The main gases of Earth’s atmosphere

are nitrogen (78%), oxygen (21%), and
argon (0.93%). The other gases
comprise the
remaining 0.07 percent. Greenhouse gases
include carbon dioxide, water vapor,
methane, ozone, and nitrous oxide.
Chlorofluorocarbons (CFCs) are human-
made greenhouse gases produced as Figure 1. Greenhouse gases in the atmosphere trap
refrigerants in air conditioners, heat similar to how the glass around the greenhouse
traps the heat from the sun.
Source:
https://www.learnersdictionary.com/definition/greenhouse
refrigerators, freezers, and heat pumps. They are also found in some foam plastics
and used to manufacture some electronics.
Greenhouses resemble a small glasshouse that traps heat from the sun and
where plants are grown. The glass panels of the greenhouse allow light to pass
through, but they keep the heat from escaping to warm the plants especially in very
cold climates.
What would happen if there were no greenhouse gases? The greenhouse gases
are important; without them, Earth will be too cold for human survival. However, if
there is too much of the greenhouse gases, Earth will be too hot for life. Just one-
degree rise in temperature is enough to cause problems for humans, plants, and
animals.

It should be realized that climate change is not new; Earth’s temperature cooled
or warmed since the beginning of time. There were periods when it was covered by
vast sheets of ice, which would reflect back heat to the sun more efficiently than
non- iced areas could. This phenomenon is known as the albedo effect. Albedo is
the fraction of the solar energy reflected back to space.

Scientists attribute the changing cycles of Earth’s climate to many factors

including its sensitivity to small changes in the sun’s incoming radiation as
influenced by the shape of the Earth’s orbit, the angel of tilt of Earth’s axis, and the
direction where North points. Carbon dioxide and other greenhouse gases also play
a role in warming Earth.

Greenhouse effect
The greenhouse effect is a natural process that warms the Earth’s surface. When
the Sun’s energy reaches the Earth’s atmosphere, some of it is reflected back to
space and the rest is absorbed and re-radiated by greenhouse gases.

Greenhouse gases
include water vapor,
carbon dioxide,
methane, nitrous
oxide, ozone and some
artificial chemicals such
as chlorofluorocarbons
(CFCs).

The absorbed
energy warms the
atmosphere and the
surface of the Earth. This
process maintains the ideal
temperature to allowing life on
Earth to exist.

An easy to understand video, Figure 2. Greenhouse Effect

additional literature and interactive Source: https://climate.nasa.gov/effects/
quiz on greenhouse effect and
climate change can be viewed and enjoyed on the following link:
https://climatekids.nasa.gov/greenhouse-effect/
 Figure 2 shows that greenhouse gases trap heat preventing it from escaping the
Earth. More greenhouse gases in the atmosphere means that the atmospheric
temperature will be higher as these gases absorb more heat. This will result in the
increase of global temperature. Less greenhouse gases will mean lower temperature.
Mankind evolved under conditions of a specific mix of gases (of course, with a
certain degree of variation) in the atmosphere and thrived under these conditions. If
the mix of gases in the atmosphere were altered considerably, the Earth’s
temperature would change significantly, and we will be faced with new conditions
that we are not used to, which we will have to somehow adapt to, or face extinction.
Areas that are found in the temperate regions may have shorter winters. Countries
that are found in tropical regions may have longer and drier summers. Glaciers that
cover land will melt, which will result in the rise of sea levels.

Note: Try to watch this video link:

http//www.youtube.com/watch?v=5zLuqSYF68E (as of October 11, 2013)

In the next activity, you will find out what main component of air causes the
rising of global temperature.

Global Warming

The term global warming is the long-term average increase in global

temperature. Climate change is a result of global warming and refers to the changes
in precipitation patterns, intensity and frequency, and episodes of heat waves and
drought. While global warming describes an overview of the warming of the entire
planet, climate change affects specific areas, regions, or zones. One must keep in
mind that as Earth’s atmospheric temperature rises, some areas will experience very
cold climate while others will have extremely hot climate.

