Edited Science 9 Las Quarter 31

SCIENCE
Third Quarter
LEARNING ACTIVITY SHEETS

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
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Learning Activity Sheet in SCIENCE
(Grade 9)
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Printed by: DepEd Regional Office No. 02

Table of Contents
Competency Page Number

Describe the different types of volcanoes
.............................. 1-20
and volcanic eruption
Explain what happens when volcanoes
.............................. 21-31
erupt
Illustrate how energy from volcanoes
.............................. 32-40
may be tapped for human use
Explain how different factors affect the
.............................. 41-50
climate of an area
Describe certain climatic phenomena that
.............................. 51-63
occur on a global level
Show which constellations may be
observed at different times of the year .............................. 64-83
using models
SCIENCE 9
Quarter 3- MELC 1
Describe the different types of volcanoes and volcanic eruption
Note: Practice Personal Hygiene protocols at all times. 1

SCIENCE GRADE 9
Name: Grade level:
Section: Date:
LEARNING ACTIVITY SHEET

VOLCANOES
Background Information For Learners (BIL)
A volcano is an opening in Earth’s crust that allows molten rock from beneath the crust to
reach the surface. This molten rock is called magma when it is beneath the surface and lava when
it erupts or flows from a volcano. Along with lava, volcanoes also release gases, ash, and rock. It
is a super-hot mix that can be both incredibly destructive and creative.
Since Philippines is located along the Pacific Ring of Fire, it houses numerous volcanoes
such as the majestic Mayon Volcano in Albay that has erupted last January 13, 2018 and Mt. Taal
in Batangas. Who could forget a fresh memory of the terrible eruption of Taal Volcano on January
12, 2020 after 43 years of inactivity following the 1977 eruption? According to statistics, the
hazardous explosive eruption affected 736, 802 people (191, 952 families) in regions IV-A
(CALABARZON), III (Central Luzon), & NCR (National Capital Region). The eruption also led
to the death of 39 people.
Aside from Mt. Mayon and Mt. Taal, there were also known volcanoes in the Philippines
such as Pinatubo, Kanlaon, Iraya, Bulusan, Tamburok, and Urot. On the other hand, below is a list
of famous and largest volcanoes around the world:
Volcano Location
Mauna Loa Hawaii
Mt. Fuji Tokyo, Japan
Mayon Volcano Albay, Philippines
Mt. St. Helens Washington, USA
Popocatepetl Mexico
Arenal Volcano Costa Rica
Mt. Bromo East Java, Indonesia
Mt. Kilimanjaro Tanzania
Etna Italy
Maelifell Iceland
Classification of volcanoes
There are some ways by which volcanoes can be classified. According to the system
adapted by the Philippine Institute of Volcanology and Seismology (PHIVOLCS), volcanoes can
be classified as active or inactive.

1. Active volcanoes are those that have a record of eruption within historical times (within
the last 600 years), accounts of these eruptions were documented by man erupted within
the last 10,000 years based on the analyses of material from young volcanic deposits.
As of 2020, there are hundreds of volcanoes in the Philippines of which twenty-four
(24) of these are active and while the larger percentage remains dormant as of the record
(source: http://www.phivolcs.dost.gov.ph/). Most of the active volcanoes are in the
island of Luzon. The six most active volcanoes are Mayon, Hibok-Hibok, Pinatubo,
Taal, Kanlaon, and Bulusan.
2. Inactive volcanoes are those that have not erupted for the last 10, 000 years and their
physical form is being changed by agents of weathering and erosion through formation
of deep and long gullies.
Types of volcanic eruptions

Volcanoes erupt differently. They are generally classified as wet or dry depending on the
magma’s water content. Volcanoes are described according to the style of eruption as follows:
1. Phreatic or hydrothermal - is a
stream-driven eruption as the hot
rocks come in contact with water. It
is short lived, characterized by ash
columns but may be an onset of a
larger eruption. Taal Volcano in
Batangas exhibits this type of
eruption.
https://www.ibtimes.com/taal-volcano-eruption-ashfall-coverage-
reaches-cities-300kms-away-volcanic-tsunami-2901092
2. Phreatomagmatic - is a violent
eruption due to the contact between
water and magma. As a result, a large
column of very fine ash and high-
speed and sideway emission of
pyroclastics called base surges are
observed.
https://www.pinterest.ph/pin/517280707175781966/

3. Strombolian – a periodic weak to
violent eruption characterized by
fountain lava, just like the Irazu
Volcano in Costa Rica.
https://sites.google.com/site/geol567irazuvolcano/home/hazards
4. Vulcanian – characterized by tall

eruption columns that reach up to 20
km high with pyroclastic flow and
ashfall tephra as exhibited by the
Paricutin Volcano in Mexico.
https://www.pinterest.co.uk/pin/633037291346786932/
5. Plinian – excessively explosive

type of eruption of gas and
pyroclastics. This type of eruption
is showed by Pinatubo Volcano
found in Zambales.
https://www.alternatehistory.com/forum/threads/the-shadow-of-
pinatubo-a-philippine-timeline.385500/
LEARNING COMPETENCY
Describe the different types of volcanoes and volcanic eruption. (Quarter 3, Week 1) S9ES-
IIIa-27

Activity 1: VOLCANO SEARCH
Directions: Using the table below, find and encircle the listed 10 most famous and largest
volcanoes around the world. Answers appear to be straight across, up and down, and diagonally.
Q W E R T Y U I O P A S D F G H J K L
M Z X C V A N M N B V C X Z M K J Q F
Q A M N B R C X Z A S D F G A J O U U
A Q U B I E F G T Y H V S V E L C P J
Z G L N L N F S K E Q T I B L H M A I
W B N U A A H T O W Q C G L I C W E O
S N G U Y L A V R C A T B K F D Y P P
X S H J V R O I A T B S S J E T N A G
E J J L M E O A R A Y A W L L Q T V L
D O O V I E A P T B Q X Z C L N D R Y
K I L I M A N J A R O Q I C A K D H Y
R M R L V R W L P O C X P Z Y D O X P
F O D M J A E Q Q M A G F E L P Z C V
V Z J M U O P O P O C A T E P E T L P
T B G F R K N N D Q C F A L D T B O A
G C P Z M W O X W N I E C B I R V U R
B S S T H E L E N S S B J I V H I C G
Y Q N U J M I K N L O P M A Y O N F V
Activity 2: VOLCANO-LOGY
Directions: Choose the correct word/words to complete the analogy
1. Pinatubo: ; Taal Volcano: Phreatic

2. : Mt. Mayon ; January 12, 2020: Mt. Taal
3. Magma: molten rock inside the volcano ; : molten rock outside the volcano
4. Mt. Bromo: Indonesia ; Mt. St. Helens:
5. Albay: Mt. Mayon ; : Pinatubo
6. : erupted for the last 10,000 years ; Inactive: not erupted for the last 10,000
years
7. Stream-driven eruption: ; weak to violent eruption: Strombolian
8. : explosive eruption ; Vulcanian: tall eruption columns
9. Mt. Fuji: Japan ; Etna:
10. Irazu Volcano: ; Paricutin Volcano: Vulcanian

