Grade 9, Quarter 3

Department of Education
Negros Island Region

DIVISION OF NEGROS OCCIDENTAL
Grade 9 School Grade Level 9 Grade 9

Daily Teacher Learning Earth & Space (Earth Science) Quarter 3
Lesson Area Page 1
Log Teaching Quarter Third
Dates
Junior HS
Science
Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Content The learners demonstrate an understanding of volcanoes found in the

Standard Philippines.
Performance
Standard
Learning 1.Describe the different types of volcanoes
Competency 2.Differentiate active and inactive volcanoes
Code: S9ES-IIIa-25 S9ES-IIIa-26 S9ES-IIIa-27
Assess the
mastery level
of the
Pre-
Describe different types of Differentiate volcanoes as students on
DAILY TASK Assessmen Characterize a volcano.
volcanoes. active and inactive. the topic
t
characteristic
s and types of
volcanoes.
II. Characteristics of a Types of volcanoes according Active and Inactive Summative
Pre-test
CONTENT volcano to cone shapes. volcanoes Assessment
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
1. What can you 1. What did you see on the 1. What can you say about
say about the video? picture? the video clip? Grade 9
III. LEARNING RESOURCES 2. What is a 2. Compare the three 2. Do you think there are
volcano? volcanoes. What can you say also volcanoes that do not
Teacher’s pp.136
3. Describe a about each volcano? erupt? 3. What do you call
ENGAGE
Guide 3. Are there similarities
volcano. those volcanoes that are
Learner’s pp.165-166 among the volcanoes? Why? erupting?
pp.166 How about volcanoes
Materials that seemed to erupt and
Additional Pictures of volcanoes became quiet for a long period
Materials of time?
IV. LEARNING TASKS Essential Question: Essential Question: Essential Question:
What are the What are the different types of What is the difference between
Videocharacteristics of the
presentation about a volcanoes?
PICTURE ANALYSIS: Different active Videoand
clipinactive volcano?
presentation of an
volcano
volcano? kinds of volcanoes. erupting Mt. Mayon.
(Introduction to the
Working in groups,topic http://int.search.tb.ask.com/sear
Working in groups, students will Working https://www.youtube.com/watch
in groups, students will
ELICIT
about the volcano)
students will follow c h/AJimage .
follow guided activity. Each ? v=YLUZYzGWbOw
follow a guided activity. Each
https://www.youtube.com/
guided activity. Each group is given a reading text group is given a reading text to
EXPLORE watcgroup
h?v=Be7o6BYVOzA
is given the about the types of volcanoes. discuss the difference between
tasks to characterize a (See attached file) active and inactive volcano. Quarter 3
volcano using a http://www.geography.learnonthe (See attached file) Page 2
concept map (refer to internet.co.uk/topics/typesvolcan http://www.preservearticles.com
LM pp. 165-166) oes.html / 2011111717347/classification-
ofvolcanoes-on-the-basis-
ofperiodicity-of-eruption.html
Publication and Publication and Communicating Publication and Communicating
Communicating Results Results Results
Based on the picture, Key Questions: Key Questions:

give five (5) 1. What are the different 1. What is an active
EXPLAIN
descriptions of a types of volcanoes? volcano? Inactive volcano?
volcano. Present your 2. What do you think is the 2. How will you distinguish
active from inactive volcano?
answer in a concept basis
map. of differentiating these
volcanoes?
3. Describe each type of
volcano.
Grade 9
Key Questions: Key Questions: Key Question:
1. How would you 1. What are the What is the difference Quarter 3
describe a volcano? different types of volcano? between active and inactive Page 3
ELABORATE volcano?
2. What are the 2. How do they differ
characteristics of a from each other?
volcano?
Describe the A.Describe the following Differentiate an active
characteristics a volcanoes using the volcano from inactive
volcano. ( 5pts ) description below. volcano. (5pts) Rubrics:
Rubrics: 5 - Differentiated clearly
5- All characteristics * are steep sided cones and completely.
of volcano were *with gently sloping sides 4 - Differentiation is
present. 4- only 4 *much steeper sides complete but not clear
characteristics are 3 - Differentiation is
EVALUATE complete but vague.
present 1.Composite volcanoes
3- only 3 characteristics 2 - Differentiation is
2.Shield volcanoes
are present incomplete and vague.
3.Dome volcanoes
2 - only 2 characteristics 1 - Irrelevant answer
B. Tell what type of volcano
are present
1 - only 1 characteristic is 1. Mayon
present 2. Pinatubo
Give example of Give other examples of Give examples of volcano

volcano/es locally found volcano found in the that are active or inactive
EXTEND in your place and Philippines and identify found in the country.
describe its/ their what type.
characteristics.
V. HS Science
Junior REMARKSWeekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Grade 9
VI. REFLECTION
From the evaluation, Quarter 3
No. of Learners who Page 4
earned:
• 80% and
Above:
• Below 80%:
Did the remedial
lessons work? No. of
Learners who:
• have caught up
with the lesson
• continue to
require
remediation
Which of my teaching
strategies worked
well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor
can help me solve?
What innovation or
localized materials
did I use/ discover
which I wish to share
with other teachers?
Grade 9
Grade 9, Quarter Prepared by: Checked by:

3 Teacher: School
Daily Lesson Log Head:
Week No. 1 Signature: Signature:
Date Date:
Submitted:
Grade 9, Week 1 Activity Sheets/ Readings Most of the active volcanoes are found in the Circum-Pacific Belt which
is known as 'the Ring of Fire'. A few examples of active volcanoes are: Etna
Activity Sheet and Visuvius, Mount Pelee (Martinique), Mount Karmai (Alaska), Mount Saint
DIFFERENCE BETWEEN ACTIVE AND INACTIVE VOLCANO Helens, Nevado Del Ru'z
(Columbia), Mount Unzen (Japan), Mount Pinatubo (Philippines), Mount
Active Volcanoes: Redoubt (Alaska) and Mount Mayon (Philippines).
Volcanoes, from whose vents there is constant emission of The Stromboli volcano emits so much fire and incandescent gases that
volcanic materials such as, lava, ashes, lapilli, pumice and gases etc. it is known as 'the Light House of the Mediterranean Sea'. Besides active
are called active volcanoes. Some of the active volcanoes are volcanoes are found in Alaska, Aleutian Islands, Kamchatka, the Kurile Islands,
continually in eruption, while in other cases the eruptions are Japan, Taiwan, Philippines and the Moluccas group.
intermittent.
According to the PHIVOLCS active volcanoes are that have a
record of eruption within the last 600 years or those that erupted Quarter 3
10,000 years ago based on analysis of their materials. Page 5
According to Worcester, there are about 500 active volcanoes in
the world today. Besides, there are other active submarine volcanoes Inactive/Dormant Volcanoes:
whose number is difficult to determine.
Grade 9
There are certain volcanoes which do not show any sign Grade 9, Week 1 Activity Sheets/ Readings
of volcanic activity for a long time. They are in a state of
slumber. They appear to be extinct. Activity Sheet
But all of a sudden there is explosive eruption with the THREE MAIN TYPES OF VOLCANOES?
result that there is unimaginable loss of life and property. Such There are three main types of volcano - composite or strato, shield and dome.
volcanoes are said to be of the dormant type. The Vesuvius
volcano is a typical example of a dormant volcano. Composite Volcanoes
According to PHIVOLCS,inactive volcanoes are those Composite volcanoes, sometimes known as strato volcanoes, are steep sided
that have erupted for the last 10,000 years and their physical cones formed from layers of ash and lava flows. The eruptions from these
form is being changed by agents of weathering and erosion volcanoes may be a pyroclastic flow rather than a flow of lava. A pyroclastic
through formation of deep and long gullies. flow is a superheated mixture of hot steam, ash, rock and dust. A pyroclastic
This volcano which erupted in A.D. 79 remained flow can travel down the side of a volcano at very high speeds with
dormant for more than 1700 years. Then it was in the year temperatures over 400 degrees celsius. Composite
1631 that there was an explosive eruption. volcanoes can rise over
Ever since, it has been intermittently active, though from 8000 feet.
1500 to 1631, it was dormant for a period of 131 years. Even
centuries of inactivity do not mean extinction.
It may be pointed out that when a dormant volcano
When composite
becomes active, the eruption is apt to be exceptionally violent,
volcanoes erupt they are
for during the period of quiet, the lava in the channel has
explosive and pose a
solidified and given rise to an obstacle which only a great and
violent explosion can remove. threat to nearby life and
It is worth mentioning that violent eruptions of such property. Eruptions
dormant volcanoes are generally preceded and accompanied are explosive due to the
by earthquakes, some of which have been very destructive. thick, highly viscous lava
Mount Kilimanjaro is also a fine example of dormant volcano. that is produced by
composite cone
volcanoes. This viscous
Grade 9
lava has a lot to do with why they are shaped sometimes at volcanic hotspots. Examples of shield
the way they are. The thick lava cannot travel volcanoes include Mount Kilauea and
far down the slope of the volcano before it Maunaloa on Hawaii.
cools.
Q
uarter 3
C
omposite volcanoes are usually found at destructive plate margins.
Examples of Page 6
c
omposite volcanoes include Mount Fuji (Japan), Mount St Helens
(USA) and Mount Pinatubo (Philippines).
Shield Volcanoes
Shield volcanoes are low with gently sloping sides and are
formed from layers of lava. Eruptions are typically non-
explosive. Shield volcanoes produce fast flowing fluid lava
that can flow for many miles. Eruptions tend to be frequent
but relatively gentle.
Although these eruptions
destroy property, death or
injury to humans rarely
occurs.
Shield volcanoes are

