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Quarter Third
GRADE 9
UNIFIED LESSON Learning area Science
PLAN
Teaching date and time Week 5- Day 4
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 / explain how different factors affect the climate of an area. LC Code: S9ES-IIIe-30
Objectives At the end of the session, the learners are expected to:
Write LC code for
• describe how ocean currents work;
each
• explain how ocean currents affect climate; and
• demonstrate Coriolis effect to ocean currents.
II. CONTENT TOPIC/TITLE: Factors that Affect Climate: Ocean Currents
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 150-151
2. Learner’s
pp. 194-195
Materials
3. Textbook -
4. Additional Figure 1: https://bit.ly/2Owqwnl
Materials from Video: https://youtu.be/p4pWafuvdrY
Learning Activity 1: https://bit.ly/37aCNVf
Resource (LR) Figure 2: https://bit.ly/3rTTz2R
portal Figure 3: https://bit.ly/3dea31Q
B. Other Learning Curriculum guide, Learner’s Material in Science 9, Teacher’s Guide in Science 9, world map
Resources
Page 1 of 19
IV. PROCEDURES (ANNOTATIONS)
PPS Indicators/KRA
Objectives/Rubric
Indicators to be Observed
A. Reviewing previous ELICIT
lesson or
presenting the new ➢ The teacher will ask volunteer students to give the word behind the scrambled letters. INDICATOR 1
lesson ➢ This will serve as an introduction to the topic ocean current. Applies knowledge of
LET’S UNSCRAMBLE THIS! content within and across
Direction: curriculum teaching areas.
Unscramble the scrambled words. These are the different ocean currents around the MOV: The teacher
world. exemplifies the terms that
1. GLAEERNND ----- GREENLAND introduce the topic to be
2. KCATAMHKA----KAMCHATKA
discussed and enhances
3. CLFIRAOLNA-----CALIFORNIA
4. LBRAAODR-----LABRADOR the vocabulary skills of
5. ALUHGAS-----ALGUHAS the students.
ENGAGE
B. Establishing a LET YOUR IDEAS FLOW! INDICATOR 1