Activity 3: VOLCABULARY
Directions: Read each statement carefully. Write the correct word/words that is/are being described
in the statement. Use the space provided before the item number for your answer.
1. This refers to the opening in the Earth’s crust that allows molten rock from beneath
the crust to reach the surface.
2. This pertains to the molten material formed at depth and oozes up beneath the
Earth’s surface.
3. The molten material that erupts and flows out from the volcano.
4. This refers to the volcanoes that erupted 10, 000 years ago based on the analyses
of their material.
5. A volcano can be classified as if it has no record of eruption for the
last 10, 000 years.
6. This type of volcanic eruption exhibits excessively explosive type of eruption of
gases and pyroclastics.
7. A type of volcanic eruption that results to the formation of a large column of very
fine ash and high-speed and sideway emission of pyroclastics.
8. This eruption style is characterized by tall eruption columns as exhibited by the
9. This volcanic eruption is known for having a periodic weak to violent eruption
characterized by fountain lava.
10. This volcanic eruption is known as stream-driven eruption due to the contact of
hot rocks and water.
Activity 4: VOLCANO CONCEPT MAP
Directions: Based on the pictures, give five descriptions of a volcano. Present your answer in a
concept map as shown below.
https://thepointsguy.com/2017/11/10-active-volcanoes-to-see-in-your- https://slideplayer.com/slide/14007131/
lifetime/

VOLCANO
Activity 5: VOLCANO CHALLENGE
Directions: Using the figures below, identify and describe the type of eruption shown in every
photo.
1.
https://www.volcanodiscovery.com/photos/strombolian_eruptions/ima
ge98.html

2.
https://www.dw.com/en/new-zealand-volcano-police-wind-down-
search-for-last-missing-victims/a-51715995
3.
http://brennen.caltech.edu/world/volcano.htm
4.
https://www.volcanodiscovery.com/krakatau/news/71210/Krakatau-
volcano-Indonesia-vulcanian-explosions-field-report-13-19-Oct-2018.html

5.
https://www.youtube.com/watch?v=TANSDvIrGNw
Activity 6: VOLCANOES IN THE PHILIPPINES
Directions: Using different colors, plot the location of the following volcanoes in the Philippine
map. Use the assigned colors for the volcanoes as indicated below the table.
Number of Latest
Volcano Latitude Longitude historical eruption or
eruptions activity
Cabaluyan 15°42ʹ 120°19ʹ 0 -
Cocoro 10°53ʹ 121°12ʹ 0 -
Iraya 20°29ʹ 122°01ʹ 1 1454
Kanlaon 10°24ʹ 123°7ʹ 26 2006 June
Mayon 13°15ʹ 123°41ʹ 50 2018 January
Pulung 7°55ʹ 124°38ʹ 0 -
Smith 19°32ʹ 121°55ʹ 6 1924
Taal 14° 120°59ʹ 34 2020 January
Tamburok 11°33ʹ 124°26ʹ 0 -
Urot 5°59ʹ 121°15ʹ 0 -
= volcano that has no record of eruption (blue)

= volcano that has erupted 1 to 5 times (yellow)
= volcano that has erupted 6 to 10 times (green)
= volcano that has erupted more than 10 times (red)
Questions:
1. Are all the volcanoes found in the same location?

2. Which of the volcanoes had the greatest number of eruptions? Least number of
eruptions? No record of eruption?
3. How will you classify volcanoes with records of eruption?
4. How will you classify the volcanoes with no records of eruption?
5. In your own words, differentiate an active volcano from an inactive one.

The Philippine Map
https://dochub.com/eveliasadullo/Noek8bMwxZ3e02Kl7d2qmO/m2-unit-2-g8
REFLECTION
What did you like most about volcanoes, and why?
What did you learn from the activities?
What was the most challenging activity? Why?
What was the least interesting activity? Why?
What do you want to learn more about volcanoes?

References
Youtube. (2017, May 17). Retrieved July 9, 2020, from The Brand New Volcano Island of
Surtsey - Around the World: https://www.youtube.com/watch?v=TANSDvIrGNw
Admin, G. A. (2020, June 2). Most Essential Learning Competencies (MELCs) - Complete Files.
Retrieved May 29, 2020, from GuroAko: http://guroako.com/2020/06/02/most-essential-
learning-competencies-melcs-complete-files/
Alvarez, L. A. (2014). Science - Grade 9 Leraner's Module. Pasig City: Department of

Education.
Brennen, C. E. (1999, July 30). Brennen Caltech Edu. Retrieved July 9, 2020, from Adventures
Around the World: http://brennen.caltech.edu/world/volcano.htm
Bryant, M. (n.d.). Pinterest. Retrieved July 6, 2020, from Volcanoes--Ring of Fire--Lava:

Phreatomagmatic Eruption: https://www.pinterest.ph/pin/517280707175781966/
DW. (2019, December 18). DW. Retrieved July 8, 2020, from News: New Zealand volcano:
Police wind down search for last missing victims: https://www.dw.com/en/new-zealand-
volcano-police-wind-down-search-for-last-missing-victims/a-51715995
Eduardo, A. (n.d.). Pinterest. Retrieved July 7, 2020, from Michoacan: Paricutin Volcano:
https://www.pinterest.co.uk/pin/633037291346786932/
Floyd, K. (2020). SildePlayer. Retrieved July 8, 2020, from Volcanology:

https://slideplayer.com/slide/14007131/
Irazu Volcano, C. R. (n.d.). Irazu Volcano, Costa Rica. Retrieved July 7, 2020, from Hazards:
Risk to Local Population:
https://sites.google.com/site/geol567irazuvolcano/home/hazards
Kasumigenx. (2016, April 5). Alternatehistory. Retrieved July 7, 2020, from Forums: The
Shadow of Pinatubo - A Philippine Timeline:
https://www.alternatehistory.com/forum/threads/the-shadow-of-pinatubo-a-philippine-
timeline.385500/
Park, M. Y. (2017, November 28). The Points Guy. Retrieved July 8, 2020, from News: 10
Active Volcanoes to See in Your Lifetime: https://thepointsguy.com/2017/11/10-active-
volcanoes-to-see-in-your-lifetime/
Pfeiffer, T. (2018, October 20). Volcano Discovery. Retrieved July 9, 2020, from Krakatau
volcano news & eruption updates: Krakatau volcano (Indonesia): Vulcanian explosion -
field report 13-19 Oct 2018:
https://www.volcanodiscovery.com/krakatau/news/71210/Krakatau-volcano-Indonesia-
vulcanian-explosions-field-report-13-19-Oct-2018.html
Pfeiffer, T. (n.d.). Volcano Discovery. Retrieved July 9, 2020, from Volcano photos by feature:
Strombolian eruptions:
https://www.volcanodiscovery.com/photos/strombolian_eruptions/image98.html
Reliefweb. (2020, May 19). Reliefweb. Retrieved July 6, 2020, from Updates: Philippines: Taal
Volcano Erution DREF n MDRPH039 OPeration update n2:
https://reliefweb.int/report/philippines/philippines-taal-volcano-eruption-dref-n-
mdrph039-operation-update-n-2
Villasanta, A. (2020, January 12). International Bussiness Times. Retrieved July 6, 2020, from
World: Taal Volcano Eruption: Ashfall Coverage Reaches Cities 300 kms Away,
Volcanic Tsunami Feared: https://www.ibtimes.com/taal-volcano-eruption-ashfall-
coverage-reaches-cities-300kms-away-volcanic-tsunami-2901092
ANSWER KEY
Activity 1: VOLCANO SEARCH

Directions: Using the table below, find and encircle the listed 10 most famous and largest
volcanoes around the world. Answers appear to be straight across, up and down, and diagonally.

