Quarter Third

GRADE 9
UNIFIED LESSON Learning area Science
PLAN
Teaching date and time Week 5- Day 1

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 the temperature of different places with different latitudes;
each
• explain how latitude and altitude affects climate; and
• construct two different graphs that shows the relationship between latitude and climate, and altitude and temperature
respectively.
II. CONTENT TOPIC/TITLE: Factors that Affect Climate: Latitude and Altitude
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 145-147
2. Learner’s pp. 185-188
Materials
3. Textbook
4. Additional
Materials from Figure 1: https://shutr.bz/3afmSa1
Learning Figure 2: https://bit.ly/2MRqkyQ
Resource (LR) Figure 3: https://bit.ly/3qkSWig
portal
B. Other Learning Curriculum guide, Learner’s Material in Science 9, Teacher’s Guide in Science 9, world map
Resources

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 IV. PROCEDURES (ANNOTATIONS)
PPS Indicators/KRA
Objectives/Rubric
Indicators to be Observed
A. Reviewing previous ELICIT
lesson or
presenting the new Match Me! INDICATOR 1
lesson Applies knowledge of
Students will be grouped and will be given strips of terms and their respective definitions. content within and across
The students will match the terms and definitions accordingly and will paste it on the Manila curriculum teaching areas.
paper. MOV: The teacher
revisits the terms that
introduce the topic to be
discussed and enhances
students’ vocabulary
skills.

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 Key Answer:

ENGAGE

B. Establishing a We Think, We Share! INDICATOR 1

purpose for the Applies knowledge of
lesson ➢ The teacher will give sample of areas in your locality which have higher elevation and content within and across
lower elevation. curriculum teaching areas.
➢ The teacher will write the name of the places on the chalkboard. MOV: The teacher
Example: introduces a concept
within the teaching area.

INDICATOR 6
Establish a learner-
centered culture by using
teaching strategies that
respond to learners’
linguistic, cultural,
socioeconomic and
religious backgrounds.
➢ The students will be paired and give their ideas of what make these areas hotter and MOV: The teacher
colder. accentuates localization
When you go up in the Apó, you noticed that it becomes colder. What do you think through making as an
makes Apó colder than in Brgy. Site of Talaguton? example of the places that
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 are familiar to the
students.
C. Presenting ➢ Using the world map, ask a volunteer student to find the Philippines. INDICATOR 5
examples/instances ➢ Another student will be called to tell the latitude in which the Philippines is located. Maintain supportive
of the new lesson learning environments
With the same pair from We Think, We Share, the teacher will ask the students to answer that nurture and inspire
the following questions: learners to participate,
Why our country has tropical climate? cooperative and
Philippines is located just above the equator and has many mountains. collaborate in continued
What is/are the factor/s affecting this? learning.
Latitude and altitude. MOV: The teacher
elevates the participation
and cooperation of the
students through think-
pair-share activity.
D. Discussing new EXPLORE
concepts and
practicing new ➢ Learners will do the activity 1. INDICATOR 1
skills ➢ Instructions will follow. Applies knowledge of
# 1
➢ Provided activity sheet will be given by group, with direction to follow guide questions content within and across
to answer. curriculum teaching areas.
➢ Teacher will give/present the rubric. MOV: The teacher
➢ Activity Proper. integrates latitude in
science lessons which
ACTIVITY 1: WHEN THE SUN RAY’S STRIKE connects to the lessons in
Araling Panlipunan.
Objective
• Explain how latitude affects climate. INDICATOR 4
Materials needed Establish safe and secure
• Graphing paper, illustration, table learning environments to
enhance learning through
Direction: Study the illustration and table below. Using a graphing paper, make a scatter the consistent
graph based on given data and answer the guide questions. implementation of
policies, guidelines and
procedures.
MOV: In every activity,
the teacher always
reminds the policies,
guidelines, and procedure
to follow to have
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 harmonious learning
while doing the group
activity.

INDICATOR 5
Maintain supportive
learning environments
that nurture and inspire
learners to participate,
cooperate and collaborate
in continued learning.
MOV: The teacher
incorporates group
activity to posit
collaboration and
Tilt of the Earth’s Axis: 23.5° participation of the
Figure 1: Sun Rays and Latitude students in a group.