purpose for the Applies knowledge of
lesson ➢ The teacher will present a video explaining the ocean currents. content within and across
Video link: https://youtu.be/p4pWafuvdrY curriculum teaching areas.
Title: How do ocean currents work? MOV: The teacher
Channel: TED-Ed introduces a concept
within the leaning area.
INDICATOR 2
Ensure the positive use of
ICT to facilitate the
teaching and learning
process
MOV: The teacher uses
educational videos to
establish the purpose of
the lesson.
C. Presenting ➢ While watching the video, the students must answer these following questions: INDICATOR 5
examples/instances 1. What are the two types of ocean currents? Maintain supportive
of the new lesson Surface currents and deep ocean currents learning environments
that nurture and inspire
learners to participate,
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2. How do oceans current work? cooperative and
Ocean currents are driven by a range of sources: wind, tides, changes in water density, collaborate in continued
and Earth’s rotation. One important concept is how ocean currents regulate climate. learning.
MOV: The teacher
elevates the participation
of the students by letting
them participate in a
paired work.
D. Discussing new EXPLORE
concepts and
practicing new ➢ Learners will do the activity 1. INDICATOR 4
skills ➢ Instructions will follow. Establish safe and secure
# 1
➢ Provided activity sheet will be given by group, with direction to follow and guide learning environments to
questions to answer. enhance learning through
➢ Teacher will give/present the rubric. the consistent
➢ Activity Proper. implementation of
policies, guidelines and
ACTIVITY 1: THE CORIOLIS EFFECT ON OCEAN CURRENTS procedures.
MOV: The teacher
Objective: reminds the importance of
• Demonstrate Coriolis effect on ocean currents. following instructions and
• Describe how ocean currents work guidelines of a
harmonious activity.
Materials:
1 balloon (round), 1 red permanent marker, 1 blue permanent marker
INDICATOR 5
Procedure: Maintain supportive
1. In your group, choose two members who write in the balloon, and 1 member who spins learning environments
the balloon. that nurture and inspire
2. Blow up the balloon. learners to participate,
3. With a marker, draw the equator on the balloon midway between the knot and the top cooperate and collaborate
of the balloon. Label the top NORTH POLE and knot SOUTH POLE. in continued learning.
MOV: The teacher
incorporates group
activity to posit
collaboration of the
students in a group.
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4. Hold the balloon at eye level, by the knot, and rotate if left to right, simulating the
rotation of Earth (west to east direction).
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5. While the earth balloon rotates, examine the movement of the earth from the North
Pole perspective and South Pole perspective.
6. While the earth balloon continues to rotate steadily from left to right, draw a line
straight from the North pole, south to the equator using a red marker.
7. Simultaneously, another member draws a straight line using a blue marker from the
South Pole, north to the equator.
Guide questions:
1. As you look from the North Pole toward the equator, is the balloon spinning clockwise
or counterclockwise?
The balloon appears to be spinning counterclockwise.
2. As you look from the South Pole toward the equator, is the balloon spinning clockwise
or counterclockwise?
The balloon appears to be spinning clockwise.
3. What happened when you tried to draw a straight line from the North pole to the
equator?
The line was not straight but instead veered east or right of the intended path.
4. What happened when you tried to draw a straight line from the South pole to the
equator?
The line was not straight but instead veered west or left of the intended path.
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5. Explain Coriolis effect on ocean currents.
Coriolis effect explains the deflection of moving objects in a rotating reference frame.
This is due to earth’s rotation, currents are deflected to the right of Northern
Hemisphere and to the left of Southern. The transfer of heat by ocean currents
equalizes latitudinal energy imbalances.
E. Discussing new ACTIVITY 2: OCEAN CURRENTS INDICATOR 1
concepts and Applies knowledge of
practicing new Objective content within and across
skills • Explain how ocean currents climate. curriculum teaching areas.
# 2
Materials: MOV: The teacher makes
pen, map (with ocean currents), ruler, bond paper use of a map that is
applicable to the current
Direction: Study the map below and answer the guide questions. lesson.
INDICATOR 3
Display proficient use of
Mother Tongue, Filipino
and English to facilitate
teaching and learning.
MOV: During the activity
proper, the teacher let the
students use their Mother
tongue for a more
harmonious
communication.
INDICATOR 5
Maintain supportive
learning environments
Figure 1: The Ocean Currents of the World that nurture and inspire
learners to participate,
Guide Questions: cooperate and collaborate
1. Give at least three examples of ocean currents that carry warm water. in continued learning.
Kuroshio Current, Gulf Stream, Agulhas Current, North Equatorial Current MOV: The teacher
2. Give at least three examples of ocean currents that carry cold water. incorporates group
Labrador Current, Kamchatka Current, East Australia Current, Greenland Current activity to posit
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3. What kind of air does Greenland Current take along? Explain. collaboration of the
Cold air because it carries cold water from the pole towards the equator. students in a group.
4. How do the Kamchatka Current and Kuroshio Current affect northeastern part and
southern part of Japan?
Kamchatka current brings cold water to the northeastern part of Japan making the
temperature lower. Kuroshio current brings warm water towards southern part of
Japan making the temperature higher.
5. How do ocean currents affect climate?
Ocean currents either warm or cool water the air above them. When ocean currents
that bring cold water move towards a coastal region, the temperature of that are
decreases. When the ocean currents that take along warm air go to a land mass, the
temperature of that place rises.
F. Developing Mastery EXPLAIN