Global warming and climate change have been interchangeable used but the two
phenomena are not the same. Human activities produce greenhouse gases, which raises global
temperature (global warming) that in turn triggers climate change. Note: try to
watch the video on the link:
https://www.nationalgeographic.com/environment/global-warming/global-
warming-effects/

Carbon and Ecological Footprints

Carbon footprint refers to the amount of carbon dioxide released into the
atmosphere as a result of activities of an individual or organization. Each of you
contributes to global warming with your emissions of carbon dioxide.
 Ecological footprint measures
the use of resources against
Earth’s capacity to regenerate
(biocapacity). In the 1970’s,
human’s annual ecological
footprint equaled Earth’s
annual biocapacity. In other
words, ecological footprint is
equivalent to one planet Earth.
That is, humans needed one
planet Earth to support all of
its activities.

Many experts say that

human activity is the reason
why climate change happens.
Figure 3 Act now Why is this so? What crime
Source:http://theglobalcause.blogspot.com
did humanity commit? Are
Photo credits: Russel Miller
you part of this crime? Whom
are we going to blame for the outcome? So let us now find out if you are part of this
big conspiracy by doing the next activity.

Impacts of Climate Change

Climate is always changing. It has shown how much it could affect our lives. You
have seen how strong the winds of Yolanda were, and how heavy the rainfall from
Ondoy was. We still have to change our course. The future of humanity lies on our
collective hands.

The effects of climate change are felt by animals, plants and people all around
the world. Our country is not exempted from the effects of climate change.

The Philippines is highly vulnerable to the impacts of climate change, including

sea level rise, increased frequency of extreme weather events, rising temperatures
and extreme rainfall. This is due to its high exposure to natural hazards (cyclones,
landslides, floods, droughts), dependence on climate-sensitive natural resources,
and vast coastlines where all major cities and the majority of the population reside

Scientists project that the Philippines may experience an increase of 1.8°- 2.2°C
increase in temperatures by 2050. Our wet season will be wetter and our dry season
will be drier. There may also be an increased incidence of extreme weather and
hazard events. The sea level may also rise at about 0.48-0.65 meters by 2100.

Aside from these impacts of climate change that we are experiencing, we still
have two cyclical events that we encounter – El Niño and La Niña.

El Niño and La Niña

El Niño and La Niña phenomena are both caused by the changes in the surface
temperature of water in the equatorial Pacific Ocean as influenced by trade winds.

During normal conditions (refer to Figure 4), trade winds generally blow
equatorial waters from the eastern Pacific (from the coast of South America) to the
western Pacific or towards the coast of equatorial Asia and Australia. These waters
are warm because of exposure to the sun.

Figure 4. During Normal Conditions when trade winds push warm water towards the western
Pacific.
https://www.americangeosciences.org/critical-issues/faq/what-are-el-nino-and-la-nina

El Niño is an abnormal and lengthy warming in the eastern part of the Pacific
Ocean. This natural phenomenon occurs at irregular intervals of two to seven years
and lasts for nine months or two years at most. Usually it starts at the end of the
year or during the Christmas season that is why it is termed as El Niño which refers
to the “Christ the Child.”
During El Niño (refer to Figure 5), surface water in the central and eastern
equatorial Pacific Ocean is unusually warm. Trade winds blowing from east to west
weaken, and the warm surface waters that typically stay in the western Pacific are
able to move east along the equator. Rainstorms follow the warm water to the
central and eastern Pacific, dry conditions (drought) affect northern Australia and
Southeast Asia, and wetter conditions (wet winters) impact Pacific coastal South
America.

El Niño will most likely bring severe drought. It is believed that it also causes
stronger thunderstorms and massive storms. El Niño can also cause decrease in the
population of some species.
 Figure 5. During El Niño, trade winds weaken and warm water moves toward the
eastern Pacific
https://www.americangeosciences.org/critical-issues/faq/what-are-el-nino-and-la-nina

La Niña is characterized by the opposite process (refer to Figure 6): the trade
winds strengthen, and warm water and rainstorms are pushed to the far western
equatorial Pacific over Indonesia. This results in cooler surface water in the
equatorial Pacific Ocean, dry conditions in Pacific coastal South America, and much
wetter conditions in northern Australia and Southeast Asia. There would be an
increase of rainfall in some areas of the Philippines.

Figure 6. During La Niña, trade winds strengthen and rainstorms

are pushed far western equatorial Pacific
https://www.americangeosciences.org/critical-issues/faq/what-are-
el-nino-and-la-nina
To help you visualize how El Nino happens, view the video on the link below:
https://www.youtube.com/watch?v=WPA-KpldDVc

Explore
Activity 2: CO2 is the Reason!

