Quarter Third

GRADE 9 Learning area Science

UNIFIED LESSON PLAN
Teaching date and time Week 6 Day 2

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of:

factors that affect climate, and the effects of changing climate and how to adapt accordingly.
B. Performance The learners shall be able to:
Standards participate in activities that reduce risks and lessen effects of climate change.
C. Learning The learners should be able to:
Competencies / describe certain climatic phenomena that occur on a global level. (S9ES-IIIf-31)
Objectives At the end of the session the learners are expected to:
Write LC code for Identify factors that cause climate change.
each
Explain how greenhouse gases trap heat.
Demonstrate how closed spaces trap heat using available materials.
II. CONTENT TOPIC/TITLE: Global Climate Phenomenon
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 201-202
2. Learner’s pp. 239-242
Materials
3. Textbook
4. Additional Curriculum Guide (S9ES-IIIf-31)
Materials from Learner’s Material in Science 9
Learning
Resource (LR)
Teacher’s Guide in Science 9
portal
B. Other Learning 1 – freesvg.org, 2- clipartmax.com, 3-greenhousehunt.com, 4-nationalgeographic.com, 5-pixelatedplanet.net
Resources

IV. PROCEDURES (ANNOTATIONS)

PPS Indicators/KRA
Objectives/Rubric
Indicators to be Observed

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A. Reviewing previous ELICIT (8 mins.)
lesson or
presenting the new ➢ The teacher will print the puzzle below. Make sure that the size is visible to the whole INDICATOR 6
lesson class and post it in the board. Establish a learner-
centered culture by using
Task # 1: WORD SEARCH
teaching strategies that
DIRECTION: Find the words below and encircle it. Words are arranged in horizontal, vertical, respond to learners’
and/or diagonal way. linguistic, cultural,
socioeconomic and
GREENHOUSE TEMPERATURE METHANE religious backgrounds
HEAT SUNLIGHT ATMOSPHERE
EARTH OZONE RADIATION MOV – The teacher creates
learning environment where
G A S S E U T H R A A S F the learners develop and
E R A R T H H E A R T S S practice their linguistic skills.
F C E V U I N E A R T H U
A A O E E T A M E W E G N
O T P Z N O N E Z R M T L
C M M E T H A N E A P Q I
H O E O L E O Z O N E L G
O S Z O S A N U E E R A H
S P U N L T I G S A A H T
A H T M O S P H D E T E R
G E R E E N H I O U U S E
T R E M P E A R A T R U E
C E L I M T A T E C E H A
R A D S I O L A R A D I A
H K T O Y G E V H S U I T
H E N A T T R E A R D R S

ENGAGE (7 mins)

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 Task # 2: WHAT’S THE MEANING OF THIS? INDICATOR 1
B. Establishing a ➢ Post the following words below and let the students match its correct description. Applies knowledge of
purpose for the ➢ Teacher may cut the following terms and descriptions. content within and across
lesson Note: This part of the lesson will acquaint the students with the common terms related
curriculum teaching areas.
to the topic.
is the form of energy is a building
that is transferred with glass walls MOV--- The teacher makes
GREENHOUSE
between systems or and glass roof
objects with different meaningful connections
Energy
HEAT
radiated in the
temperatures from student’s previous
form of waves knowledge.
EARTH or particles
is the third planet
is the simplest from the Sun and the
hydrocarbon, only astronomical
TEMPERATURE consisting of one object known to
carbon atom and harbor life
four hydrogen
SUNLIGHT a highly reactive atoms
gas composed of
three oxygen
OZONE atoms
degree of hotness
or coldness
the whole measured on a
METHANE mass of air definite scale
a portion of
electromagnetic surrounding
ATMOSPHERE radiation given the Earth
off by the sun
RADIATION
C. Presenting ➢ The teacher will reveal the correct answer from the task # 2.
examples/instances Teacher: Do you want to be a hero of humanity? Let’s join together in this journey in
of the new lesson learning more about climate change. But first, you have to learn about one of the
major causes of climate change the so-called greenhouse effect.

On a warm and dry day, Jen was left by her dad in the car. She noticed that the air
conditioner of the car was not working well. Then, she started to sweat a lot.
Let us help Jen understand her situation by performing the next activity.

D. Discussing new EXPLORE (20 mins.)

concepts and
practicing new ➢ The teacher will divide the class into groups. INDICATOR 4
skills ➢ Each group will select a leader and a secretary.
# 1
➢ The teacher will present the rubric on how they will be evaluated in their activity.
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 ➢ During the pre-activity, emphasize the proper positioning of the thermometer. The Establish safe and secure
thermometer should be placed in a way that the students could easily read the markings. learning environments to
You should emphasize that the temperature they will get is that of the air that surrounds enhance learning through the
the thermometer. It is not the sun’s heat. The thermometer should not be hit directly by consistent implementation of
the sunlight to avoid getting the wrong data. Point out that being a researcher or a policies, guidelines and
scientist, he/she must obtain the correct data to give correct information. procedures.
➢ During the activity, the teacher has to check if the students placed the thermometer
properly inside the aquarium or glass or shoebox. Check also if the thermometers are not MOV – Setting of Standards
hit directly by the sunlight. in doing the activity.