(Leads to Formative
Assessment) ➢ The students will post their respective output on the board. INDICATOR 6
➢ The selected reporter will present the group’s work. Establish a learner-
➢ The teacher will then ask the guide questions to the other members of the group. centered culture by using
➢ The teacher will process the answers to the guide questions of explore part. teaching strategies that
1. As you look from the North Pole toward the equator, is the balloon spinning respond to learners’
clockwise or counterclockwise? linguistic, cultural,
The balloon appears to be spinning counterclockwise. socioeconomic and
2. As you look from the South Pole toward the equator, is the balloon spinning religious backgrounds.
clockwise or counterclockwise? MOV: The students
The balloon appears to be spinning clockwise. explain their answers to
3. What happened when you tried to draw a straight line from the North pole to the the guide questions and
equator? the teacher will let them
The line was not straight but instead veered east or right of the intended path. explain it to the language
4. What happened when you tried to draw a straight line from the South pole to the which they are
equator? comfortable using.
5. Explain Coriolis effect on ocean currents. INDICATOR 7
Coriolis effect explains the deflection of moving objects in a rotating reference Use strategies for
frame. This is due to earth’s rotation, currents are deflected to the right of providing timely, accurate
Northern Hemisphere and to the left of Southern. The transfer of heat by ocean and constructive feedback
currents equalizes latitudinal energy imbalances. to improve learner
6. Give at least three examples of ocean currents that carry warm water. performance.
Kuroshio Current, Gulf Stream, Agulhas Current, North Equatorial Current MOV: After the
7. Give at least three examples of ocean currents that carry cold water. presentation, the teacher
Labrador Current, Kamchatka Current, East Australia Current, Greenland will give feedback to the
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Current student’s work which can
8. What kind of air does Greenland Current take along? Explain. help them improve and
Cold air because it carries cold water from the pole towards the equator. apply it to their next
activity.
temperature lower. Kuroshio current brings warm water towards southern part of
Japan making the temperature higher.
Ocean currents either warm or cool water the air above them. When ocean
currents that bring cold water move towards a coastal region, the temperature of
that are decreases. When the ocean currents that take along warm air go to a land
mass, the temperature of that place rises.
ELABORATE
G. Finding practical ➢ The teacher will discuss the key concepts of the lesson. INDICATOR 1
applications of ➢ The teacher will also explain the importance of ocean currents. Applies knowledge of
concepts & skills in IMPORTANCE OF OCEAN CURRENTS content within and across
daily living • Ocean currents play an important role in controlling the climate by moving heat from curriculum teaching areas.
the equator towards the poles. MOV: The teacher
• Critically important to sea life for they carry nutrients and food to organisms that live elaborates the topic within
permanently attached in one place. the curriculum learning
• Carry reproductive cells and ocean life to new places. area.
• This is also essential to sea navigators. If the current direction is not where the ship is
headed, the ship has to consume more fuel to provide the necessary thrust to counter
the current’s momentum. INDICATOR 2
• Lastly, ocean currents are much like conveyor belt, transporting warm water and Ensure the positive use of
precipitation from the equator toward the poles and cold water from the poles back to ICT to facilitate the
the tropics. Hence, this help to regulate global climate, helping counteract the uneven teaching and learning
distribution of solar radiation reaching Earth’s surface. process
MOV: The teacher uses
an image that is found in
reliable source online for
deeper understanding.
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Figure 2: Global Conveyor Belt
