School Grade Level 9

Teacher Learning Area Science

Teaching Dates 3rd
Quarter
and Time

I. OBJECTIVES

The learners demonstrate an understanding of:

A. Content
factors that affect climate, the effects of changing climate, and, how to
Standards
adapt accordingly

The learners shall be able to:

B. Performance participate in activities that reduce risks and lessen the effects of
Standards climate change

C. Most Essential Describe certain climatic phenomena that occur on a global level.
Learning S9ES-IIIf-31
Competency

Indicator 1:
knowledge
The learners should be able to: within and a
curriculum a
a. define climate change; Indicator 7:
D. Objectives b. interpret the relationship between carbon dioxide and temperature; managed, a
(Write the LC code) and implemente
developmen
c. plan ways on how to educate fellow learners on the impacts of sequenced
climate change. learning pro
curriculum r
and varied t
contexts.

II. CONTENT Climate Change

III. LEARNING
RESOURCES

Science 9 Alternative Delivery Mode Quarter 3 – Module 6: Climate

References Change First Edition, 2020

Learner’s Materials
Pages 2-13 (SLM)
pages
Textbook pages Pages 133-134
Additional
Materials from Science Links textbooks
Learning Resource Department of Education - Commons (deped.gov.ph)
(LR) portal
National Geographic. (2017, August 28). Retrieved from Youtube:
https://www.youtube.com/watch?v=G4H1N_yXBiA&t=2s
Other Learning
Resources PowerPoint Presentation & Video Presentation

IV.
PRELIMINARY Prayer Indicator 5:
learner beh
Greetings
 Checking of Attendance constructive
positive and
House Rules discipline to
 Follow the sequence of recitation. learning-foc
environmen
 Listen when someone is talking
 Observe positive language.

V.
PROCEDURES

ELICIT

Activity Name: X and Y

Strategy Employed: Gamify

Indicator 6:
Girls will be tagged as “X” and boys will be tagged as “Y” differentiate
The teacher will ask the learners to stand up whenever their assigned developmen
letter is called. Learners who fail to stand will answer the recap appropriate
questions. experiences
learners’ ge
strengths, in
Learners are expected to share their knowledge about the previous experiences
A. Reviewing the lesson discussed.
previous lesson
or presenting The teacher will further ask boy students about what they do when
the new lesson the heat of the sun is up.

For the girls, the teacher will ask about what they do when the rain
pours.

To know how far students know the discussion, the teacher will ask
Indicator 9:
them one question: selected, or
used diagno
What do you think will happen when extreme heat from the sun and summa
and rain occur? assessmen
consistent w
requiremen
The teacher will rationalize their answers and introduce the lesson
of the day.

Have a group activity about the video presented

 Group 1: Sea breeze (illustration)
B. Establishing a Indicator 2:
 Group 2: Land breeze (illustration) of teaching
purpose for the  Group 3: Fill in the blanks (sea breeze) enhance lea
lesson  Group 4: Fill in the blanks (land breeze) achievemen
and numera
ENGAGE
C. Presenting
examples/insta
Activity Name: 4 pics, 1 word
nces of the new
Strategy Employed: Gamify and Unlocking Key Words
lesson
D. Discussing new
concepts and EXPLORE
practicing new
skills. Activity Name: Video Analysis
Strategy Employed: Analyzing the video clip Indicator 8:
developed,
The teacher will show a 3-minute Video about Climate 101 used appro
and learning
(See Other Learning resources for the list of suggested video links.) including IC
learning goa

Ask each of the 5 students about a word that comes to their mind after
watching the video clips.

The teacher will process all the words gotten from the students and
will lead the lesson to the next planned learning activity.
 EXPLAIN
Indicator 2:
of teaching
Activity Name: It’s Showtime! enhance lea
Strategy Employed: Differentiated Activities achievemen
and numera

Students are grouped together and in 10-minutes, they will plan how to
E. Developing educate their fellow learners about the impact of climate change and Indicator 3:
mastery (leads to perform through (rubrics are provided): range of tea
Formative strategies to
Assessment 3) critical and
 Slogan-Making thinking, as
 Paint me a Picture higher-orde
 Poster-Making
Indicator 4:
 Graph Analysis classroom s
engage lear
individually
meaningful
discovery, a
activities wi
physical lea
environmen

Objective 1
personal ph
teaching tha
centered.

MOV: It’s S
activity cate
intelligence
Constructiv
1. In what year greenhouse gasses have been recorded as Theory, stu
the highest? engaged in
2. How does carbon dioxide, one of the greenhouse process, dis
gasses, affect the Earth’s temperature? learning, an
where sens
3. What does the graph show? How will it help in
construct m
preventing climate change to happen/lessen? apply conce
and student
connections
observed.

F. Finding
practical ELABORATE
Indicator 3:
applications of range of tea
concepts and Activity Name: Picture Analysis / Poll of the Majority strategies to
skills in daily Strategy Employed: Polling critical and
living thinking, as
Climate change picture scenarios will be provided and the students higher-orde
will show their thumbs forward if the scenario exemplifies CAUSE
and thumbs backward if the scenario exemplifies EFFECT.
 Making
generalizations Activity Name: Open-ended Sentence
and Strategy Employed: Socratic Seminars
abstractions
about the
lesson Climate change is…

EVALUATE

Activity Name: 4-item Quiz Indicator 9:

Strategy Employed: Individualization: Self-Assessment selected, or
used diagno
Comprehend each question. Choose your answer from the options and summa
assessmen
provided and write the letter only. consistent w
requiremen
1. Which refers to a variation or change in the climate in a specific
location, region, or of the entire planet?
A. Greenhouse Effect C. Global Warming
B. Climate Change D. Wildfire

2. The following are greenhouse gases, EXCEPT one. Which one is

it?
G. Evaluating
A. Methane C. Nitrous Oxide
learning
B. Carbon Dioxide D. Oxygen

3. Which is the process by which radiation from a planet’s atmosphere

warms the planet’s surface to a temperature above what it would be
without its atmosphere?

A. Greenhouse Effect C. Global Warming

B. Climate Change D. Wildfire

4. Which of the following is NOT TRUE?

A. Carbon dioxide is a heat-trapping gas.

B. Heat-trapping gas is also called a greenhouse gas.
C. Burning fossils cause the earth’s climate warmer.
D. The Earth’s climate has not changed ever since.

H. Assignment/ EXTEND
Additional
activities for Assignment:
application or
remediation Review all the topics discussed in the 3rd Quarter for a long test.