Answers:
MAUNA LOA ARENAL
FUJI BROMO
MAYON KILIMANJARO
ST. HELENS ETNA
POPOCATEPETL MELIFELL
Activity 2: VOLCANO-LOGY
Directions: Choose the correct word/words to complete the analogy
1. Pinatubo: Plinian ; Taal Volcano: Phreatic

2. _January 18, 2018_ : Mt. Mayon ; January 12, 2020: Mt. Taal
3. Magma: molten rock inside the volcano ; Lava : molten rock outside the volcano
4. Mt. Bromo: Indonesia ; Mt. St. Helens: USA
5. Albay: Mt. Mayon ; Zambales : Pinatubo
6. _Active_: erupted for the last 10,000 years ; Inactive: not erupted for the last 10,000
years
7. Stream-driven eruption: Phreatic or Hydrothermal_; weak to violent eruption:
Strombolian
8. _Plinian_: explosive eruption ; Vulcanian: tall eruption columns
9. Mt. Fuji: Japan ; Etna: Italy
10. Irazu Volcano: Strombolian_; Paricutin Volcano: Vulcanian
Activity 3: VOLCABULARY
Directions: Read each statement carefully. Write the correct word/words that is/are being described
in the statement. Use the space provided before the item number for your answer.
_Volcano_ 1. This refers to the opening in the Earth’s crust that allows molten rock from beneath
the crust to reach the surface.
_Magma_ 2. This pertains to the molten material formed at depth and oozes up beneath the Earth’s
surface.
_Lava _3. The molten material that erupts and flows out from the volcano.
_Active volcanoes_ 4. This refers to the volcanoes that erupted 10, 000 years ago based on the
analyses of their material.
_Inactive_ 5. A volcano can be classified as if it has no record of eruption for the last
10, 000 years.
_Plinian_ 6. This type of volcanic eruption exhibits excessively explosive type of eruption of
gases and pyroclastics.
_Phreatomagmatic_ 7. A type of volcanic eruption that results to the formation of a large column
of very fine ash and high-speed and sideway emission of pyroclastics.
_Vulcanian_ 8. This eruption style is characterized by tall eruption columns as exhibited by the
_Strombolian_ 9. This volcanic eruption is known for having a periodic weak to violent eruption
characterized by fountain lava.
_Phreatic or hydrothermal_ 10. This volcanic eruption is known as stream-driven eruption due
to the contact of hot rocks and water.
Activity 4: VOLCANO CONCEPT MAP
Directions: Based on the pictures, give five descriptions of a volcano. Present your answer in a
concept map as shown below. (Possible answers)
Activity 5: VOLCANO CHALLENGE

Directions: Using the figures below, identify and describe the type of eruption exhibited in every
photo.
1. Strombolian – this is a volcanic

eruption having a weak to violent
eruption characterized by fountain
lava.
https://www.volcanodiscovery.com/photos/strombolian_eruptions/ima
ge98.html

2. Phreatic or hydrothermal – this type
of volcanic eruption is also known as
a stream-driven eruption due to the
contact between hot rocks come and
water.
https://www.dw.com/en/new-zealand-volcano-police-wind-down-
search-for-last-missing-victims/a-51715995
3. Plinian – this volcanic eruption is

known to have excessively
explosive type of eruption of gas and
pyroclastics.
http://brennen.caltech.edu/world/volcano.htm
4. Vulcanian – characterized by tall

eruption columns that reach up to
20 km high with pyroclastic flow
and ashfall tephra as exhibited by
the Paricutin Volcano in Mexico.
https://www.volcanodiscovery.com/krakatau/news/71210/Krakatau-
volcano-Indonesia-vulcanian-explosions-field-report-13-19-Oct-2018.html
5. Phreatomagmatic – a volcanic
eruption that has a violent eruption
as the magma come in contact with
water.
https://www.youtube.com/watch?v=TANSDvIrGNw

Activity 6: VOLCANOES IN THE PHILIPPINES
Directions: Using different colors, plot the location of the following volcanoes in the Philippine
map. Use the assigned colors for the volcanoes as indicated below the table.
1. Are all the volcanoes found in the same location?

Answer: The volcanoes are not found in the same location, they are scattered.
2. Which of the volcanoes had the greatest number of eruptions? Least number of eruptions?
No record of eruption?
Answer: Mayon, volcano has the most number of eruptions while Iraya has the least number of
eruptions. The volcanoes that have no record of eruption are Cabaluyan, Cocoro, Pulung,
Tamburok, and Urot
3. How will you classify volcanoes with records of eruption?

Answer: Volcanoes that have record of eruption for the last 10, 000 years are classified as active
volcanoes.
4. How will you classify the volcanoes with no records of eruption?

Answer: Volcanoes that have no record of eruption for the last 10, 000 years are classified as
inactive volcanoes.
5. In your own words, differentiate an active volcano from an inactive one. (Answers may
vary)
Possible answer: Active volcanoes are those that have records of eruption or have erupted recently
while inactive volcanoes are those that show no record of eruption.

The Philippine Map

Prepared by:
JESSIE JOHN B. SAGUN

Writer
Checked by:
NERLISA J. DOMINGCIL
DQAT, Member
JENNIFER T. TOLENTINO
DQAT, Member
Reviewed by:
GLORIA A. BACANI, PhD.