City/Country Approximate Latitude Annual Average

Temperature (°C)
Kampala, Uganda 1 °N 32
Wellington, New Zealand 41 °S 13
Manila, Philippines 15 °N 26
Seoul, South Korea 37 ° N 19
Oslo, Norway 60 °N 2
Jakarta, Indonesia 6 °S 29
Table 1: Capital City and their Latitude and Temperature

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Key Answer of the Scatter Graph

35

30

Annual Avergae Temperature

25

20

15

10

0
0 10 20 30 40 50 60 70
Latitude

Graph 1. Scatter graph showing the latitude of different capital cities and their respective
annual average temperature.

Guide Questions:
1. Which city receives most of the sun’s rays? Why?
Kampala, Uganda because it is located near the equator.
2. Why does the amount of heat received by places far from the equator become less?
It is due to the tilting of the earth’s axis and the shape of the earth.
3. Why are the coldest places on earth found near the poles?
They receive less amount of heat.
4. Why are the places with high temperature found at the equator?
The receive direct sun rays coming from the sun.
5. According to the line graph, how does latitude affect climate?
When the area is farther from the equator, the air temperature is lower resulting in a
cold climate. When the cold place is closer to the equator, the air temperature is
higher which results in a warm climate.

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E. Discussing new ACTIVITY 2: THE HIGHER, THE COLDER INDICATOR 1
concepts and Applies knowledge of
practicing new Objective content within and across
skills • explain how latitude affects climate curriculum teaching areas.
# 2
Materials needed MOV: The teacher makes
• Graphing paper, table use of the examples of the
City that is found in the
Direction: Study table 1 below and construct a scatter graph based on the data given. Answer Philippines.
the following guide questions.

Name of Place
Elevation above Sea Annual average INDICATOR 3
Level (m) temperature (°C) Display proficient use of
Bacolod 10 27.5 Mother Tongue, Filipino
Baguio 1400 16.0 and English to facilitate
Laoag 20 27.3 teaching and learning.
Manila 10 27.7 MOV: The teacher let the
Tacloban 20 29.4 students communicate
Tagaytay 640 22.7 with their own mother
Zamboanga 30 27.6 tongue to have a
harmonious
Table 2: Different Cities in the Philippines and their Annual Average Temperature
communication within the
Key Answer for scatter graph:
group.
35

INDICATOR 5
30 Maintain supportive
ANNUAL AVERAGE TEMPERATURE (°C)

learning environments
25 that nurture and inspire
learners to participate,
20 cooperate and collaborate
in continued learning.
15 MOV: The teacher
incorporates group
10
activity to posit
collaboration of the
5
students in a group.
0
0 200 400 600 800 1000 1200 1400 1600
ELEVATION ABOVE SEA LEVEL (METERS)

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 Graph 1: Scatter graph of elevation above sea level of the different cities and its
corresponding annual average temperature.
Guide Questions:
1. Which place is the coldest?
Baguio
2. Which place is the hottest?
Tacloban
3. Based on the data, what is the relationship between altitude and temperature?
As the altitude increases, the temperature decreases. They have inverse relationship.
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. Which city receives most of the sun’s rays? Why? respond to learners’
Kampala, Uganda because it is located near the equator. linguistic, cultural,
2. Why does the amount of heat received by places far from the equator become less? socioeconomic and
It is due to the tilting of the earth’s axis and the shape of the earth. religious backgrounds.
3. Why are the coldest places on earth found near the poles? MOV: The students
They receive less amount of heat. explain their answers to
4. Why are the places with high temperature found at the equator? the guide questions and
The receive direct sun rays coming from the sun. the teacher will let them
5. According to the line graph, how does latitude affect climate? explain it to the language
When the area is farther from the equator, the air temperature is lower resulting in a which they are
cold climate. When the cold place is closer to the equator, the air temperature is comfortable using.
higher which results in a warm climate.
6. Which place is the coldest? INDICATOR 7
Baguio Use strategies for
7. Which place is the hottest? providing timely, accurate
Tacloban and constructive feedback
8. Based on the data, what is the relationship between altitude and temperature? to improve learner
As the altitude increases, the temperature decreases. They have inverse relationship. performance.
MOV: After the
presentation, the teacher
will give feedback to the
student’s work which can
help them improve and

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 apply it to their next
activity.