H. Making INDICATOR 7
generalizations and The teacher will ask the concluding questions:
Use strategies for
abstractions about ➢ How do ocean currents work?
providing timely, accurate
the lesson Ocean currents are driven by many forces such as Coriolis effect. Ocean currents may
and constructive feedback
bring cold or hot water. For example, Kamchatka current brings cold water to the
to improve learner
northeastern part of Japan making the temperature lower. Kuroshio current brings
performance.
warm water towards southern part of Japan making the temperature higher.
MOV: The teacher will
➢ How does ocean currents affect climate of a certain place?
check their own answers
Ocean currents either warm or cool water the air above them. When ocean currents
and see where they most
that bring cold water move towards a coastal region, the temperature of that are
have difficulty in
decreases. When the ocean currents that take along warm air go to a land mass, the
understanding.
temperature of that place rises.
I. Evaluating Learning EVALUATE
Direction. Study the map below and answer the questions. (See attached rubrics for essay) INDICATOR 7
Use strategies for
providing timely, accurate
to improve learner
performance.
Page 9 of 19
MOV: The students are
given the chance to test
their understanding in the
topic discussed.
Figure 3
Note: red arrows signify warm currents; blue arrows signify cold currents
1. According to the map above, explain the mechanisms of ocean currents (warm and
cold currents).
Ocean currents that flow away from the equator carry warm water. On the other
hand, ocean currents flow away from the poles carry cold water.
2. How do ocean currents regulate the climate of a certain place?
Ocean currents regulate the climate of a certain place by knowing what a type of
water a certain current brings for ocean currents either warm or cool water the air
above them. When ocean currents that bring cold water move towards a coastal
region, the temperature of that are decreases. When the ocean currents that take
along warm air go to a land mass, the temperature of that place rises.
3. Explain how Coriolis effect works on ocean currents.
As an ocean current moves, the Earth spins underneath it. The Coriolis effect bends
the direction of a surface of a current to the right in the Northern Hemisphere and left
in the Southern Hemisphere. The Coriolis effect causes ocean currents to form circular
patterns.
J. Additional activities EXTEND
for application or
remediation ➢ The teacher will give articles to read for deeper understanding: INDICATOR 7
Recommended for reading 1: https://bit.ly/2N3bxkA Use strategies for
Recommended for reading 2: https://bit.ly/3denKOa providing timely, accurate
to improve learner
performance
MOV: Students will
improve their
Page 10 of 19
performance through
continued learning.
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?
Page 11 of 19
Grade and Section:_____________________
Name of the Group: ____________________
Rubric for Assessing Group Activity Performance
Standard Unsatisfactory Satisfactory Outstanding Points Given
(1 pt) (2 pts) (3 pts)
Content and Poor presentation of ideas is Very Good presentation of ideas is Excellent presentation of
Knowledge observed observed ideas/thought is observed
Cooperation Members of the group are not Members of the group are Members of the group are
and Team responsible and not focus on the occasionally responsible and focus responsible and focus on the task
Work task given. on the task given given
Neatness & The output is not organized. And The output is organized. And the The output is neatly organized.
Orderliness the workplace is messy before and workplace is occasionally messy And the workplace is clean
after the activity before and after the activity before and after the activity
Time Members of the group do not finish Members of the group finished Members of the group finished
Management on time. ahead of time, with complete ahead of time, with complete and
answer. correct answer.
Total Points
Signature of the Rater: ________________________
Page 12 of 19
Name: ______________________________
Grade and Section:_____________________
Rubric for Assessing Essay