EPS-SCIENCE

SCIENCE 9
Quarter 3- MELC 2
Explain what happens when volcanoes erupt

SCIENCE GRADE 9
Name: Grade level:
Section: Date:

VOLCANIC EFFECTS
Background of Information:
Philippines is known to be one of the countries located in the Pacific Ring of Fire. It has
300 volcanoes and 22 of these are active while the larger number remains dormant. Last January,
one of the most visited volcanoes in the Philippines called Taal Volcano located in Batangas erupted
that causes an impact to the people, animals and agricultural crops of the said area. Volcanoes
erupt when lava and gas are discharged from a volcanic vent. High temperature in the Earth’s
interior exerts great pressure on the molten rocks. The pressure generated inside the Earth causes
molten materials called magma to come out of the volcano. Volcanoes eruption are capable of
creating 2 types of hazard which are direct and indirect hazard.
2 TYPES OF HAZARD CAUSED BY VOLCANIC ERUPTION
1. Direct Hazard
• Phreatic Explosions- it generates ballistics and ash clouds
• Ballistics- particles that came out from the volcano’s vent during the explosion.
• Volcanic Gases- sulphur, carbon dioxide, argon and helium that mixed with the air.
• Fallout- magma and rock fragments transported into the atmosphere through the
eruption clouds.
• Pyroclastic Density Currents- magma and rock fragments deposited in mass (which
can be “dilute” or “dense”). Descending the sides of the volcano.
• Lahars- Slurry of pyro clasts rock debris, and water that originates on the slopes of
volcanoes during eruptive activity.
• Lava Flows- a mixture of molten and semi- molten rock that has been expelled in
the Earth’s interior.
• 2WDebris Avalanches- a mass of rock fragments and soil that collapse when
volcanoes erupt.
• Floods- steam flows triggered by heavy rainfall and other post eruption effect.
2. Indirect Hazard
• Earthquakes- it is the sudden shaking of the surface of the Earth.
• Tsunamis- Giant waves generated by the sudden displacement of water caused by
volcanic eruption.

• Climatic Effects-Regional to global effects on climate caused by aerosols, which
are formed by the injection of volcanic gases and ash particles in the high
atmosphere.
• Atmospheric Effects- Local changes of atmospheric dynamics caused by ash
particles and gases entering the atmosphere surrounding the volcano.
• Famine and Disease- shortage of foods loss livestock and crops due to volcanic
eruption. Diseases may also occur due to the material contents of the ash.
• Aircraft Encounters with Volcanic Ash- injection of silicate ash into the jet engines
causing the engine to flam out and loss of power.
DIRECT HAZARD
Image Source: http://worldlywise.pbworks.com/

INDIRECT HAZARD
EARTHQUAKES TSUNAMI
https://www.google.com/search?q https://www.google.com/search?q=ts
=earthquake+clipart&tbm unami+clipart&tbm
ATMOSPHERIC EFFECTS CLIMATIC EFFECTS
https://www.google.com/search?q=at
mospheric+effects+of+volcanic+erupti
on&tbm https://www.google.com/search?q=cl
imate+effects+clipart&tbm
FAMINE AND DISEASE AIRCRAFT ENCOUNTERS WITH

A VOLCANIC ASH
https://www.google.com/search?q=ai
https://www.google.com/search?q=d rcraft+engines+encounters+with+a+v
rought%20clipart&tbm olcanic+ash&tbm

Learning Competency:
Explain what happens when volcanoes erupt (Quarter 3, Week 2) S9ES-IIIb-28
Activity 1
WORD in a BOX!
Directions: Complete the crossword by filling in a word that fits each clue.
1 7 8
6
9 3
10
Across Down
1. Volcanic products like magma and rock 6. It is the explosive disruption that generates
fragments that fall into the sides of the ash clouds.
volcano 7. It is the long-term average of weather usually
2. This includes sulfur, nitrogen, argon, helium affected by aerosols due to volcanic
and carbon dioxide injected into the air eruption.
during explosion. 8. Usually experienced by the communities
3. Loss of livestock or crops as an effect of a near the bodies of water.
volcanic eruption. 9. A kind of transportation that may encounter
4. It happens when a volcano erupts. Sudden silicate ash that can cause accident.
movement of the surface of the Earth mostly 10. It is a non-fragmental magma comes out of
experience by the communities near the the volcano.
volcano.
5. It is a mudflow of pyroclastic materials that
flows down from a volcano.
Activity 2
SHOW it thru EMOJI!
Directions: Read each statement carefully and react on it using an emoji. Draw a smiling
emoji if the statement is TRUE and sad emoji if the statement is FALSE.
1. Slurry of volcanic fragments usually happens during the volcanic eruption.
2. Floods happens after the volcanic explosion.
3. Volcanic eruptions often cause temporary food shortage and long-term loss of
agricultural productivity of farm lands.
4. Fragmented magma is a mixture of molten or semi-molten rock.
5. Ash particles and gases entering the atmosphere have no atmospheric effects.
6. Seismic shocks of magnitudes usually greater than 5 can cause earthquakes.
7. Ash ingestion can improve jet’s engine.
8. Pneumonoultramicroscopicsilicovolcanoconiosis is a kind of disease caused by the
inhalation of fine silicate or quartz dust.
9. Since magma is lighter than the solid rock around it, magma rises and collects in
magma chambers.
10. The latest volcanic eruption in the Philippines is the Taal explosion.

Activity 3
Be SAFE!
Directions: Read the statements carefully. Write SAFE if the statement is a precautionary measure
and DANGER if the statement is harmful.
Reactions Statements
1. Attend drills and meetings for volcanic eruption.

2. If you are near the seashore, run to the hilly parts of the area when there’s
a volcanic eruption.
3. After the eruption, search your family members in case they are not with
you.
4. During evacuation, drive even in a heavy ash.
5. Go to your roof to remove ash even without guidance and trainings.

6. Get necessary supplies in advance in case you have to evacuate
immediately.
7. If you have any breathing problem, avoid contact with ash.
8. Follow evacuation orders from local authorities.
9. Listen for emergency information and alerts.
10. Stay in your home during the eruption.

Activity 4
SAY it in a SONG!
Directions: Compose a 3 stanza OPM (Original Filipino Music) song that can lift up the feelings
of the victims of Taal Volcano eruption.

Closure/ Reflection:
Reflection Box!
Directions: Write your reflections regarding the lessons on the box provided.
a. I learned that…….
b. I enjoyed most on……
c. I want to learn more on…..

Answer Key:
Learning Activity 1
WORD in a BOX!
P Y R O C L A S T
H L S
R I U
E M N
A G A S A
T A T F A M I N E
I I E I
C R
C L
E A R T H Q U A K E
A V
F L A H A R
T
Activity 2
Activity 3
1. TRUE 6. TRUE
1. SAFE 6. SAFE
2. TRUE 7. FALSE
2. SAFE 7. SAFE
3. TRUE 8. TRUE
3. DANGER 8. SAFE
4. FALSE 9. TRUE
4. DANGER 9. SAFE
5. FALSE 10. TRUE
5. DANGER 10. DANGER
Prepared by:
REGIE BOY B. GATTADIW
Writer
Checked by:
MERLITA M. QUIMING
DQAT, Member
DQAT, Member
Reviewed by: GLORIA A. BACANI, PhD.
EPS-SCIENCE

SCIENCE 9
Quarter 3- MELC 3
Illustrate how energy from volcanoes may be tapped for human use

SCIENCE GRADE 9
Name: Grade level:
Section: Date:

GEOTHERMAL ENERGY
Background Information for the Learners

Since our country is a home to more than a hundred volcanoes, energy has been tapped
from them. Actually, the Philippines ranks second in the world’s production of geothermal energy.
According to the Department of Energy, 14.4% of the country’s total power generation is produced
from geothermal energy. The production of electricity from geothermal energy is cheaper than the
electricity production using natural gas, coal, and hydropower.
The earth is believed to be extremely hot from within. This heat from the earth’s interior is
a source of energy called geothermal energy. The heat of the earth warms up water which is tapped
in rock formations beneath its surface.
Geothermal energy is generated in two ways: geothermal power plants and geothermal heat
pumps. They differ in the depth of heat source to produce energy.
In geothermal power plants the heat from deep inside the Earth is use to produce steam to
generate electricity compared with geothermal heat pumps that use heat coming from the Earth’s
surface to heat water or provide heat for buildings.
In the Philippines, geothermal power plants are used to generate electricity in Tiwi (Albay).
Kidapawan (North Cotabato), Calaca (Laguna), Tongonan (Leyte), Bago City (Negros
Occidental), Valencia (Negros Oriental), and Bacon (Sorsogon). The figure 1 below shows
Geothermal Power Plant.
Figure1. Generating electricity from geothermal energy

(Source: https://www.google.com/search?q=labeled+geothermal+energy+diagram)

Power plants are built in an area where it is particularly hot just below the surface such as
near a group of geysers, hot springs, or volcanic activity.
The following steps are followed to generate electricity in geothermal power plant:
1. Wells are drilled deep into the earth to pump steam or hot water to the surface.
2. When the water reaches the surface, the drop in pressure causes the water to turn into
steams.
3. The steam spins a turbine, which is connected to a generator that produces electricity.
4. Cooling tower cools the steam which it condenses back to water.
5. The cooled water is pumped back into the earth to begin the process again.
Illustrate how energy from volcanoes maybe tapped for human use. (Quarter 3, Week 3)
S9ES-IIIc-d-29
Activity 1 CYCLIC MAPPING
Directions: From the given choices in a box, use this cyclic organizer to describe how energy is
transformed to generate electricity in a geothermal power plant.
The steam spins a Cooling tower cools When the water reaches
turbine, which is the steam which it the surface, the drop in
connected to a generator condenses back to pressure causes the water
that produces electricity. water. to turn into steams.
The cooled water is Wells are drilled deep

pumped back into the into the earth to pump
earth to begin the steam or hot water to
process again. the surface.

Activity 2
FORCED ANALOGY
Direction: Use this template to relate the lesson learned into an object.
FORCED ANALOGY
I chose to relate the lesson on _

(object)
because _
_ _
_ _
_ _ _
_ .
Activity 3:
SKETCH TO STRETCH
Directions: Make an illustration or drawing on how energy from volcanoes may be tapped for human
consumption.
Example: Many homes make use of geothermal energy as their source of electricity to directly heat
their houses. Tunnels are dug underground vertically or horizontally and use geothermal power to bring
home temperature to earth temperature; it helps to go below or above temperature either cooled or
heated.

Criteria in Evaluating your Sketch
CRITERIA Outstanding (10) Satisfactory (8) Developing (6) Beginning (4) RATING
Presentation The output clearly The output clearly The output clearly The output clearly
shows all the shows most of the shows some of the shows few of the
concepts. concepts. concepts. concepts.

Creativity The output The output The output was The output was not
and displays an displays student’s made by the made by the
Originality exceptional degree ingenuity in student but was student.
of student his/her creation. copied from the
ingenuity in design or ideas of
his/her creation. others.
Accuracy Everything in the Most things in the Some things in the The output shows
and output is accurate. output are output are poor accuracy.
Relevance of accurate. accurate.
the Content
TOTAL
Activity 4
CHUNKING THE DATA
Directions: Use this template to summarize what have you learned in this lesson.
Important Term Important Concepts/Ideas
Important Generalization Insights Learned

Closure/Reflection:
I learned that
I enjoyed most on
I want to learn more on
References:
• https://www.google.com/search?q=labeled+geothermal+energy+diagram&tbm=isch&hl=
• https://www.pinterest.ph/pin/geothermal energy/
• www.deped-click.com/2020/05/most-essential-learning
• K to 12 Curriculum Guide, Department of Education, DepEd Complex, Meralco Avenue,
Pasig City. August, 2016.
• Alvarez et al, Science 9 Learner’s Module, DepEd MICS, FEP Printing Corporation,
Pasig City, Philippines 2014, pp. 176-177.
Answer Key:
Activity 1: Cyclic Mapping
Wells are drilled deep into

the earth to pump steam
or hot water to the
surface.
The cooled water is When the water reaches

pumped back into the the surface, the drop in
earth to begin the process pressure causes the
again. water to turn into
steams.
The steam spins a turbine,

Cooling tower cools the
which is connected to a
steam which it condenses
generator that produces
back to water.
electricity.

Activity 2: Forced Analogy
FORCED ANALOGY
I chose chimney in a fireplace to relate the lesson on geothermal energy

(object)
because it isolates hot exhaust gases or smoke coming from a fireplace just like in geothermal
energy that make use of hot steams from underneath the earth surface that could spin turbines
thereby generating electricity.
Activity 3: Sketch to Stretch
(SOURCE: https://www.google.com/search?q=SIMPLE%20GEOTHERMAL%20ENERGY)

Activity 4 Chunking the Data
Important Term/s Important Concepts/Ideas
• The earth is believe to be extremely

hot from within and the heat from the Earth’s
• Geothermal energy interior is a source of energy called
• Geothermal power plant geothermal energy which could generate
electricity for human consumption
• Geothermal heat pumps
• Geothermal energy is generated in two
ways
Geothermal power plants and geothermal heat
pumps. They differ in the depth of heat source
to produce energy.
Important Generalization Insights Learned
Geothermal energy is generated in two It is important to know that the production of

ways: geothermal power plants and electricity from geothermal energy is cheaper
geothermal heat pumps. In geothermal than the electricity production using natural
power plants, the heat from deep inside the gas, coal, and hydropower and so power plants
Earth is use to produce steam to generate are built in an area where it is particularly hot
electricity compared with geothermal heat just below the surface such as a group of
pumps that use the heat coming from close geysers, hot springs, or volcanic activity.
to the Earth’s surface to heat water or
provide heat for buildings.
Prepared by: Checked by:

SUNRISE L. BUSTAMANTE FIDES R. PASCUAL
Writers DQAT, Member
CRISTINA N. DACUMOS JENNIFER T. TOLENTINO

Writers DQAT, Member
Reviewed by:
GLORIA A. BACANI, PhD
EPS-SCIENCE

SCIENCE 9
Quarter 3- MELC 4
Explain how different factors affect the climate of an area

SCIENCE GRADE 9
Name: Grade level:
Section: Date:

FACTORS AFFECTING CLIMATE
Background Information for Learner

Climate is a general pattern of weather in a certain area over a long period of time.
Climate is weather averaged over some area (a single spot to the whole globe) for at least
a few years. Often, the climate of a region is viewed as its long-term average pattern of
seasonal weather. Any change in an average seasonal pattern is a climate change, even if
several such changes happen to cancel each other when the seasons are averaged together.
For example, if over a period of some years Philippines were to get less rainy season and
more dry season, its climate would have changed even if the total average amount of yearly
precipitation remained the same. On the other hand weather is a condition of the
atmosphere at a specific place and time.
Climate factors are the conditions that affect the climate characteristics of a particular
location. There are six major natural climate factors: air masses and winds, latitude, ocean
currents, elevation, relief, and bodies of water. Some are global factors that affect all parts
of Earth. Some are local factors that influence only small parts of Earth.
1. GLOBAL CLIMATE FACTOR: WINDS AND AIR MASSES

Winds and air masses help move energy around the planet. The zone near the equator
is hot. Here, as the air warms and rises, cooler air moves in beneath it. Movements of air
along Earth’s surface are called winds. The world’s wind systems are complex because of
two conditions. Earth spins on its axis from west to east. This causes the winds to veer
sideways. In the northern hemisphere the winds appear to move to the right. In the southern
hemisphere they appear to move to the left. •Land and water are not evenly distributed over
Earth’s surface. There is more land in the northern hemisphere than in the southern
hemisphere. Since land heats up more quickly than water, there is more warm, rising air in
the northern hemisphere. This changes the movements of the winds around the world.
Figure 2.14 shows the pattern of global wind systems. The wind that blows most commonly
in an area is the prevailing wind. For most of Canada, the prevailing winds are from the
west and are called the prevailing westerlies. Trade winds are winds that blow steadily
toward the equator from the northeast in the northern hemisphere or the southeast in the
southern hemisphere, especially at sea.

Figure 1 shows the pattern of global wind systems. The wind that blows most commonly in
an area is the prevailing wind. The prevailing winds are from the west and are commonly called
the prevailing westerlies. Trade winds are winds that blow steadily toward the equator from the
northeast in the northern hemisphere or the southeast in the southern hemisphere, especially at sea.
As warm air rises, cooler air slides in underneath, and the warmer air moves along to
replace the cooler air. This creates a series of cycles of rising and sinking air above Earth’s surface.
2. GLOBAL CLIMATE FACTOR: OCEAN CURRENTS
Oceans make up about 70 percent of Earth’s surface. Within the oceans are massive
flows of water called ocean currents. Ocean current is a flow of water within an ocean
influenced by winds, gravity, and the spinning of Earth on its axis. Ninety percent of ocean
currents are cold deep-water currents. Cold currents begin in the polar regions and bring
cool water toward the equator. The remaining 10 percent of ocean currents are warm
surface currents. Warm currents start in the tropics and bring warm water into cooler
regions. These currents either warm or cool the climates of land areas nearby. The
movement of cold and warm currents creates a global ocean circulation system. This
system has been called a conveyor belt because the ocean waters travel around the world
in a long, slow loop. It would take about a thousand years for a single particle of water to
make one complete circuit of the global ocean circulation system.
3. LOCAL CLIMATE FACTOR:
ELEVATION
Elevation affects local climate. As elevation increases, temperatures become cooler.
This has to do with air density, or how close or far apart air molecules are from each other.
Air molecules are held together by gravity. The higher up they are, the harder it is for
gravity to hold them together. At higher elevations, air molecules are spaced farther apart,
meaning the air is less dense. The air is less able to trap heat from the Sun, so temperatures
are cooler. At lower elevations, air molecules are closer together, meaning the air is denser.
The air is better able to trap heat, so temperatures are warmer.
4. LOCAL CLIMATE FACTOR:

RELIEF
Geographers use the term relief to describe the difference in height between the
highest point and the lowest point in an area. Mountainous areas have high relief (large
differences between highest and lowest points), and plains have low relief (small
differences). Places of high relief can have a big impact on precipitation. As you can see in
Figure 4, relief causes one side of a mountain to have much higher precipitation rates than
the other. The windward side of the mountain receives more rain than the drier leeward side.
The mountain causes the moist air to rise. As the air rises, it cools. Moisture in the air
condenses and falls to Earth. This type of precipitation is called relief precipitation. Relief
precipitation is a rain or snow that occurs as a result of air rising over mountains.
Explain how different factors affect the climate of an area (Quarter 3, Week5) S9ES-IIIe-30

ACTIVITY 1
CLIMATE AND LATITUDE
Directions: Climate Changes with Latitude. Places located at high latitudes (far from the equator)
receive less sunlight than places at low latitudes (close to the equator). Study the figure below and
answer the following questions.
Source: K-12 Learning Module
1. Which part of the earth receives most light?
2. Which parts of the earth receive less light?
3. What places on earth have low temperature? Why?
4. What places on earth have high temperature? Why?
5. How does latitude affect climate?
Additional Information: Latitude

• The further away from the Equator, the colder the climate becomes.

High
Tropic of Cancer
Mid Cold
Warm
Equator Low Hot

Warm
Mid Cold
Tropic of High
Capricorn
Source: Pinterest.com
Remember:
The latitude of an area is its distance north or south of the equator. In general, the temperature of an area
depends on its latitude. Latitudes closer to the poles tend to have colder climates. Latitude affects
temperature because latitude determines how much direct solar energy an area gets.
ACTIVITY 2A
Altitude and Climate
Directions: Read an analyze the text below and answer the question that follows.
Altitude is also one of the factors affecting the climate of a certain place. Air temperature
decreases as the altitude increases. It is because the air molecules are less compacted to each other,
resulting to a less dense air. Lighter air cannot absorb much heat, making temperature lower.
• As we go from surface of the earth to higher elevations atmospheric temperature

decreases
• Normal lapse rate- 10 C/165m height
• Atmosphere get heated from below
3000 meters- 10 0C
2000 meters- 170C
1000 meters- 23.50C
Source: clipart library.com

Questions:
1. What happens to the temperature as you go to a higher place?
ACTIVITY 2B
DIFFERENT PLACES IN THE PHILIPPINES AND THEIR ANNUAL AVERAGE
TEMPERATURE
Directions: Study the table below and answer the following questions.
Name of place Elevation above sea level (m) Annual average temperature ( 0C)
Baguio 1400 16.0
Loag 20 27.3
Tagaytay 640 22.7
Manila 10 27.7
Tacloban 20 29.4
1. Which place is the coldest?

2. Which place is the hottest?
3. Based on the data above, what is the relationship between altitude and the temperature of
a place?
Remember:
There are many factors affecting the Earth’s climate. Two of them are latitude and altitude. Sun’s
rays strikes based on the latitude of a certain area. Areas near poles receives less solar energy
hence, lower temperature is absorbed while areas near equator receives much energy hence,
experience higher temperatures. Altitude also plays an important factor in the climate of a certain
place. Generally, the temperature decreases as the altitude increases. It is because the air density
in a higher altitude decreases, because the air molecules are far away in each other.