G. Finding practical ELABORATE

applications of
concepts & skills in
daily living ➢ The teacher will discuss key concepts of the topic. INDICATOR 1
o The latitude and temperature have inverse relationship. If the country is Applies knowledge of
located is near the equator, it has hotter temperature. If the country is content within and across
located near the pole, it has colder temperature. Hence, the less the curriculum teaching areas.
latitude, the hotter the temperature. MOV: The teacher
o The altitude and temperature have inverse relationship. If the place is in elaborates the topic within
higher elevation, it has colder climate. If the place is in lower elevation, it the curriculum teaching
has hotter climate. Hence, the higher, the colder. area.

INDICATOR 7
Use strategies for
providing timely, accurate
and constructive feedback
to improve learner
performance.
MOV: The teacher will
check their own answers
and see where they most
have difficulty in
understanding.

Figure 2: Mt. Apo Climbers

Mt. Apo is the highest mountain and volcano of the Philippines. Mountain climbers
must pack themselves with thick jackets to fight the coldness felt. What factor/s affect
the decreasing air temperature in the peak of Mt. Apo?
H. Making INDICATOR 1
generalizations and
The teacher will the concluding questions:
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 abstractions about ➢ How does altitude and latitude affect climate? Applies knowledge of
the lesson ➢ How does altitude affect temperature in different latitudes? content within and across
curriculum teaching areas.
MOV: The teacher
Altitude- locations at a higher altitude have colder temperatures. elaborates the topic
Latitude- temperatures drop the further the area is from the equator. within the curriculum
teaching area especially
in latitude and altitude.
I. Evaluating Learning EVALUATE

A. Latitude INDICATOR 7
Direction: The figure below shows places which are indicated with letters. Answer Use strategies for
the guide questions accordingly. providing timely, accurate
and constructive feedback
to improve learner
performance.
MOV: The students are
evaluated to assess the
learning of the topic
discussed.

Figure 3: Map of the world (latitude).

Guide Questions:
1. Which location (letter) is found nearest to the north of the equator?
D
2. Which location is the coldest? The hottest? Explain.
The coldest is Location A because it is most distant from the equator with 75°
latitude. The hottest location is the Location E because it is in the equator with 0°
latitude.
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 3. How does latitude affect climate of a certain place?
The nearer the place from the equator, the hotter it is. Hence, places near the poles
tend to have the coldest temperatures.

B. Altitude
Direction: Apply the concepts of altitude and answer the following questions.
1. Why do mountain climbers bring thick jackets when they go up to the mountains?
Because the mountains have higher altitudes, hence, the temperature gets colder.
The higher the altitude, the colder the temperature.
2. Why do places with the same latitude but different altitudes have different climates?
Because altitude also matters. The higher the altitude, the lower the temperature.
3. Many people have visited Kapatagan in Digos City. What do you think makes
Kapatagan cold?
Even though Kapatagan is in Digos City, it has a colder temperature which makes it
unique. The elevation of Kapatagan is approximately 2905 meters above sea level,
whereas Digos City proper’s elevation is approximately 21 meters above sea level.
Hence, it can be concluded that the higher the altitude, the lower the temperature the
area has.
J. Additional activities EXTEND
for application or
remediation ➢ The teacher will give additional question to answer to further enhance his learning to
this topic and for the students to connect it to their next topic
Explain the seesaw-relationship between latitude and altitude.
When the global temperature rises, the latitude effect will weaken, and the altitude
effect will strengthen, and vice versa.
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
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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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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: ________________________

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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: ________________________

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 ACTIVITY 1: WHEN THE SUN RAY’S STRIKE

Objective
• Explain how latitude affects climate.
Materials needed
• Graphing paper, illustration, table

Direction: Study the illustration and table below. Using a graphing paper, make a scatter graph
based on given data and answer the guide questions.