INDICATOR 5
Activity: IT’S GETTIN’ HOT IN HERE
Objectives Maintain supportive learning
 demonstrate how closed spaces trap heat environments that nurture and
 explain how greenhouse gases trap heat inspire learners to participate,
Materials Needed cooperative and collaborate in
 A small glass tank or an aquarium with thin walls or shoe box continued learning.
 2 laboratory thermometers with cover setup
MOV – The teacher clearly
 Sunlight (if not available, you may use study lamp)
Procedure provides the class with
1. Place the tank or aquarium on the surface with thermometer inside. Position the structured tasks involving
thermometer so that you can read the markings. Refer to Fig. 8.1. most elements of cooperative
2. Place another thermometer just outside the tank or aquarium. learning.
3. Expose the setup to sunlight.
4. Take the temperature every two minutes over a period of 20 minutes. Record your
data in Table 8.1.

Figure 8.1

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 Table 8.1 Temperature Readings

Time (minutes) Thermometer Inside Thermometer Outside

(0C) (0C)
2
4
6
8
10
12
14
16
18
20

5. Construct a line graph to present your data.

Guide questions:
Q1. Which thermometer shows a faster rise in temperature?
INDICATOR 7
Q2. What happened to the temperature inside the aquarium?
Q3. How does the wall of the aquarium relate to greenhouse gases? Use strategies for providing
Q4. What traps heat in the atmosphere? timely, accurate and
constructive feedback to
E. Discussing new ➢ After the activity, let the reporter of each group to present their output. improve learner performance
concepts and ➢ The teacher will give feedbacks after the presentation of all groups.
practicing new Guide questions:
skills Q1. Which thermometer shows a faster rise in temperature?
# 2 MOV – The teacher provides
Answer: The thermometer inside the aquarium
Q2. What happened to the temperature inside the aquarium? substantive, specific, and
Answer: The heat is trapped inside the aquarium. timely feedback, and shares
Q3. How does the wall of the aquarium relate to greenhouse gases? strategies to learners to
Answer: The wall of the aquarium prevents heat from flowing out of the aquarium. In the same improve their performance
manner, the greenhouse gases absorbs heat and keep it from flowing out of the atmosphere.
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 Q4. What traps heat in the atmosphere? toward the intended learning
Answer: The greenhouse gases. outcomes.
➢ The teacher will explain that the activity is just a simulation of the role of greenhouse
gases in the atmosphere. The walls of the aquarium or glass do not represent the role of
greenhouse gases. Emphasize this so that students will not be misinformed about this
concept.
The thermometer reading inside the tank went up faster than the thermometer reading
outside the tank. This was due to the temperature that was rising in the container. The rising
of the temperature resulted from keeping the heat from flowing. Thermal radiation coming
from the sun was absorbed by the air inside the tank. The wall of the tank kept the warm air
from flowing out, causing its temperature to rise as it continued to absorb heat from sunlight.
Outside the tank, air warmed by sunlight can interact with the surrounding cooler air. This
allowed heat to flow from warm air to cooler air through convection and kept the
temperature from rising as fast as that of the air inside the tank.

F. Developing Mastery EXPLAIN (10mins.)

(Leads to Formative
Assessment) ➢ The teacher will explain to the class the greenhouse effect through a powerpoint INDICATOR 1
presentation to catch the attention of the learners. Applies knowledge of
content within and across
Solar radiation warms the Earth as its energy is absorbed by the atmosphere. In the
curriculum teaching areas.
atmosphere, there are greenhouse gases present. These include water vapor, carbon
dioxide, methane, and nitrous oxide. Greenhouse gases prevent heat from escaping the
earth thus making earth’s temperature higher. MOV--- The teacher
addresses content
accurately.

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 Figure 8.2 shows that greenhouse gases such
as carbon dioxide, methane (CH4),
Chlorofluorocarbons (CFCs), and nitrous
oxide (N2O) trap heat preventing it from
escaping the Earth. All gases absorb heat,
although some just absorb more than others.
Thus, assuming solar radiation is constant, the
average atmospheric temperature depends on
the mix of gases. More greenhouse gases in the
atmosphere mean that the equilibrium
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 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.
ELABORATE (10 mins.)

G. Finding practical ➢ To understand deeply about greenhouse effect, let the students watch the suggested INDICATOR 2
applications of video clip. Ensure the positive use of
concepts & skills in ICT to facilitate the
daily living https://www.youtube.com/watch?v=x_sJzVe9P_8&t=17s
teaching and learning
Key Concepts from the video: process.
 The sun’s rays warm the earth. MOV--- The teacher
 A part of reflected rays is trapped by greenhouse gases. These trapped radiations of the utilizes ICT and generally
sun warm the earth. shows evidences of the
 If there were no greenhouse gases to trap the sun’s radiation, the earth would be a very positive use of ICT to
cold place where we would not survive. facilitate the teaching and
 The trapping of heat to keep the earth warm is called greenhouse effect.
learning process.