usually found at
constructive boundaries and
Grade 9 School Grade Level 9 Grade 9

Lesson Area Page 7
Junior HS Dates
Science
I. OBJECTIVES
Content The learners demonstrate an understanding of volcanoes found in the Philippines.

Standard
Performance
Standard
Learning Explain what happens when volcanoes erupt
Competency
Code: S9ES-IIIa-28
Assess the
mastery level of
Identify the factors
Describe the effect of Discuss the the students on
Classify volcanoes as affecting the
DAILY TASK high temperature to the external parts the topic
active and inactive. volcano’s eruptive
formation of gas. of a volcano. characteristics
style.
and types of
volcanoes.
Factors affecting the External parts Summative
II. CONTENTClassification of volcanoes Under Pressure
volcano’s eruptive styles. of a volcano Assessment
ahUKEwjFrbDeiIrQAhVBzbw Grade 9
KHYGABpsQ_AUICCgB&biw
III. LEARNING RESOURCES
=1360&bih=638#tbm=isch&q
=mt.+pinatubo+before+erupti
Teacher’s Guide pp.136 pp.137 pp.138
on&imgrc=BxhNK7a4epWHH
Learner’s pp.166-167
M%3A pp.168 p170 pp.169
Materials
Additional 1. What can you say 1. What can you 1. What can say 1. What is this?
Materials about the different pictures? say about the video? about the video clip? 2. What are its
IV. LEARNING TASKS2. Are all volcanoes 2. Why volcanoes 2. How does the parts?
located on the same place? erupt? volcano erupt? 3. What land
ENGAGE PICTURE
3. ANALYSIS:
Are all volcanoes hadVideo
3. clip presentation of
What causes the 3. Video clip presentation
What do you of Show
forms can youan ice
Students are given pictures
a record of eruption? of volcanic eruption. an erupting volcano
eruption of volcanoes? think are the factors cream
compare to thiscone to
Kanlaon, Mt. Pinatubo and https://www.youtube.com/wat https://www.youtube.com/ the students.
that affect the eruptive object?
Mt. Mayon. ch?v=A4dRMmxrQMo w
ELICIT styles of a volcano?
atch?v=t -gsfdYkZbI
https://www.google.com.ph/se
arch?q=mt.+mayon&source=l
Essential Question: Essential Question: Essential Question: Essential Question:
nms&tbm=isch&sa=X&ved=0
How can volcanoes be What is the effect of What are the factors What are the
classified? high temperature to that affect the external parts of a
Quarter 3
the formation of gas? eruptive style of a volcano? Page 8
volcano?
Working in groups, students Working in groups, Working in groups, Working in groups,
will follow guided activity. students will follow students will identify students will discuss
Each group is given the tasks guided activity. Each the factors that affect the different external
EXPLORE to classify volcanoes as group is given the tasks the eruptive styles of a parts of the
active or inactive based on to describe the effect of volcano? volcano. (Refer to
record of eruption. ( Activity high temperature to the (Refer to LM p.170) Figure 4, LM pp.
2: formation of gas. 169)
Volcanoes in the Activity 3: Under
Philippines ) Pressure (refer to LM
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplarpp. 168-169) First Version: November 2016
(Refer to LM pp.166-167)
Key Questions:
DIVISION OF NEGROS OCCIDENTAL Publication and Publication and Publication and
1. Are all volcanoes Communicating Results Communicating Communicating
found in the same Results Results
location? Key Questions: Grade 9
2. Which of the 1. What did you Key Questions: Key Questions:
volcanoes had the most observe in each bottle? 1. What are the 1. What is a Quarter 3
number of eruptions? 2. Explain your factors affecting the summit? Page 9
Least number of observation. 3. What is volcano’s eruptive 2. What can be
eruptions? No record of the role of hot water in style? found at the summit?
eruption? the setup? 2. How does each 3. What is a
4. Do you have factor affect the slope? Base?
EXPLAIN 3. How will you
the same volcano’s eruptive
classify the volcanoes
observations as in soft style?
that have records of drinks?
eruptions? 5. Explain your
4. How will you answer.
classify volcanoes with
no record of eruption?
5. In your own
words, differentiate an
active volcano from an
inactive one.
Key Question: Key Question: Key Question: Key Question:
How are volcanoes What is the effect of What are the primary What are the
ELABORATE classified? high temperature to the factors that affect the external parts of
formation of gas? eruptive style of a volcano?
volcano?
Classify the following as Describe the effect of What are the factors Identify the
active or inactive high temperature to the that affect the eruptive different external
volcanoes. formation style of a volcano? parts of a
1.Cabaluyan ( inactive) of gas? (5pts) volcano and
2.Mayon ( active ) Rubrics: describe
EVALUATE 5 - Described clearly each. ( 5pts)
3.Taal ( active )
4.Kanlaon (active Plan and completely.
) Exemplar
Junior HS Science Weekly Lesson Log & Lesson First Version: November 2016
5.Tamburok ( inactive) 4 - Description is Rubrics:
complete but not clear 5 - Identified and
described all parts.
DIVISION OF NEGROS OCCIDENTAL 3 - Description is 4 - Identified and
complete but vague. described only 2
2 - Description is parts. 3 - Identified
incomplete and vague. all parts but without Grade 9
1 - Irrelevant answer description. 2 -
Quarter 3
Identified and
Page 10
described only one
1 - None of the
answers
mentioned above
Video clip presentation of a What will happen to One of the eruptions Review your lesson
volcano song. volcanoes when of Mt. Kanla-on, for the summative
https://www.youtube.com/wat temperature is high? spewed out a very test.
EXTEND ch?v=TSpLXBzzdo0 thick cloud of smoke
What is your reflection about high above the
the song? sky.How do you
describe its eruption?
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
Did the remedial
Learners who:
• have caught up
with the lesson
• continue to
require
remediation
Grade 9
strategies worked well?
Quarter 3
Why did these work?
Page 11
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?