Tilt of the Earth’s Axis: 23.5°

Figure 1: Sun Rays and Latitude

City/Country Approximate Latitude Annual Average

Temperature (°C)
Kampala, Uganda 1 °N 32
Wellington, New Zealand 41 °S 13
Manila, Philippines 15 °N 26
Seoul, South Korea 37 ° N 19
Oslo, Norway 60 °N 2
Jakarta, Indonesia 6 °S 29
Table 1: Capital City and their Latitude and Temperature

Guide Questions:
1. Which city receives most of the sun’s rays? Why?
2. Why does the amount of heat received by places far from the equator become less?
3. Why are the coldest places on earth found near the poles?
4. Why are the places with high temperature found at the equator?
5. According to the scatter graph, how does latitude affect climate?

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 ACTIVITY 1: WHEN THE SUN RAY’S STRIKE

Objective
• Explain how latitude affects climate.
Materials needed
• Graphing paper, illustration, table

Direction: Study the illustration and table below. Make a scatter graph based on given data and
answer the guide questions.

Tilt of the Earth’s Axis: 23.5°

Figure 1: Sun Rays and Latitude

City/Country Approximate Latitude Annual Average

Temperature (°C)
Kampala, Uganda 1 °N 32
Wellington, New Zealand 41 °S 13
Manila, Philippines 15 °N 26
Seoul, South Korea 37 ° N 19
Oslo, Norway 60 °N 2
Jakarta, Indonesia 6 °S 29
Table 1: Capital City and their Latitude and Temperature

Guide Questions:
1. Which city receives most of the sun’s rays? Why?
Kampala, Uganda because it is located near the equator.
2. Why does the amount of heat received by places far from the equator become less?
It is due to the tilting of the earth’s axis and the shape of the earth.
3. Why are the coldest places on earth found near the poles?
They receive less amount of heat.
4. Why are the places with high temperature found at the equator?
The receive direct sun rays coming from the sun.

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 5. According to the line graph, how does latitude affect climate?
When the area is farther from the equator, the air temperature is lower resulting in a
cold climate. When the cold place is closer to the equator, the air temperature is higher
which results in a warm climate.

Key Answer of the Scatter Graph using Graphing Paper

35

30
Annual Avergae Temperature

25

20

15

10

0
0 10 20 30 40 50 60 70
Latitude

Graph 1. Scatter graph showing the latitude of different capital cities and their respective annual
average temperature.

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 ACTIVITY 2: THE HIGHER, THE COLDER

Objective
• Explain how latitude affects climate
Materials needed
• Graphing paper, table

Direction: Study table 2 below and construct a scatter graph based on the data given. Answer the
following guide questions.

Name of Place Elevation above Sea Annual average

Level (m) temperature (°C)
Bacolod 10 27.5
Baguio 1400 16.0
Laoag 20 27.3
Manila 10 27.7
Tacloban 20 29.4
Tagaytay 640 22.7
Zamboanga 30 27.6
Table 2: Different Cities in the Philippines and their Annual Average Temperature

Guide Questions:
1. Which place is the coldest?

2. Which place is the hottest?

3. Based on the data, what is the relationship between altitude and temperature?

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 ACTIVITY 2: THE HIGHER, THE COLDER

Objective
• Explain how latitude affects climate
Materials needed
• Graphing paper, table
Direction: Study table 2 below and construct a scatter graph based on the data given. Answer the
following guide questions.
Name of Place Elevation above Sea Annual average
Level (m) temperature (°C)
Bacolod 10 27.5
Baguio 1400 16.0
Laoag 20 27.3
Manila 10 27.7
Tacloban 20 29.4
Tagaytay 640 22.7
Zamboanga 30 27.6
Table 2: Different Cities in the Philippines and their Annual Average Temperature
Guide Questions:
1. Which place is the coldest?
Baguio
2. Which place is the hottest?
Tacloban
3. Based on the data, what is the relationship between altitude and temperature?
As the altitude increases, the temperature decreases. They have inverse relationship.
Key Answer for scatter graph:
35

30
ANNUAL AVERAGE TEMPERATURE (°C)

25

20

15

10

0
0 200 400 600 800 1000 1200 1400 1600
ELEVATION ABOVE SEA LEVEL (METERS)

Graph 1: Scatter graph of elevation above sea level of the different cities and its corresponding
annual average temperature.

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