ACTIVITY 3
CLIMATE AND DISTANCE FROM THE OCEAN
Directions: Read and analyze the text below and answer the questions that follow.
The climate of a place is influenced by the bodies of water. Soil absorbs heat faster than
water. At the same time, soil releases heat faster compared to water. These slow absorption and
release of heat by the body of water greatly affect the climate. Places that are near the oceans have
moderate climate as the body of water regulates the temperature. Even as both soil and water
absorb the same amount of heat, the temperature of water rises more slowly than that of soil.
Because soil heats up faster than water, air temperature above the sea is lower than above the
ground during day time. Warm air thus moves out from land to sea, slowing down the rise of air
temperature above land. Thus, places without a body of water nearby tend to have higher air
temperature during day time.
At night, soil cools down faster than water, so the air temperature above ground is lower than that
above the sea. Warn air then flows from the sea to land, so the drop in air temperature above ground
is moderated. Places that are far from the bodies of water have extreme climates, as there are no
immediate bodies of water that will help to circulate the movement of cold and warm air. The
reason why the temperature of water rises or falls more slowly than soil is that water has higher
heat capacity. Because of this, water also absorbs more heat in warm days and slowly releases it
in cold days. That is why during summer, areas that are near a body of water will have moderate
temperature because water absorbs more heat. Similarly, during winter, surrounding water slowly
releases heat causing the cooling effect to become lesser than normal in the normal landmass.
1. How does a body of water regulate the temperature of a certain region/ country?
2. Why do some areas that are far from bodies of water have extreme climate?

ACTIVITY 4
CLIMATE AND WIND/AIR MASSES
Directions: Read and analyze the text below and answer the questions that follow.
Types of Air Masses

Climate and weather conditions are controlled by a variety of factors. One of the most important
is Earth's air masses. Air masses are huge parcels of air with specific characteristics. What's
interesting about the characteristics of an air mass is that, not only do they describe the air mass,
but they also tell you where you can find that air mass on Earth.
Let's look at the different types of air masses found on Earth to see how this works. Air masses
can be divided into two main categories based on whether they are found over land or water. If the
air mass is found over land, this is a continental air mass. If the air mass is found over water, this
is a maritime air mass. This makes sense: continental air masses occur over the continents,
maritime air masses occur over the water, or marine environments. These categories are
represented by a lowercase 'c' for continental or 'm' for maritime.
The source region of the air mass helps us classify it even further, and for this, we have three
categories. Arctic air masses occur over arctic regions, like Greenland and Antarctica. Polar air
masses occur a little bit farther from the poles, like in Siberia, Canada and the northern Atlantic
and Pacific Oceans.
Finally, tropical air masses occur in the tropics, so along the equator and over Mexico and the
Southwest U.S. Makes sense, right? These categories are represented by the first letter of the source
region, but this time we use an uppercase letter. So, 'A' stands for arctic, 'P' for polar and 'T' for
tropical. That's pretty easy to remember!
Each source region can also be either continental or maritime, and to represent this, we simply
combine the category letters. This gives us six total types of air masses on Earth: maritime arctic
(mA), maritime polar (mP), maritime tropical (mT); and continental arctic (cA), continental polar
(cP) and continental tropical (cT).
Maritime air masses are going to produce moist weather because they occur over oceans, and
oceans are filled with water! The air blowing over the ocean regions, either arctic, polar or tropical,
picks up that moisture as it travels along. In maritime arctic and polar regions, this moist air is cool
(as you probably expected), and the maritime tropical air mass produces the warm, humid
conditions you would expect along the tropics, like Florida and the Caribbean.
In contrast, continental air masses produce dry weather. This is because the continents just can't
compete with the oceans when it comes to moisture! The continental arctic and polar air masses
produce dry, cold weather in the winter and pleasant weather conditions in the summer.
1. What kind of air mass is found on land?
2. What kind of air mass is found on seas and oceans?

3. How do air masses affect the temperature of different regions of the earth?
Closure/Reflection:
I learned that
I enjoyed most on
Answer Key:
Activity 1
1. Equatorial part receives the greatest light and solar energy.
2. Areas near poles absorb lower solar energy or light.
3. Places near poles receives lower solar energy resulting to lower temperature and colder
climate.
4. Places on the equator receives more and direct solar energy resulting to high temperature
and warmer climate.
5. Places found on longer latitude like in the equators have warmer climate while places found
in shorter equator like near poles have colder climate.
6. Different parts of the Earth receive smaller or larger amounts of the Sun’s energy (at
specific times and over longer periods of time), depending on their location and the time of year.
Therefore, the differences result in variations in temperature, amount of precipitation, and other
aspects of seasonal change, which then create different ecosystems

Activity 2a
1. Higher places have lower temperature than lower places.
Activity 2b
1. Baguio City has the coldest temperature.

2. Tacloban has the hottest temperature.
3. The higher the place, the lower its temperature.
Activity 3
1. Water absorbs and releases heat more slowly so the areas near the seas or oceans have
moderate climate.
2. Areas that are far from bodies of water have warmer climate because there is no
surrounding water that absorbs the heat resulting to a higher temperature in the land.
Activity 4
1. Continental air mass is found over land.
2. Maritime air mass is found on seas, oceans and marine environments.
3. Continental air masses bring warmer weather and climate and marine air masses brings
cooler weather and climate.
References:
K-12 Learners’ Module for G9 Science
https://study.com/academy/lesson/types-of-air-masses-their-effect-on-weather.html
https://www.google.com/how+latitude+affects+climate
https://www.tes.com/lessons/Y6DZ4rBUQpz5NA/factors-affecting-climate
https://learning-in-action.williams.edu/education-outreach
Checked by:
DOLORES A. TUGUINAY
Prepared by:
DQAT, Member
RONALYN V. PERHILIANA
Writer JENNIFER T. TOLENTINO
DQAT, Member
Reviewed by:
EPS-SCIENCE
SCIENCE 9
Quarter 3- MELC 5
Describe certain climatic phenomena that occur on a global level

SCIENCE GRADE 9
Name: Section:
Grade level: Date:

CLIMATE CHANGE
Background Information for the Learner (BIL)
What is climate change? Is it the same as global warming? When did climate change become a hot
topic in the world’s agenda? What are its main causes and consequences? Is it a lie? Find everything about
climate change below.
Climate change is a global phenomenon of climate transformation characterized by the changes in the
usual climate of the planet (regarding temperature, precipitation, and wind) that are especially caused by
human activities. As a result of unbalancing the weather of earth, the sustainability of the planet’s ecosystem
is under threat, as well as the future of humankind and the stability of the global economy.
Climate change (NASA’s definition) is “a broad range of global phenomena created predominantly by
burning fossil fuels, which add heat-trapping gases to earth’s atmosphere. These phenomena include the
increased temperature trends described by global warming, but also encompass changes such as sea-level
rise; ice mass loss in Greenland, Antarctica, the Arctic and mountain glaciers worldwide; shifts in
flower/plant blooming and extreme weather events.”
So, how does climate change happen? Normally, sunlight enters the earth’s atmosphere, bounces
off the earth, and then is absorbed back into space. But because of pollution something else is happening
called the greenhouse effect where the earth’s atmosphere is filling up with pollution and trapping the
sunlight from leaving into space. All of this trapped sunlight in the atmosphere raises the earth’s temperature
and causes climate change.
Two of the main causes of pollution are the burning of fossil fuels and deforestation. Fossil fuels
are materials like coal, oil, and natural gas that people use to run machines like microwaves, cars, and
airplanes. When we use these machines fossil fuels burn and this makes pollution. Deforestation causes
pollution to build up because trees naturally remove carbon dioxide, a major type of pollution, from the air
and when trees are cut down they cannot do this anymore.
What are greenhouse gases?
Greenhouse gases are gases in Earth’s atmosphere