3 Teacher: School
Date Date:
Submitted:
Grade 9
Quarter 3
Grade 9 School Grade Level 9 Page 12
Daily Teacher Learning Earth & Space (Earth
Lesson Area Science)
Dates
Junior HS
Science

I. OBJECTIVES
Content Standard Demonstrate an understanding of volcanoes found in the Philippines.

Performance Standard
Learning Competency Explain what happens when volcanoes erupt.
Code: S9ES-IIIb-28
DAILY TASK Describe the effect of Determine the Identify the types of Relate the volcano’s
NegrosIV. LEARNING TASKS
Island Region
Video clip presentation:
DIVISION OF NEGROS OCCIDENTAL What is the effect of high 1.Compare the flow What are the
Lava flow temperature to the gas between water different types of
https://www.youtube.com/w formation of gas? water and cooking volcanic eruptions?
atch?v=ddzU-rkzKF0 oil. Grade 9
ELICIT temperature, chemical viscosity of some 2.How
volcanic does lava slope to its material
eruptions.
composition
(note: and amount
cut the video liquids. flow in relation to emissions.
of dissolveduntil
presentation gases to the
1min Describe the flow of dissolved gas
viscosity
&30s only) of magma. gas in different content?
liquids.
What does the video Video clip presentation/ Are all volcanic What was
show?
Factors affecting the Pictures: Erupting eruptions the same? considered in Summative
II. CONTENT Viscosity
volcanoes Video 1 Types
Why? of volcanic eruptions
differentiating the
viscosity of magma Assessment
https://www.youtube.com/ type of volcanic
III. LEARNING RESOURCES w eruption from the
atch?v=BUREX8aFbMs previous lesson?
Teacher’s Guide Page 138 pp. 139-140
Video 2
Learner’s Materials pp. 170-171 pp. 171-172
https://www.youtube.com/w Page 173 pp. 174-175
What do you think
Factors that affect the atch?v=141onYqSPTY are the other factors
ENGAGE viscosity of magma that can affect the
http://www.slideshare.net/e 1.What have you seen in type of volcanic
Additional Materials spinorachel/grade- the video clips/pictures? eruption?
9module-1-lesson- 2.Compare the two
11volcanoes-teachers- situations/ pictures? (Guide students to
guidefor-discussion the shape of the
cone or slope as one Quarter 3
factor to be Page 13
considered )
Essential Question: How Essential Questions: How Essential Question: Essential Question:
do temperature, would you determine the What are different How does the
chemical composition viscosity of some liquids? types of volcanic slope of the
and the amount of How does gas flow in eruptions? volcano related to
EXPLOR dissolved different liquids? its material
E gases affect the viscosity emission?
of magma?
Working in groups, Working in groups, Working in groups, Working in groups,
students will follow guided students will follow guided students will follow students will follow
guided guided
activity. Each group is activity. Each group activity. Each group is activity. Each group is Grade 9
given the tasks to is given the tasks to given the tasks to given the tasks to
describe the effect of Perform Activity 4: Perform the Activity: Perform Activity 5: In Quarter 3
temperature, chemical Viscosity Race. Differentiating Types and Out. Refer to LM Page 14
composition and the Refer to LM pp. 171- of Volcanic pp. 174-175.
amount of dissolved 172 Eruptions. Figures: 7,
gases to viscosity of 8, 9
magma. and 10 LM
page 173
(Reading text
Activity Sheet will
be provided by the
teacher)
Key Questions: Key Questions: Key Question: Key Question:
1. What happens 1. Is your What are the different 1. Compare the
to the viscosity of prediction correct? types of Volcanic appearances of the
magma when the 2. Which liquid is Eruptions? cones. 2. Which
temperature is high? the most viscous?How volcano has the
Low? do you know? greatest slope?
2. How about if the 3. Which liquid is 3. Which has the
chemical composition the least viscous? least slope?
such as silica content 4. Explain
4. Explain how the
is less or low? High? viscosity in your own
type of material
3. What will words?
EXPLAIN extruded from a
happen to the viscosity 5. Compare how
volcano affects the
of magma if the these liquids flow with
shape of its cone.
amount of dissolved how you think lava
flows. Why do some 5. In what way
gases decreases? doe the formation of a
Increases? types of lava travel
faster than others? volcanic cone model
6. Compare the differ from a real
movement of the liquid volcano?
as the bubbles move
on the surface.
Department of Education Key Questions Key Questions: Key Question: How does volcano’s
Negros Island Region 1. How do 1. How would you What are the different slope
temperature, chemical determine the viscosity
DIVISION OF NEGROS OCCIDENTAL types of volcanic relate to its material
ELABORATE composition and the of some liquids? eruptions? emissions?
amount of dissolved 2. Compare the
gases affect viscosity flow of gas in different Grade 9
of magma? liquids?
Multiple Choice: Compare the flow of Matching Type: Match Relate the shape of Quarter 3
Write the letter of liquids from the fastest the cone to the Page 15
Column A with Column
your answer. 1.If the to the slowest by B materials emitted by
temperature ranking them (1,2,3 1. Plinian the volcano by
increases, viscosity of &4)1 as the fastest and connecting an arrow.
2. Volcanian
magma 4 as the slowest. Col. A-Shape of the
3. Strombolian Cone
a. decreases
1. Water ___ 4. Phreatomagmatic 1.Steep slope
b. Increases
2. Cooking oil ___ 5. Phreatic or 2.Perfect slope
c. remains
Hydrothermal 3.Broad,
d. not affected 3. Syrup ___
slightlydome
2. When dissolved 4. Honey ____
Column B Col. B -Material
gases Emitted
A. Characterized
increase, viscosity of 5. Compare how
by tall eruption A. Non-viscous
magma this liquid flow with
columns thjat reach up lava B. Lava and
a.decreases how lava flows. to 20 km high with pyroclastic
EVALUATE b.Increases pyroclastic flow and deposits
c.remains ash fall tephra. C. Lava fragments
d.not affected B. A stream-driven
3. The more silica eruption as the hot
content, the rocks come in contact
a. more viscous is with water.
the C. A periodic weak
magma to violent eruption
b. less viscous is characterized by
the fountain lava.
magma D. Excessively
c. magma explosive type of
viscosity remains the eruption of gas and
Junior HS Science Weekly Lesson
sameLog & Lesson Plan Exemplar pyroclastics. First Version: November 2016
d. magma is not
affected
4. The property of E. A violent eruption
magma’s resistance due to the contact
to flow is called between water and Grade 9
a. volcanic eruption magma.
b. viscosity Quarter 3
c. fluidity Page 16
d. Plasticity
5. If the silica content
of the magma
decreases, its
viscosity _______ a.
increases
b.decreases
c. remains the same
d.is not affected
Bring the materials Bring different pictures Bring the following Study your lesson for
found in the LM p.171 of erupting volcanoes. materials from the the summative test
EXTEND
Activity 5 in the LM
p.174.
V. REMARKS
VI. REFLECTION
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons
work? No. of Learners
who:
• have caught up
with the lesson
• continue to
require
remediation
Grade 9
Quarter 3
Why did these work?
Page 17
encounter which my
help me solve?
What innovation or
teachers?