Standard Unsatis- Needs Improvement Satisfactory Outstanding Points Given
factory (2 pts) (3 pts) (4 pts)
(1 pt)
Content Content is incomplete, Content is not Content is accurate, major Content is comprehensive
major points are not comprehensive, major points are stated, specific and accurate, major points
clear, specific examples points are addressed but examples are used. are stated clearly and are well
are not used. not well supported, and supported, content is clear,
specific examples do not specific examples are used.
support the topic.
Organization Organization detracts Organization is not easy to Organization is mostly Organization is clear and
from the question, follow, transition needs clear and easy to follow, easy to follow, transitions are
writing is disjointed improvement, conclusion transitions are present, logical and maintain the flow
and lacks transition. is missing. conclusion is logical. of though throughout the
question, conclusion is
logical and follows from the
question.
Focus Minimal expression of No apparent point but Apparent point made about Sharp, distinct controlling
the question. there is evidence of the the question asked with point made from the question
question asked. sufficient awareness. asked with evident
awareness.
Total Points
Signature of the Rater: ________________________
Page 13 of 19
ACTIVITY 1: THE CORIOLIS EFFECT ON OCEAN CURRENTS
Objective:
• demonstrate Coriolis effect on ocean currents.
Materials:
Procedure:
1. In your group, choose two members who write in the balloon, and 1 member who spins
the balloon.
2. Blow up the balloon.
3. With a marker, draw the equator on the balloon midway between the knot and the top of
the balloon. Label the top NORTH POLE and knot SOUTH POLE.
Page 14 of 19
5. While the earth balloon rotates, examine the movement of the earth from the North Pole
perspective and South Pole perspective.
6. While the earth balloon continues to rotate steadily from left to right, draw a line straight
from the North pole, south to the equator using a red marker.
.
Guide questions:
1. As you look from the North Pole toward the equator, is the balloon spinning clockwise or
counterclockwise?
2. As you look from the South Pole toward the equator, is the balloon spinning clockwise or
counterclockwise?
3. What happened when you tried to draw a straight line from the North pole to the equator?
4. What happened when you tried to draw a straight line from the South pole to the equator?
Page 15 of 19
ACTIVITY 1: THE CORIOLIS EFFECT ON OCEAN CURRENTS
Objective:
• demonstrate Coriolis effect on ocean currents.
Materials:
Procedure:
8. In your group, choose two members who write in the balloon, and 1 member who spins
the balloon.
9. Blow up the balloon.
10. With a marker, draw the equator on the balloon midway between the knot and the top of
the balloon. Label the top NORTH POLE and knot SOUTH POLE.
Page 16 of 19
12. While the earth balloon rotates, examine the movement of the earth from the North Pole
perspective and South Pole perspective.
13. While the earth balloon continues to rotate steadily from left to right, draw a line straight
from the North pole, south to the equator using a red marker.
Guide questions:
1. As you look from the North Pole toward the equator, is the balloon spinning clockwise or
counterclockwise?
The balloon appears to be spinning counterclockwise.
2. As you look from the South Pole toward the equator, is the balloon spinning clockwise or
counterclockwise?
The balloon appears to be spinning clockwise.
3. What happened when you tried to draw a straight line from the North pole to the equator?
The line was not straight but instead veered east or right of the intended path.
4. What happened when you tried to draw a straight line from the South pole to the equator?
Coriolis effect explains the deflection of moving objects in a rotating reference frame. This
is due to earth’s rotation, currents are deflected to the right of Northern Hemisphere and
to the left of Southern. The transfer of heat by ocean currents equalizes latitudinal energy
imbalances.
Page 17 of 19
ACTIVITY 2: OCEAN CURRENTS
Objective
• Explain how ocean currents climate.
Materials:
pen, map (with ocean currents), ruler, bond paper
Direction: Study the map below and answer the guide questions.
Figure 1: The Ocean Currents of the World
Guide Questions:
1. Give at least three examples of ocean currents that carry warm water.
2. Give at least three examples of ocean currents that carry cold water.
3. What kind of air does Greenland Current take along? Explain.
Page 18 of 19
ACTIVITY 2: OCEAN CURRENTS
Objective
• Explain how ocean currents climate.
Materials:
pen, map (with ocean currents), ruler, bond paper
Direction: Study the map below and answer the guide questions.
Figure 1: The Ocean Currents of the World
Guide Questions:
1. Give at least three examples of ocean currents that carry warm water.
Kuroshio Current, Gulf Stream, Agulhas Current, North Equatorial Current
2. Give at least three examples of ocean currents that carry cold water.
Labrador Current, Kamchatka Current, East Australia Current, Greenland Current
3. What kind of air does Greenland Current take along? Explain.

Cold air because it carries cold water from the pole towards the equator.
4. How do the Kamchatka Current and Kuroshio Current affect northeastern part and southern
part of Japan?
temperature lower. Kuroshio current brings warm water towards southern part of Japan
making the temperature higher.
Ocean currents either warm or cool water the air above them. When ocean currents that
bring cold water move towards a coastal region, the temperature of that are decreases.
When the ocean currents that take along warm air go to a land mass, the temperature of
that place rises.
Page 19 of 19

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Quarter Third

A. Content Standards The learners demonstrate an understanding of:

B. Establishing a LET YOUR IDEAS FLOW! INDICATOR 1

F. Developing Mastery EXPLAIN

Standard Unsatisfactory Satisfactory Outstanding Points Given

(1 pt) (2 pts) (3 pts)

Signature of the Rater: ________________________

Rubric for Assessing Essay

5. Explain Coriolis effect on ocean currents.

Figure 1: The Ocean Currents of the World

3. What kind of air does Greenland Current take along? Explain.

5. How do ocean currents affect climate?

Figure 1: The Ocean Currents of the World

3. What kind of air does Greenland Current take along? Explain.

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