Objective:
 Interpret the relationship between the Carbon dioxide Concentration in the
atmosphere and the Global Average Temperature.

Materials:
 Graph of CO2 concentration and global average temperature
 Ball pen or pencil

Procedure:

Study the graph below (Figure 7) then answer the guide questions.

Figure 7. CO2 concentration and global average temperature

Guide Questions:

Q1. What happened to the amount of carbon dioxide from 1880 to 2000?
Q2. How much is the increase in temperature from 1880 to 2000?
Q3. What is the relationship between the concentration of carbon dioxide and global
temperature?
Q4. When was the global average temperature at its highest and at its lowest?

When the industrial revolution began in

the 1760’s, more emissions of carbon
dioxide and other greenhouse gases
threatened all living things. Developed
countries and developing countries
became more dependent on fossil fuels.
Burning of fossil fuels is one of the main
sources of carbon dioxide emission.
What would be the outcome if there is
too much carbon dioxide in the
atmosphere? There would be an increase
of global temperature. So, when will you
take action to help stop global warming?
Remember that your time is ticking. Act
Figure 8. The Industrial Revolution now before it’s too late.
Source: http://www.dadychery.org

Deepen

Activity 3: Am I a climate hero or a climate culprit!

Objectives
 calculate your personal carbon emission
 take an action to lessen the effects of climate change

Materials Needed
 Carbon Footprint Calculator /Checklist
 Pen and Paper
 Laptop/Computer/mobile phone with internet

Procedure

1. Make at least two copies of Table 1. Carbon Footprint Checklist in separate

sheets of paper.
2. Compute your carbon footprint by using the first copy you made.
 Table 1. Carbon Footprint Checklist
What’s your carbon footprint? Evaluate your carbon emission.
Different Activities Always Sometimes Never
(1 pt.) (3 pts.) (5 pts.)
I use water wisely.
I eat a mixture of meat and vegetarian meals.
We use kerosene lamp or low energy light
bulbs at home.
I use a basin in washing our dishes.
I eat locally grown food.
I turn off electric appliances or battery-
operated gadgets instead of leaving them on
standby.
I use a glass of water when brushing my
teeth.
I eat organic foods.
I use reusable bags when buying things from
the market.
I avoid ready meals. (e.g. noodles, sardines
etc.)
I use recycled notebooks and papers.
I throw my biodegradable wastes into a
compost pit.
I replace my toy or gadget when it stops
working rather than just to get the most up-
to-date model.
I always know where my food or products are
made.
I give the clothes I have outgrown to charity
or to my younger siblings and friends.
I throw my trash into the garbage bin or bag.
I just walk if the place I want to go to is near.
I do recycling at home.
I do recycling in school.
I share a ride, or walk, or cycle on the way to
school.
Total Score
Total Carbon footprint

Source: http://www.wwf.org.uk/oneplanetchallenge/downloads/energy_session_all.pdf

How did you score?

20-50 - You’re a Green Queen/King and a globally aware

consumer! Keep up the good work.
50-80 - You’ve made a start but have more you can do to reduce
your ecological footprint.
0-110 – You are a long way to go; it is best to start now.
3. On a separate sheet of paper, answer the following guide questions:

Q5. What is your total carbon footprint?

Q6. What is your highest source of carbon emission?

Q7. What is your lowest source of carbon emission?

4. Choose the top three highest sources of your carbon emission or ecological
footprint. From that, make a strategic plan to reduce your contribution to climate
change (See the sample below).

Sample Strategic Plan

Name: Alfred Sabado

My Top Three Sources of Carbon

1) Waste
2) Transportation
3) Electricity

(Put a check if you had done this strategy every week, otherwise put an X.)
Month: March

Week Week Week Week

Strategic Plan
1 2 3 4
A. Waste
1. I still use the back of the used
paper as a scratch paper.
2. put left over foods,
vegetable peelings in a
compost pit
3.
B. Transportation
1. I will just walk if the place I will
go to is near.
C. Electricity
1. I will turn off electrical appliances
when not I use.
2. I will limit my time in watching
TV or listening to the radio.