3 Teacher: School
Date Date:
Submitted:
Grade 9
Grade 9, Week 3 Activity Sheets/ Readings eruption

Eruption (Magma’s
ACTIVITY: Differentiating Types of Volcanic water content)
Eruptions
Objectives:
1. Describe the types of volcanic eruption;
2. Differentiate the volcanic eruption based on
magma’s water content; and
3. Classify volcanoes according to the type of
eruption
Materials: Quarter 3
Pictures of the different erupting volcanoes (Refer to Page 18
LM p.173)
ACTIVITY: Factors Affecting the Viscosity of Magma
Manila paper, pentel pens, masking tape
VISCOSITY is the property of the material’s resistance to flow. It is also
Procedure:
described as the liquid’s thickness and stickiness. The more viscous
and thicker the material is, the greater is its resistance to flow.
1. Read: Types of volcanic eruptions refer to LM
p173. Effect of Magma’s Temperature to Viscosity
2. Tabulate the data as shown below: The viscosity of the magma decreases with temperature. The higher
Cause of the temperature of magma is, the lower is its viscosity. As lava flows, it
Volcano Type of Characteristics
Grade 9
cools and begins to harden, its ability to flow Gas (mainly water vapor) dissolved in magma tends to increase its
decreases and eventually stops. ability to flow. Therefore, in near-surface environments, the loss of
gases makes magma more viscous a dome or a columnar.
Effect of Magma’s Composition to Viscosity
Magma’s with high silica content are more viscous
than those with low silica content .
The magma that contains less silica is relatively fluid
and travels far before solidifying.
Effect of the Amount of Gases Contained in Magma to

Viscosity
Quarter 3
Grade 9
Page 19
Grade 9
*Lava with low amount of gas as it rises has high viscosity that piles up at a vent resulting into a dome.
* Lava with less silica content is too viscous to travel far, and tends to break up as it flows
* Lava with less silica content has less silica content has low viscosity that it can travel a great distance, forming a
thin sheet.
Quarter 3
Grade 9 School Grade Level 9 Page 20
Daily Teacher Learning Earth & Space (Earth
Lesson Area Science)
Junior
Junior HS Science HS Lesson LogDates
Weekly & Lesson Plan Exemplar First Version: November 2016
Science
Grade 9

I. OBJECTIVES
Content Standard The Learners demonstrate an understanding of Volcanoes found in the Philippines
Performance The Learner participates in activities that reduce risks and lessen effects of natural phenomenon such as
Standard volcanic eruption.
Learning Illustrate how energy from volcanoes may be tapped for human use;
Competency
Code: S9ES –IIIc-d-29
Design a scheme to
inform local folks in
Identify the kind of energy Illustrate how energy from Discuss how your hometown the
DAILY TASK that can be generated from volcanoes may be tapped volcanic eruptions things to prepare
volcano for human use. affect society before, during and
after volcanic
eruption
Energy From the Volcano Energy Flowing From Inside Effects of Volcanic Summative
II. CONTENT Performance Task
(Geothermal Energy) the Earth Eruption to Society Test
Teacher’s Guide TG p. 141

Learner’s Materials LM p. 176-179
Additional Materials Internet source: Internet source: Text book: Discover
Grade 9
https://www.youtube.com/watc
http://www.slideshare.net/nibe http://energy.gov/eere/geother Science K to 12
d itamishra/presentation- h?v=kjpp2MQffnw
mal/how-geothermal- Edition
IV. LEARNING on
TASKS
geothermal-energy- powerplant-works-simple (2014), DIWA
24231365?next_slideshow=1
Picture Analysis- Meta-strips PictureLearning
Analysis: (Effects Mood Setting for the
Geothermal http://energy.gov/eere/geother
Post the different processes of Volcanic Eruption)
System, pp.225-226 preparation of
Power Plants in the involve mal/how
in the - geothermal
energy - designed scheme
ELICIT powerplant -works-simple-text-
Philippines transformation of geothermal
power version
plant into electricity.
Post the pictures of Let the students work in Show pictures on the Key Questions: Quarter 3
different geothermal groups. Given the meta-strips effects of volcanic 1. Is your place Page 21
power plants found of the processes involved on eruption. near a volcano?
in the Philippines how energy is transformed If not, is there a
into electricity. Give time for Key Questions: volcano that
Key Questions: the students to complete the 1. What can you say may cause
1. What are common to task. about the picture? damage to your
the pictures? 2. What are the effects of place?
2. What do you call it? Key Questions: volcanic eruption? 2. Are you
3. Where does it come 1. What are the different 3. Is there prepared for the
processes involved in the advantages/disadvanta possible effect/s
from?
geothermal power plant? of volcanic
ENGAGE 4. How is this operated? ges? Why?
How is energy eruption?
transformed? 3. What should
2. Arrange the processes in you do before,
chronological order. during and after
3. What made you conclude a volcanic
that it is the first process? eruption?
The last process? 4. How can you
help in
Let the students present their minimizing the
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
output after the time allotted. First Version: November 2016
negative effects
of volcanic
eruption?
Essential Question: Essential Question: Essential Essential
Negros Island Region What is geothermal energy? How is energy from volcano Question: What Question: How
tapped for human used? are the effects of can you help in
volcanic eruption? minimizing the
effects of volcanic
eruption? Grade 9
Power point presentation on Show a prototype of how a Discussion on the Your task is to
Geothermal energy geothermal power plant works. effects prepare a disaster Quarter 3
http://www.slideshare.net/nibed 1. Animation of how of volcanic eruption preparedness Page 22
itamishra/presentation- geothermal power plant scheme on what to do
ongeothermal-energy- works before, during and
24231365?next_slideshow=1 http://energy.gov/eere/geoth after volcanic
EXPLORE ermal/how- eruption. (Refer to LM
geothermalpower-plant-
p. 215 for the details
works-simple
of the task)
2. Text version of how
geothermal power plant
works
http://energy.gov/eere/geoth
ermal/how-
geothermalpower-plant-
works-simpletext-version
3. Geothermal power plant
https://www.youtube.com/wa
tch?v=kjpp2MQffnw
Key Questions: Key Questions: Key Questions: Presentation of the
1. What is geothermal energy? 1. How does thermal energy 1. What are the disaster
2. How is geothermal energy converted into mechanical negative effects preparedness
generated? energy? of volcanic scheme by group.
3. What is the difference of 2. How about the mechanical eruption?
geothermal power plant from energy in the turbine Positive effect?
transferred into mechanical Support your
EXPLAIN a geothermal heat pump?
answer.
energy in a generator?
Note: The
responses of the
students to this
questions is
assumed to be
complex
4. Name some 3. How is electrical energy and results to active
Department of Education geothermal power generated? participations of
Negros Island Region plants in the students.
Philippines.
Process students’ Lecturette: Processes In response to • Why is there a need
responses. Correct the involved in Geothermal students’ responses to have a disaster Grade 9
misconception of students Power Plants. Also have the teacher will clarify, preparedness
from their output. an interaction on how concretize and deepen scheme? Quarter 3
Feedbacking of students’ Philippines can improve the understanding on • From the different Page 23
responses and presentations you
its support of electricity the effects of volcanic
interaction. have performed,
ELABORATE using geothermal power eruption.
plants as a potential what are the
Lecturette: Discuss the
alternative source of realizations you have
two ways how geothermal
energy. made?
energy is generated.
Name some geothermal
power plants in the
Philippines.
Open-ended question Illustrate how electricity is True or False Their output serves as
(5 pts.) generated through a 1. If there is an their
geothermal power. Use a eruption, it is safe to assessment
What is geothermal flow chart to present the leave the main power
energy? processes involved. switch on and the Refer to the rubric
How is it generated? house open. found on
2. Wear mask LM p. 216
and goggles when
there is an ashfall. 3.
An indication that a
volcano is about to
EVALUATE erupt is the
deformation of the
ground near it.
4. After an
eruption, sweep ash
using water to clean
the area faster.
5. An evacuation
plan should be
prepared during
volcanic eruption.
Grade 9
Write a short essay about Make a prototype of What are the Review and study your
the advantages and geothermal power plant precautionary lesson to prepare for the Quarter 3
disadvantages of using using cheap or recyclable measures you must summative test next Page 24
EXTEND
geothermal energy. materials. observe before, during meeting.
and after volcanic
eruption?
V. REMARKS
VI. REFLECTION
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
work?
No. of Learners who:
• have caught up
with the lesson
• continue to require
remediation
Why did these work?
encounter which my
help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers? First Version: November 2016
Grade 9