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H. Making ➢ Ask every group to make a generalization on what they learned about the topic. Let one
generalizations and representative to share it to the class.
abstractions about
the lesson
I. Evaluating Learning EVALUATE (5 mins.)

Direction: Read the questions carefully and encircle the letter of the best answer.
1. Which of the following does not contribute to climate change?
a. Deforestation b. Reforestation c. Greenhouse effect d. CFC emission
Ans. b
2. How does greenhouse gases trap heat?
a. Greenhouse gases absorb and prevent heat from escaping the earth.
b. Greenhouse gases releases heat to the earth.
c. Greenhouse gases reflects the heat from the sun.
d. Greenhouse gases allows solar radiation to escape from the atmosphere.
Ans. a
3. Which of the following shows how greenhouse gases work?

a.
3

b.
4

c.

d.

5
Ans. d
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 4. A greenhouse effect describes as ____________________________.
a. the long term shifting of global weather pattern
b. the circular patterns formed by surface currents
c. the increase of global temperature due to some atmospheric gases
d. the abnormal and lengthy warming in the eastern part of the Pacific Ocean
Ans. c
5. What will happen if there were no greenhouse gases?
a. Climate change will not occur.
b. El Niňo and La Niňa will be severe.
c. The earth would be a very cold place.
d. The earth would be very hot.
Ans. c
J. Additional activities EXTEND
for application or
remediation N/A

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?
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Answers Key
Task # 1: WORD SEARCH

G A S S E U T H R A A S F
E R A R T H H E A R T S S
F C E V U I N E A R T H U
A A O E E T A M E W E G N
O T P Z N O N E Z R M T L
C M M E T H A N E A P Q I
H O E O L E O Z O N E L G
O S Z O S A N U E E R A H
S P U N L T I G S A A H T
A H T M O S P H D E T E R
G E R E E N H I O U U S E
T R E M P E A R A T R U E
C E L I M T A T E C E H A
R A D S I O L A R A D I A
H K T O Y G E V H S U I T
H E N A T T R E A R D R S

Task # 2: WHAT’S THE MEANING OF THIS?

EARTH HEAT GREENHOUSE

is the form of energy is a building

is the third planet that is transferred with glass walls
from the Sun and the between systems or and glass roof
only astronomical objects with different
object known to temperatures
harbor life

SUNLIGHT TEMPERATURE
OZONE
a portion of degree of hotness
electromagnetic or coldness
a highly reactive measured on a
radiation given
gas composed of definite scale
off by the sun
three oxygen
atoms

METHANE
RADIATION ATMOSPHERE
is the simplest
hydrocarbon,
Energy the whole mass of consisting of one
radiated in the carbon atom and
air surrounding four hydrogen
form of waves the Earth
or particles atoms

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 Activity: IT’S GETTIN’ HOT IN HERE
Objectives
 demonstrate how closed spaces trap heat
 explain how greenhouse gases trap heat
Materials Needed
 A small glass tank or an aquarium with thin walls or shoe box
 2 laboratory thermometers with cover setup
 Sunlight (if not available, you may use study lamp)
Procedure
1. Place the tank or aquarium on the surface with thermometer inside. Position the
thermometer so that you can read the markings. Refer to Fig. 8.1.
2. Place another thermometer just outside the tank or aquarium.
3. Expose the setup to sunlight.
4. Take the temperature every two minutes over a period of 20 minutes. Record your data
in Table 8.1.

Figure 8.1

Table 8.1 Temperature Readings

Time (minutes) Thermometer Inside Thermometer Outside

(0C) (0C)
2
4
6
8
10
12
14
16
18
20

5. Construct a line graph to present your data.

Page 11 of 13
Guide questions:

Q1. Which thermometer shows a faster rise in temperature?

Answer: The thermometer inside the aquarium.
Q2. What happened to the temperature inside the aquarium?
Answer: The heat is trapped inside the aquarium.
Q3. How does the wall of the aquarium relate to greenhouse gases?
Answer: The wall of the aquarium prevents heat from flowing out of the aquarium. In the same
manner, the greenhouse gases absorbs heat and keep it from flowing out of the atmosphere.
Q4. What traps heat in the atmosphere?
Answer: The greenhouse gases

EVALUATION
1. B
2. A
3. D
4. C
5. C

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Rubrics for Group Activity

CRITERIA 4 (EXCELLENT) 3 (GOOD) 2 (FAIR) 1 (POOR)

Content

(The answers are

correct and clearly
stated.)

Presentation

(The reporters
explain their output
diligently and
spontaneously.)

Teamwork

(Every member of
the group
contributed or
participated in the
activity given.)

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