5. After performing this activity, make a portfolio to check the improvement you
made. Recalculate your carbon footprint after a month using the second copy
of Table 1 that you made. Submit your portfolio at the end of the quarter.
Your portfolio must include your strategic plan, the two accomplished carbon
footprint checklists (before and after applying your strategic plan) and your
answer to the guide questions.

From this activity, you found out how much you contribute to carbon emission.
This activity helps you realize that you are either a climate hero or climate culprit.
Anyone can be a contributor in changing our climate. It is up to you if you want to
make this world remain hospitable to human beings.
 Gauge

Direction: Read and analyze each question. Choose the best answer from the given
choices. Write the letter of your choice on a separate sheet of paper. Use
CAPITAL LETTERS ONLY.

1. The primary gas responsible for global warming is .

A. Carbon dioxide B. Oxygen
C. Sulfur dioxide D. Water vapor

2. What will happen if there is too much carbon dioxide in the atmosphere?
A. Greenhouse effect occurs B. Temperature increases
C. Water vapor condenses D. Climate changes

3. Which condition happens during the La Niña phenomenon?

A. Air pressure in the western Pacific increases
B. Air pressure in the eastern Pacific decreases
C. Upwelling of cold water is blocked
D. Trade winds become stronger

4. Which is the best practice to reduce the effects of climate change?

A. Livestock raising B. Burning fossil fuel
C. organic farming D. car manufacturing

5. Which of the following shows the effect of climate change?

A. Rising of sea level B. Deforestation
C. Coastal erosion D. Siltation of bodies of water

6. Which of the following gases does not trap heat?

A. Carbon dioxide B. Nitrogen
C. Water vapor D. Methane

7. As average global temperature rises what happens to the average

precipitation?
A. Increases B. decreases C. unchanged D. constant

8. Which of the following is a greenhouse gas?

A. Carbon dioxide B. Methane
C. Water vapor D. All of the above

9. What is the Greenhouse effect?

A. The name of the climate change legislation that is passed by congress.
B. When you paint our house green to become an environmentalist.
C. When the gasses in our atmosphere trap heat and block it from
escaping our planet.
D. When you build a greenhouse.
 10. What is the primary cause of the overall rising trend in carbon dioxide in the
atmosphere?
A. Burning of fossil fuels
B. We are coming out of an ice age
C. As population grows, people exhale more carbon dioxide
D. Carbon dioxide is released by the oceans as they warm

True or False: Read and analyze each statement. Write TRUE if the statement is
correct and write FALSE if the statement is incorrect. Write your answers in a
separate sheet of paper.

1. Global warming is caused only by natural factors.

2. The overwhelming majority of scientists agree that climate change is real and
caused by humans.

3. Some kinds of pollution in the atmosphere can act to cool the planet by
reducing the amount of solar radiation that reaches Earth’s surface.

4. Earth has been warmer in the past than it is today.

5. Wasting less food is a way to reduce greenhouse gas emissions.

 Answer Key

Jumpstart (Activity 1)

Explore (Activity 2) Deepen (Activity 3)

Gauge
References:
Ferriols-Pavico, J.M, Morales-Ramos, A.C., Bayquen, A.V., Silvero, A.A.
(2018). Exploring Life Through Science Series: 927 Quezon Avenue, Quezon
City. Pheonix Publishing House Inc.

Learner’s Module, K-12 Grade 9 Science (Third Quarter, Science 9).

https://www.nationalgeographic.com/environment/global-warming/global-
warming-quiz/

https://climate.nasa.gov/climate_resources/16/quiz-global-warming/

https://www.earthday.org/the-climate-change-quiz/

https://climate.nasa.gov/effects/

https://climatekids.nasa.gov/climate-change-meaning/

https://www.learnersdictionary.com/definition/greenhouse

https://www.environment.gov.au/climate-change/climate-science-
data/climate-science/greenhouse-effect

https://www.britannica.com/event/Industrial-Revolution

https://climate.nasa.gov/effects/

https://www.climatelinks.org/sites/default/files/asset/document/2017_Cli mate
%20Change%20Risk%20Profile_Philippines.pdf

https://www.americangeosciences.org/critical-issues/faq/what-are-el-nino-
and-la-nina

https://www.researchgate.net/profile/Nelson_Rosario/publication/232218
072/figure/fig1/AS:393401053794308@1470805528911/Global-average-
temperature-and-carbon-dioxide-concentrations-1880-2004.png