3 Teacher: School
Date Date:
Submitted:
Grade 9
Grade 9 School Grade Level 9
Area Page 25
Lesson
Dates
Junior HS
Science

I. OBJECTIVES
Content Standard factors that affect climate, and the effects of changing climate and how to
adapt accordingly
Performance participate in activities that reduce risks and lessen effects of climate change
Standard
Learning Competency Explain how different factors affect the climate of an area.
S9ES – IIIc-d-29
Code:
Pre-assessment Explain how altitude Explain how distance Differentiate windward Summative
affects climate. from the ocean affects and leeward side Assessment
Explain how climate.
DAILY TASK
latitude affects Explain how
climate. Compare the effect of topography affects
heat on water and land climate
II. CONTENT 2.Climate
2. And what is a
DIVISION OF NEGROS OCCIDENTAL 2. Why is it that water
longitude? heats up slowly
compared to soil?
Grade 9
Show a picture of Show pictures of Baguio Video clip: Jumbled words
2.1 Factors that
the Earth. Let the affect climate
City “Oceans Affect Our Weather LEEWARD
2.2 Global
students markclimate
the phenomenon and Climate”
1. Why is Baguio WINDWARD
latitude
III. LEARNING RESOURCES and known as the https://www.youtube.com/ TOPOGRAPHY
longitude on the summer capital of wa tch?v=ZPoD3jssJBg CLIMATE
Teacher’s Guide Pp. 18-20*
picture. Pp. 20-22*
the Philippines? P.
1. 23-24*
What is convection? Pp. 24-26*
1. Are you familiar
Learner’s Materials 1. Which
Page 28-31*one is Page 30-33*
2. What do you feel Page 34-37*
2. Where do the warm air Page 38-39* with those
IV. LEARNING TASKS the latitude? when you are in from northern and words?
Why did you southern hemisphere
ENGAGE the top of the 2. Can you give any
Can say
you so?
recall out Can mountain?
you still recall during Do go?
you still remember our How does the distance
idea about those
2. Now
topic abouthow
the 8 grade, how typhoons topic
th
in grade
3. When warm 7?air
About
rise up, from theterms/words?
ocean affects
about the
Philippine formed? the what
change in
replaces it? the climate of a
longitude?
environment on temperature of land and particular region/place?
ELICIT Why?
module 1 in grade water throughout the
7?3. Give the day?
1.names
What is of a 1. Which heats up
latitude?
each faster, soil or
latitudes? water?
Essential Question: Essential Question: Essential Question: Essential Questions: Quarter 3
How latitudes How altitude affects How distance from the ocean How does windward Page 26
affects climate? climate? affects climate? differ from leeward?
How does topography
affect climate?
Group activity: Group activity: Group activity: Group activity:
Perform activity #1 Perform activity #2 Activity #3 Activity #4
EXPLORE “When the Sun’s “The Higher the Colder” “Which cools and heats “Which should I choose,
Rays faster?” Windward or Leeward?”
Strike.” Key questions:
1. Which place is the Key questions: 1. What happens to
Key questions: coldest? 1. What are the initial water vapor as it rises
1. How much is the 2. Which place is the temperatures of water and over the mountain?
tilt of the earth’s hottest? soil?
axis?
2.
Department of Education Which part of 3. Based on the data, 2. What is the 2. Which side of the
Negros Island Region the earth receives what is the difference between the mountain experiences
most of the sun’s
DIVISION OF NEGROS OCCIDENTAL relationship temperature of soil and low temperature? 3.
rays? between altitude water after 6 minutes? Which side of the
3. Why does and temperature of 3. Which heats up mountain experiences
the amount of heat a place? faster, water or soil? high temperature? Grade 9
receive by places
far from the equator Quarter 3
become less? Page 27
Group reporting: Group reporting: Group reporting: Group reporting:
Key questions: Key questions: Key questions: Key questions

1. Compare the 1. Compare the 1. What happens to 1. Which side of the
location of elevation/altitude of the temperatures of water mountain experiences
Japan to the Baguio and and soil after you remove high temperature?
location of Zamboanga with the containers from each 2. What happens
the its temperature. tripod? when air becomes
Philippines, 2. Do you think the 2. Which cools faster, warmer and drier as it
is there a altitude of the water or soil? moves down the
EXPLAIN possibility leeward side?
place affects the
that we can climate?
experience How?
snow?
2. Do you think
the latitude
of a place
affects
climate?
How?
Key questions: Key questions: Key questions: Key questions:
1. Why it is if a 1. Why do 1. How does a body of 1. What is the
certain place mountain water regulate the difference between
is closer to climbers wear temperature of a leeward and windward?
ELABORATE the equator jackets and certain 2. How does
has a tropical thick clothes region/country? topography affect
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar 2. Why do some areas climate? First Version: November 2016
seasons? when they go
up the that are far from bodies
mountain?
Department of Education 2. And why it is 2. How does of water have
Negros Island Region if a place altitude affects extreme climates?
DIVISION OF NEGROS OCCIDENTALaway from climate?
the equator
has a colder Grade 9
temperature?
1. Describe the People living in Kanla-on 1. Explain how Direction: choose the Quarter 3
lines of latitude. experience low distance from the letter of the correct Page 28
2. Explain how temperature compared to ocean affects answer.
latitudes people living in Bacolod. 2. climate. 1. Which of the following
affects the Explain why. Compare the effect correctly describes
climate. of heat on water the windward and
and land leeward side of a high
3pts- correct and land?
complete answer I. It faces the wind
2pts- correct but and has low
incomplete temperature.
answer. 1pt- II. It is the area in
incorrect answer which the wind
blows.
III. It is the area
where there is no
EVALUATE cloud formation.
IV. It is an area
where no
precipitation
happens
a. I, II
b. I, II, II
c. III, IV
d. I, IV
2. Which term best
describes the area of
high land that is
situated away from
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar the wind? First Version: November 2016
a. Land breeze
b. Windward
DIVISION OF NEGROS OCCIDENTAL c. Leeward
d. Sea breeze
3. Why are grassland and
desert plants found in Grade 9
leeward side of the
mountain? Quarter 3
a. Because Page 29
temperature
is high and less
precipitation
occur.
b. Because
formation of
clouds always
happen in this
area
c. Because the area
is facing to where
the wind blows.
d. Because the
temperature is
low.
Explain briefly:
How does topography
(mountain) affect
climate?
Rubric:
3pts- correct and
complete answer
2pts- correct but
incomplete answer.
1pt- incorrect answer
Define what is an In your notebook. Explain Define leeward and Review/study the past
how distance from the First Version: November 2016
Altitude is. windward. lessons and prepare for
EXTEND ocean affects climate? a summative
assessment.
Grade 9
V. REMARKS Quarter 3
Page 30
VI. REFLECTION
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
Did the remedial
Learners who:
• have caught up
with the lesson
• continue to
require
remediation
Why did these work?
encounter which my
Principal/ Supervisor
can help me solve?
What innovation or
teachers?
Grade 9

3 Teacher: School
Grade 9
Date Date:
Grade 9 Submitted:
School Grade Level 9
Daily Teacher Learning Earth & Space(Earth Science) Quarter 3
Lesson Area Page 31
Dates
Junior HS
Science

