Daily Lesson Plan in Science

Teacher MARCIA A. PARAMI Grade Level 9

Teaching Date March 8, 2023 Learning Area SCIENCE

7:30-8:30/9:45-10:45/2:00-
Teaching Time Quarter 3RD
3:00/3:00-4:00
I. Learning
Targets/Specific
Objectives
A. Content Standards The learners demonstrate an understanding of the factors that affect climate, and the effects
of changing climate and how to adapt accordingly.
The learners shall be able to participate in activities that reduce risks and lessen effects of
B. Performance
climate change.
Standards
C. Most Essential Explain how different factors affect the climate of an area.
Learning Code: S9ES-IIIe-30
Competencies
(MELC)
In a 60-minute-discussion, the students are expected to do the following:
Specific (Daily) 1. Define what latitude is.
Objective/s 2. Emphasize the relationship of climate and latitude.
3. Locate the Tropical Region, Temperate Region and Polar Region.

2.1 Factors that affect climate

II. Learning Content
LATITUDE: How does it affects the climate in an area?

III. Learning
Resources
A. References
1. Teacher's pp. 144-146
Guide Pages
2. Learner's Science Learner’s Material page 182-185
Materials Pages

3. Textbook Pp.
4. Additional
Materials from LR
portal
B. Other Learning Visual Aids, Pictures, Laptop
Resources

IV. PROCEDURE
A. Reviewing Elicit:
previous lesson or (The activities in PRELIMINARIES:
presenting the new this section will - Greetings
lesson evoke or draw out - Checking of attendance
prior concepts or - Collecting of assignments
prior experiences
from the students) At the start of the lesson, the teacher will have a recap about
the previous lesson by arranging the jumbled letters.

FACTORS THAT AFFECT CLIMATE IN AN AREA:

*DIELUTAT---(LATITUDE)
 *DITETULA---(ALTITUDE)
*AGROPOPHYT---(TOPOGRAPHY)
*INSTACED MORF HET ANECO--- (DISTANCE FROM THE
*OCEAN.
Engage: Presentation of the Objectives:
(The activities in
this section will 1. Define what latitude is.
stimulate their 2. Emphasize the relationship of climate and latitude.
B. Establishing a
thinking and help 3. Locate the Tropical Region, Temperate Region and
purpose for the
them access and Polar Region.
lesson
connect prior
knowledge as a Guide Question:
jumpstart to the 1. Based on the objective presented, what do you
present lesson.) think is our topic for today?

Globe Quick Tour:

Show a picture of a globe and its parts.

C. Presenting
examples/
instances of the
new lesson

Guide Question:
1. Based on the picture presented, how will you define
Latitude?

Explore: GROUP ACTIVITY:

(In this section,
students will be GROUP 1 & 2: Draw the lines of latitude, then locate the
given time to think, Tropical Region, Temperate Region, and Polar Region.
plan, investigate,
and organize GROUP 3 & 4: Using the globe, compare the location of Japan to
D. Discussing new
collected the location of the Philippines, is there a possibility that we can
concepts &
information; or the experience snow? Do you think the latitude of a place affects climate?
practicing new skills
performance of the How?
#1
planned/prepared
activities from the GROUP 5 & 6: In an essay form, explain this phrase: “THE
students’ manual LOWER THE LATITUDE, THE WARMER THE CLIMATE;
with data gathering THE HIGHER THE LATITUDE, THE COLDER THE CLIMATE”
with Guide Write your answer in the manila paper.
Questions)
E. Discussing new
concepts & Presentation of the output.
practicing new skills
#2
F. Developing Explain:
mastery (In this section, GUIDE QUESTIONS:
students will be
involved in an
analysis of their 1. What is the climate in the Tropical Region, Temperate
Region, and Polar Region?
 exploration. Their
understanding is 2. Why does the amount of heat received by places far from the equator
clarified and become less?
modified because 3. Why are the coldest places on Earth found near the
of reflective poles?
activities)/Analysis
of the gathered 4. Why are places with high temperature found at the
data and results equator?
and be able to
answer the Guide
Questions leading
to the focus
concept or topic for
the day.)
Elaborate: Guide questions:
G. Finding practical (This section will 1. Why it is if a certain place is closer (Philippines, as an example)
applications of give students the to the equator has a tropical seasons?
concepts and skills opportunity to
in daily living 2. And why it is if a place away from the equator has a colder
expand and temperature?
solidify/concretize
their understanding
H. Making *Who can define latitude?
of the concept
generalizations and and/or apply it to a *What is the relationship of climate and latitude?
abstraction real-world situation) *Who can locate the tropical region in the globe?
*What about the polar and temperate regions
Evaluation:
(This section will Directions:
provide Write the letter of the correct answer.
opportunities for
concept check test 1. Which part of the earth receives most of sun’s rays?
items and answer a. Equator
key which are b. Northern Hemisphere
aligned to the c. North Pole
learning objectives d. None of the above
– content and 2. What is known as the distance north or south of the equator?
performance a. Longitudinal lines
standards and b. Latitude
address c. Altitude
misconceptions- if d. Equator
any) 3. Why are the coldest places on Earth found near the poles?
a. They receive less amount of heat.
I. Evaluating b. It is due to the shape of the earth.
Learning c. They receive more amount of heat.
d. All of the above.
4. What is the climate in our country, Philippines?
a. Tropical Climate
b. Polar
c. Temperate
d. Dry
5. Do you think the latitude of the place might affect the
climate?
a. Yes, because when an area is far from the equator, the air
temperature is lower resulting in a cold climate.
b. No, because when an area is far from the equator, the
climate is still the same with those near the equator.
c. Yes, because when an area is near the equator, the air
temperature is lower resulting in a cold climate.
d. The latitude doesn’t affect the climate of an area at all.
 Extend:
(This section gives In your notebook, draw the longitudinal lines around the earth.
situation that
explains the topic in
J. Additional activities a new context, or
for application and integrate it to
remediation another
discipline/societal
concern)

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?
Prepared by:

Marcia A. Parami
Substitute Teacher

Checked by:

Judy P. Omandam MAED

Master Teacher 1