I. OBJECTIVES
Content Standard Learners demonstrate an understanding of the factors that affect climate, and the effects of changing climate and how to
adapt accordingly.
Performance Standard Learners shall be able to participate in activities that reduce risks and lessen effects of climate change
Learning Competency Describe certain climatic phenomena that occur on a global level
Code: S9ES-IIIf-31 S9ES-IIIf-31 S9ES-IIIf-31 S9ES-IIIf-31
DAILY TASK Explain how latitude, Explain how ocean Assess prior knowledge Demonstrate how Summative
altitude and distance from currents affect climate. and experiences about closed spaces trap Assessment
the ocean affect climate. climate change. heat. Explain how
greenhouse gases
trap heat.
II. CONTENT Climate Climate Climate Climate
Teacher’s Guide p. 149-150 p. 150- 151 p.151- 152 p. 152- 153
Learner’s Materials p.193 pp.194- 195 pp. 196- 198 pp. 198- 200
Grade 9
Additional Materials
*distance of a place from Also recall that the
IV. LEARNING TASKS the sea/ ocean and atmosphere and oceans
Recall the recently
atmospheric temperaturefinished Recall
are grade7
having lesson
convection Review lesson about Review lesson about
lessons. Ask students about heat
currents; transfer,
wherein the factors that affect theclimate change. Also
about certain relationships direction
specifically convection.
of fluids is from atmospheric ask students to recall
of the following: Ask students
warm area towards to explain temperature and the different layers of
*Latitude of the place and the movement of warm climate of a place. the atmosphere and in
colder areas
ELICIT Atmospheric temperature andstudents
cool air; :about whicha layer that
Show 5 different
*Altitude photos to Ask
and temperature What are Allow students to Pose simple situation
students. (Photos must the different currents.
convection factors that perform Activity 7: weather and climate
to students: On a
show different Students
affect must
the temperature ”Getting Ready”, LM occur?
warm and dry day, Jen
environments/ communities ofremember that warm air
a certain place? pp.196-197 was left by her dad
or humans in different or water rises and cool inside the car. She
types of clothing, that will air/ waterexpected
(Students sinks. noticed that the air
give the students clues answer: altitude, Quarter 3
conditioner of the car
about the temperature of latitude, distance Page 32
was not working well.
the place in each photo. from the ocean)
( e.g. photo showing Then she started to
people in fur coats; photo feel warm and she
Introduce the next topic
showing the peak of a started to sweat a lot.
of the lesson, another
mountain covered with ice; factor that affects the *Let us try to
ENGAGE understand the
photo of a community near
temperature of a place.
the seashore; photo of situation of Jen by
tropical country;) Ask performing an activity.
students to infer whether
the place in the photo is a
cold, very cold, warm or
very warm area. Allow
them to justify their
answers based on what
they have learned in the
earlier lessons.
Department of EducationPerform Activity 5: Let students have their Ask five volunteer By group, let students
Negros Island Region “Temperatures of Different groupings and allow students to present the perform Activity 8 “ It’s
Cities Around the World”, them to have a peer answers to the Getting Hot In Here”,
LM p. 193. Allow them to discussion. Let them questions (refer to pp.198-199 of
EXPLORE have a group discussion perform Activity 6: Activity 7) Learner’s
Module Grade 9
and let them answer Guide “Ocean Currents”, LM
Questions 23- 28. pp. 194-195. Students Quarter 3
will answer guide Page 33
questions 2933.
Ask a representative from A reporter from each Provide correct Ask a representative
each group to present their group will present their answers to questions in from each group to
answers to the guide answers in the bingo card. Relate present the result of
questions: front of the class each answered their experiment and
#23. Which city had the Guide Questions: question to climate answers to guide
highest temperature? #29. What are the change. questions.
#24. What factor do you different ocean
think is the cause of currents that carry
high temperature in warm water?
the city? Give at least three
#25.which city had the (3)
lowest temperature? #30. What are the
#26. What factor do you different ocean
think is the cause of currents that carry
low temperature in cold water? Give at
EXPLAIN that city? least three (3).
#27. What factor do you #31. What kind of air
think greatly affects does Greenland
the climate of Tokyo? current take along?
Support your answer. Explain
#28. How does the #32. How do the
elevation of Paris Kamchatka current
affect its climate? and Kuroshio
current affect the
north eastern part
and southern part
of Japan?
#33. How do ocean
currents affect
climate?
Emphasize important Important points for Discuss with students Discuss with the entire
points of the lesson based discussion: whether climate class the correct
Department of Education on the activity. Also correct a. Gyres flow change is man- made answers to the guide
Negros Island Region any misconceptions of clockwise in the or not. Elicit answers questions to eliminate
students, based on the
DIVISION OF NEGROS OCCIDENTAL northern hemisphere, from students. Allow misconceptions. Allow
reports made. while counterclockwise them to justify their students to identify the
in the southern
answers. greenhouse gases in
Concretize the idea that the hemisphere. This is due Grade 9
the atmosphere. Allow
temperature of every place to Coriolis effect.
on Earth vary depending b. Ocean currents them to see the
Quarter 3
on the latitude, from the equator carries relationship of the Page 34
altitude ,and distance from warm water and warm increase in amount of
ELABORATE large bodies of water at air above them. greenhouse gases to
specific months of the year. c. Ocean currents the general
that move towards the atmospheric
Make students remember equator carry cold water temperature of Earth
that climatic conditions are and cold air above
also affected by the them.
revolution of the Earth. d. Ocean currents
affect the temperature of
places
e. Ocean current is
another factor that
affects the climate of a
place.
What climatic condition is 1. What do you call the Identify the following: 1. Describe
experienced at: loops of ocean 1. 3R stands for? greenhouse gases
1. high altitude areas currents? 2. Gas released in 2. Why is the
2. tropical areas a. Convection landfills temperature inside
3. low altitude areas current 3. General the tank warmer?
4. near the ocean b. Upwelling condition of the 3-4. Cite two
c. Coriolis atmosphere greenhouse gases
5. far from the ocean
effect within a year 5. What will happen to
EVALUATE Earth’s atmospheric
d. Gyre 4. CFC stands for?
temperature if the
2. The direction of 5. Which will help
rotation of these amount of greenhouse
alleviate climate
loops is caused gases continue to
change, eating
by_____. increase?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar a. Coriolis First Version: November 2016
effect
b. Revolution
Grade 9
c. Tilting of vegetables or
earth’s axis eating meat? Quarter 3
d. All of the Page 35
above
3. If a coastal area is
visited by an ocean
current from the
equator, what will
happen to the
temperature of the
place?
a. Increases
b. Decreases
c. Remains the same
d. Increases, then
decreases
4. Ocean currents from
the polar region
carry with them
____water?
a. Cold
b. Warm
c. Frozen
d. boiling
5. Kuroshio current
comes from the Phil.
sea and goes to
South Japan. What
will happen to the
temperature of
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar South Japan? First Version: November 2016
a. Increases
b. Decreases
DIVISION OF NEGROS OCCIDENTAL c. Remains the
same
d. Increases,
Grade 9
then
decreases
Quarter 3
Review assignment: Research through the Review assignment: Prepare for a Page 36
(Grade7 Lesson) What are internet: (Lesson in Grade 7) summative test.
the three different ways of Identify 5 gyres of ocean What are the five layers
heat transfer? What is the currents that carry warm of the atmosphere?
process of heat transfer water and five gyres of In which layer
EXTEND that occurs only in fluids? ocean currents that that the weather
(water and air) What is the carry cold water and climate
direction of heat transfer changes occur?
among molecules of air/
water? Warmer to cooler or
cooler to warmer?
V. REMARKS
VI. REFLECTION
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
who:
• have caught up
with the lesson
• continue to
require
remediation
Why did these work?
Grade 9
encounter which my Quarter 3
Page 37
help me solve?
What innovation or
teachers?
3 Teacher: School
Date Date:
Submitted:
Grade 9

Daily Teacher Learning Earth & Space (Earth Science)
Quarter 3
Lesson Area
Page 38
Dates
Junior HS
Science

I. OBJECTIVES
Content Standard Factors that affect climate, and the effects of changing climate and how to
adapt accordingly.
Performance Standard Participate in activities that reduce risks and lessen effects of climate change.
1.Explain how different factors affect the climate of an area.

Learning Competency
2.Describe certain climatic phenomena that occur on a global level.
S9ES – IIIe – 30
Code:
S9ES – IIIf – 31
Interpret the relationship Calculate one’s Discuss the impacts Plan ways on how to Summative
DAILY TASK of personal carbon of climate change. inform or educate Assessment
carbon dioxide and emission. Take an fellow students on
Bar graph analysis of The teacher will post a Present a picture As a student, how will
global temperature and question on the board showing emission of you inform your fellow
Negros Island Region carbon from
carbon dioxide. (The “Am I a climate hero or students about the
DIVISION OF NEGROS OCCIDENTAL automobiles.
students will give their a climate culprit? effects of climate
observation) change?
ENGAGE What bad effects does
Grade 9
too much carbon
temperature. action to lessen the emission will bring to the impacts of
effect of climate our health and to the climate change.
change. environment in
2.1 Factors that affect general?
II. CONTENT climate.Activity
Perform 2.2 Global
3: climate “Climate Hero or a Discuss: Impacts of Group Activity:
phenomena.
CO climate change Task: To come up with
2 is the Reason! Climate
LM pp.201-202 Culprit?” 1. Melting of glaciers a presentation that can
(Please refer to that covered the land disseminate and
Teacher’s Guide p.153 p.154-156 p.156 the sea level to
caused p.156-157
educate their fellow
Learners Material pp
Learner’s Materials p.201-202 p.202-204
202 – rise. 2. Heavy Rainfalls
p.205-206 students
p.207-208about the
Additional Materials 3. Abnormality in the impacts of climate
204)
reproduction of some change and on how to
IV. LEARNING TASKS plants and animals. reduce its effects.
EXPLORE 4. Cold winds
What are examples of What is the What is carbon What is a climate
affecting the climate Group 1 – A comic
greenhouse gases? relationship of emission? change?
of the country and sketch
carbon dioxide to destroying some Group
What 2
What are the sources of temperature? – A jingle or a
ELICIT How and
crops canfarms.
you 5.help
El causes climate
greenhouse gases? song
lessen
Nino the carbon change?
Group 3 – News
6.emission
La Nina in the
casting
environment?
Group 4 – Poster or Quarter 3
slogan Page 39
Group 5 – Poem
Guide Questions: Guide Questions: Guide Questions: Note: Give ample time
1. How much is the 1. Which member 1. What are the to the students to plan
increase in the temperature has the highest carbon impacts of climate and
from 1880 to 2010? footprint? change in our world? prepare for their
EXPLAIN 2. What happened to 2. Which member 2. What are the presentation
the amount of carbon has the lowest carbon ways on how to lessen
dioxide from 1880 to 2010? footprint? 3. What is its effects?
the average carbon
footprint of the group?
Grade 9
3. What is the relationship 4. What is your
between the amount of highest source of Quarter 3
carbon dioxide and global carbon emission? Page 40
temperature? 4. When was 5. What is your
temperature at its highest lowest source of carbon
and its lowest? emission?
Carbon dioxide – is a gas Each of us contributes Climate change can
that is produced when to carbon emission. You bring great changes in
people and animals realize that you are our world.
breathe out or when certain either a climate hero or
fuels are burned and that is a climate culprit. Because of climate
used by plants as energy. change several
Anyone can be a calamities are
Temperature – is a contributor in changing happening, like floods,
measurement that our climate. heavy rainfall and
indicates how hot or cold severe typhoons.
something is. Climate is always
changing. It has shown Climate change could
When Industrial Revolution how much it could affect leave great
ELABORATE began more emissions of our lives. destruction and great
carbon dioxide and other loss of lives.
greenhouse gases
threatened all living things, Climate change could
destroy crops of
Burning of fossil fuel is one farmers, thus resulting
of the main sources of to low crop production.
carbon dioxide emission.
In addition, climate
As the amount of carbon change could result to
dioxide increases the El Niño and La Niña.
global Log
Junior HS Science Weekly Lesson temperature
& Lesson Plan Exemplar First Version: November 2016
increases too.
How is carbon dioxide As a student how can Identify the following
related to temperature? you help lessen the situations as to the
effects of climate effect of climate
Grade 9
change? What actions change.
will you do? Write TRUE or FALSE
Quarter 3
1. Increasing
Page 41
global
temperature
2. Destruction of
properties and
loss of lives due
EVALUATE to frequent
occurrences of
typhoons.
3. Increase crop
production
4. La Nina and El
Nino
5. Earthquakes
resulting from
tectonic
movements
Write at least 3 ways to What are the impacts of Make a research on
reduce CO2 emission. climate change? the impacts of climate
EXTEND change to man and to
Identify the effects of the environment.
climate change.
V. REMARKS
VI. REFLECTION
No. ofHSLearners
Junior who Lesson Log & Lesson Plan Exemplar
Science Weekly First Version: November 2016
earned:
• 80% and Above:
• Below 80%:
Grade 9
Quarter 3
who:
Page 42
• have caught up
with the lesson
• continue to
require
remediation
Why did these work?
encounter which my
help me solve?
What innovation or
teachers?
Grade 9
Grade 9, Quarter 3 Prepared by: Checked by:

Daily Lesson Log Teacher: School
Week No. 7 Head:
Signature: Signature:
Date Date:
Submitted:

Daily Teacher Learning Earth & Space(Earth Science)
Quarter 3
Lesson Area
Page 43
Dates
Junior HS
Science

I. OBJECTIVES
Grade 9
Content Standard Factors that affect climate, and the effects of changing climate and how to
adapt accordingly.
Performance Standard Participate in activities that reduce risks and lessen effects of climate change.
Learning Competency Describe certain climatic phenomena that occur in a global level.
Code: S9ES-111e-31
Design a scheme on Presentation of the Critiquing of the Dissemination of Output

information Design Output Information Assessment
DAILY TASK dissemination of the
impacts of climate
change.
II. CONTENT 2.2 Global Climate Phenomenon
Teacher’s Guide TG p.207

Learner’s Materials LM p.157
Additional Materials
IV. LEARNING TASKS
Cite a specific example of What plan did you make How well did you make Presentation of outputs:
ELICIT an impact of climate for your presentation? your design? Group 1-Comic sketch
change Group 2- Jingle or song
Group 1-Comic sketch Presentation of the Critiquing of the output.
Group 2- Jingle or song design Grade 9
Group 3-Newscasting
Designing a scheme on Practice/ Preparation of Practice/ Preparation of Group 3-Newscasting
Group 4-Poster and slogan the presentation the presentation
information dissemination Group 4-Poster and
ENGAGE Group 5- Poem
EXPLORE on the impacts of climate slogan
change. Group 5- Poem
Presentation of outputs will Quarter 3
be scored based on Page 44
scoring rubric. (Please
refer to LM p.157)
V. REMARKS
VI. REFLECTION
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
who:
• have caught up
with the lesson
• continue to
require
remediation
Why did these work?
What difficulties
Junior HS SciencedidWeekly
I Lesson Log & Lesson Plan Exemplar First Version: November 2016
encounter which my
help me solve?
Grade 9
What innovation or
localized materials did I Quarter 3
Page 45
teachers?
Week No. 8 Head:
Date Date:
Submitted:
Grade 9

Daily Teacher Learning Earth & Space(Earth Science)
Quarter 3
Lesson Area
Page 46
Dates
Junior HS
Science

I. OBJECTIVES
Content Standard The relationship between the visible constellations in the sky and earths position along its orbit.
Performance Standard Discuss whether or not popular beliefs and practices with regards to constellations and astrology have
scientific basis.
Infer the characteristics of Infer that the Observe that the Show which
stars based on the arrangement of stars in position of constellation constellations may be
Learning Competency characteristics of the sun. a group changes in the course observed at different
(constellations) does not of a night. times of the year using
change. models.
Code: S9ES-IIIg-32 S9ES-IIIh-33 S9ES-IIIi-34 S9ES-IIIj-35
DAILY TASK Relate color with Group stars together Describe the apparent Explain why some Summative
temperature of a star. in a recognizable motions of stars at constellations are not Assessment
What information does the Have you observe the Are all constellations
song give? sky at night? be seen at the same Grade 9
How is star
Explain thedescribed in
factors that Have you seen stars time or month of the
the song? that form patterns or seen at certain
ENGAGE may affect the brightness pattern night year?
What other descriptions shapes of object in night months
of a star
can you describe about a sky?
II. CONTENT Characteristics of a Star What do you call these Constellations
star aside from the song
you have sung? group of stars?
Teacher’s Guide Essential
pp. 160 Question: Essential
pp. 160-161Question: Essential
p.161 Question: Essential Question:
What are the What are the groups of What direction do Why are some
Learner’s Materials pp. 214-215 p.216 p.217
characteristics of a star? stars that seem to form stars move? constellations cannot
Additional Materials patterns/ figures/ be seen in the same
IV. LEARNING TASKS images in the night sky? month of the year?
Working in groups,sing the
Let the students Working
What in groups,are the Working
What in groups, are WorkingWhat is in groups,
a constellation?
EXPLORE students will perform the students will perform
song. “ Twinkle, twinkle characteristics of a star? students will perform
constellations? Name students will perform do
What constellations
Activity 1: Activity 2: Patterns in Activity 3: the
little star” How does the color of a some of them. youActivity
know?4: Different
Characteristics of Stars the Sky and will follow Apparent Movement of Star Patterns through
ELICIT star relate with its
and will follow Guided Guided Activity from the Stars through the the Year and follow
temperature? What
Activity from the LM LM p.216 Night and
factors influence the Guided Activity from
pp.214-215. will follow Guided
brightness of a star? LM p.218-221
Activity from LM p.217
Quarter 3
By group, students will By group, students will Compare the position By group, students will Page 47
present their answers present their answers of the stars in the sky. present their answers
using manila papers by using manila papers by What do you notice? using manila papers
following guide the following guide the Are the stars visible at by following the guide
questions: questions: 7 pm still visible at 11 questions: 1.
1. What is the color of the 1. What figure/ pm in their “original Compare the
filament as you dim the pattern you have traced/ position”? Why is this photographs? What
EXPLAIN bulb? 2. What is the color formed? so? do you notice?
of the filament as you turn 2. What are the 2. Why are some
the switch at full power? stories of these figures/ How do the stars constellations visible in
3. What happens to the patterns? move? Describe the March but not visible in
temperature of the filament 3. What are your movement of the September?
as bases for coming up stars in the night sky.
with this figure?
the bulb becomes brighter Q4. How is the motion 3. What constellations
and brighter? of stars similar to the are prominent during
motion of the Sun? winter?
Fall? Summer? Spring?
1. What is one of the What do you call stars How do the stars Why are not all
characteristics of a star? that group together and move? Describe the constellations be seen
2. How does color seem to form images or movement of the at the same time?
relate with the temperature patterns or figures in the stars in the night sky. Grade 9
ELABORATE of a star? sky?
3. What two factors Quarter 3
affect the brightness of a Page 48
star?
Choose the letter of the Name the constellationHow do stars appear to Multiple Choice:
best answer. Use the table formed by the group ofmove in the night sky? Choose the correct
below that presents stars below. (5pts) answer and write the
information about stars A, letter only.
B, C, and D. 1.The following
constellations can be
Star Color observed prominently in
A June EXCEPT_____.
B Yellow A. Bootes
C White B. Draco
C.Hydra
D Blue 1.)
D.Orion*
1. Which star is the
2.Leo can only be
hottest? a. A observed in the month
b. B of __.
EVALUATE c. C A. March*
d. D B. June
2. Which star is C. September
very similar to Answer: Cygnus (Swan) D. December
our sun? a. A 3.Ursa Major can be
b. B 2.) observed in the
c. C months of
d. D A.March and June*
B.June and
September
Anser: Cepheus ( King )
3. Which is the coolest C. September &
star? December Grade 9
a. A D. December and
b. B March 4. Which Quarter 3
c. C statement best explain Page 49
4. What 2 factors affect why some
the brightness of the constellations like
star? Cygnus is visible to an
observer in Manila in
3.) September but not
visible in March?
A. Earth’s spins on
its axis.
B. Earth orbits the
sun.* C. Cygnus
spins on its axis
D. Cygnus orbits the
Earth.
5. Constellation Pisces
Answer: Ursa Major (Big changes position
Bear) during the night. Which
motion is mainly
responsible for this
change in position?
A. Revolution of
earth around the
sun*
B. Rotation of earth
on its axis.
4.)
C. Revolution of
Pisces around the
sun.
D. Rotation of
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Pisces on its First
axis.Version: November 2016
Answer: Cassiopeia
(Queen)
Grade 9
Do all stars have the same Prepare and bring Prepare and bring Study your lessons for
brightness? Why? the materials the materials needed the summative test.
needed for the for the Activity 4. Grade 9
Activity 3. Quarter 3
Using the software Page 50
In preparation for the Stellarium, let the
next day’s activity the students explore the
students will be Night Sky for a certain
assigned to observe the date.
night sky at 7pm until 9 Identify one
pm. constellation and
Do the following: follow its movement
EXTEND a. Focus on one star through a period of
and mark the position of time.
that star at 7pm by
choosing a reference Stellarium can be
point nearby it. Then downloaded at:
follow up or monitor the http://
position of that same www.stellarium.org/
star after 1 hour &
2.hours. Record & bring
your observation in the
class for your next
activity.
V. REMARKS
VI. REFLECTION
No. of
Junior HS Learners who Lesson Log & Lesson Plan Exemplar
Science Weekly First Version: November 2016
earned:
• 80% and Above:
• Below 80%:
Grade 9
Quarter 3
who:
Page 51
• have caught up
with the lesson
• continue to
require
remediation
Why did these work?
encounter which my
help me solve?
What innovation or
teachers?
Grade 9

Week No. 9 Head:
Date Date:
Submitted:

Grade 9, Quarter 3

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Department of Education

Negros Island Region

Grade 9 School Grade Level 9 Grade 9

Content The learners demonstrate an understanding of volcanoes found in the

Based on the picture, Key Questions: Key Questions:

Give example of Give other examples of Give examples of volcano

Grade 9, Quarter Prepared by: Checked by:

Shield volcanoes are

Grade 9 School Grade Level 9 Grade 9

Content The learners demonstrate an understanding of volcanoes found in the Philippines.

Grade 9, Quarter Prepared by: Checked by:

Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Content Standard Demonstrate an understanding of volcanoes found in the Philippines.

Grade 9, Quarter Prepared by: Checked by:

Grade 9, Week 3 Activity Sheets/ Readings eruption

Effect of the Amount of Gases Contained in Magma to

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Teacher’s Guide TG p. 141

Grade 9, Quarter Prepared by: Checked by:

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Key questions: Key questions: Key questions: Key questions

Grade 9, Quarter Prepared by: Checked by:

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Grade 9 School Grade Level 9

Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1.Explain how different factors affect the climate of an area.

Grade 9, Quarter 3 Prepared by: Checked by:

Grade 9 School Grade Level 9

Week No. 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Design a scheme on Presentation of the Critiquing of the Dissemination of Output

III. LEARNING RESOURCES

Teacher’s Guide TG p.207

Grade 9 School Grade Level 9

Week No. 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Grade 9, Quarter 3 Prepared by: Checked by:

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