that trap heat. They let sunlight pass through the
atmosphere, but they prevent the heat that the sunlight
brings from leaving the atmosphere. That’s exactly how
greenhouse gases act. They let sunlight pass through the
atmosphere, but they prevent the heat that the sunlight
brings from leaving the atmosphere. Overall, greenhouse
gases are a good thing. Without them, our planet would be
too cold, and life as we know would not exist. The main
greenhouse gases are water vapor, carbon dioxide,
methane, ozone, nitrous oxide, and chlorofluorocarbons.
Image courtesy of the U. S. Department of Energy.)

Greenhouse Effect
The earth is surrounded by a layer of gases called
the atmosphere. The sun is much hotter than the earth and
it gives off rays (radiation) that travel through the
atmosphere and reach the earth. The rays of the sun warm
the earth and heat from the earth then travels back into the
atmosphere. This is the same as on bonfire night when the
warmth of the bonfire warms your face. Your face will
give off heat to the cold air. There are some gases in the
atmosphere which trap the heat escaping from the earth
and stop it from travelling back into space. These gases
are called greenhouse gases.
Ohioenvironmentalblog.com
Natural Sources
Carbon dioxide is produced naturally when people and animals

breathe. Plants and trees take in and use carbon dioxide to live.
Volcanoes also produce carbon dioxide.
Photo by: ML.Allaga
Methane is released by coal mining, landfill and

by agriculture, particularly through the digestive process
of beef and milk cows. The gas also comes from fields
where rice is grown: Paddy fields.
Ozone occurs naturally in the atmosphere.
Man-made Sources
Some of the activities of man also produce greenhouse gases.
Carbon dioxide comes from burning fuel such as

coal, oil and gas. These are called fossil fuels. We
burn fossil fuels to make energy, which gives us
heat and light in buildings. The cutting down and
burning of trees also releases carbon dioxide

https://www.shutterstock.com
Methane can be released from buried wastes. For

example, the wastes that is collected from our
homes by the garbage collectors is buried in large
dumps. These buried wastes will produce
methane. Coal mining stored gas produces
methane
https://www.pinterest.ph
Another group of greenhouse gases includes the

chlorofluorocarbons. The name of these gases is rather long
called CFCs for short. CFCs have been used in aerosols, such
as hairspray cans, fridges and making plastics. They become
dangerous when released in the atmosphere, depleting the
ozone layer. For this reason, their use has been banned around
the world.
Nitrous Oxide is produced by cars, by fossil fuels used

to produce heat and electricity and by agriculture.
EFFECTS OF CLIMATE CHANGE

WHAT IS GLOBAL WARMING?
So what’s the buzz about global warming? Global warming is the increase in temperature
around the globe. The earth is surrounded by an envelope of gases called the atmosphere. Sunlight
enters the atmosphere as it bounces to and from the earth. However, because of pollution, there are
lots of gases, such as methane, carbon dioxide, and water vapor in the atmosphere that trap the
sunlight and this keeps it from leaving the atmosphere. The trapped sunlight within the atmosphere
makes the earth heat up. This is what creates global warming.
teacherspayteachers.com
El Nino and La Nina
El Nino and La Nina are complex weather patterns resulting from variations in ocean
temperatures in the equatorial Pacific. Warmer or colder than the average temperatures in one part of the
world can influence weather around the globe.
El Nino and La Nina are opposite phases of what is known as the El Nino-Southern Oscillation
(ENSO) cycle. ENSO cycle is a scientific term that describes the fluctuation in temperature between the
ocean and the atmosphere in the east-central Equatorial Pacific (approximately between the International
Date Line and 120 degrees west).
La Nina is sometimes referred to as cold phase of ENSO and El Nino as the warm phase. El Nino
and La Nina episodes typically last nine (9) to twelve (12) months, but some prolonged events may last for
years. While their frequency can be quite irregular, El Nino and La Nina events occur on average every two
to seven years. Typically, El Nino occurs more frequently than La Nina.
https://www.wonderopolis.org/wonder/what-is-el-nino
Learning Competencies:
Describe certain climatic phenomena that occur in global level (Quarter 3, Week 6-7)
S9ES-IIIf-31

ACTIVITY 1
CAUSES OF GLOBAL WARMING
Directions: Use the words in the word box to complete the sentences below. It may be necessary
to change the form of the word.
Abs o r b , at mo sp he r e, c lea r fo re st s, f o ssi l f ue l s G

l ob a l wa rmi n g, g ree nh ou s e , g ree n ho u se e f fect , g r
eenhouse gases, release, tilt the balance
1. refers to the gradual rise in the earth’s temperature as a result of

human activities.
2. is a glass building used to grow plants. It keeps the plants warm
and protects them from bad weather.
3. When too many are released into the air, they trap the sun’s heat
and cause the earth to get warmer.
4. The refers to a build-up of gases in the air around the earth,
which causes the earth’s temperature to rise.
5. Fuels like coal and oil, formed from the remains of decayed plants and animals, are called
.
6. The is the layer of air and other gases that surrounds the earth.
7. When you this means that you do something to change a
situation so that different parts are no longer equal.
8. When you , this means that you cut down all the trees.
9. The burning fuel carbon dioxide into the atmosphere.
10. Plants and trees carbon dioxide from air.

ACTIVITY 2
MATCH ME
Directions: Match column A with column B.

A B
1. Mountain glacier a) a period of time during which the weather is much hotter than
usual.
2. Polar ice cap b) when the average level of the seas gets higher with respect to
the land.
c) a huge mass of ice which moves very slowly down a mountain

3. Heatwave valley.
4. Drought d) change in general weather condition and patterns
5. Wildfire e) when a species of plan or animal dies; ex. No longer has any
living member
6. Rising sea level f) a long period of time during which no rain falls
7. Unpredictable g) a thick layer of ice or snow that permanently covers an area of

land in the areas around the North and south poles
8. Coastal flooding h) when an area near the sea is covered by large amount of
seawater
i) fire that starts in a wild area such as forest and spreads rapidly
9. Climate change causing great damage
10. Extinction j) when it is not possible to know what will happen

ACTIVITY 3
THE GREENHOUSE EFFECT
Directions:
1. Study the diagram on the greenhouse effect.
2. Answer the given questions.
Materials:
Diagram of the greenhouse effect
Paper
Pen

Questions:
1. Which arrow in the diagram above shows the greenhouse effect?
2. Describe the direction of the arrows that comes directly from the sun.
3. Why do you think some arrows did not return back to the atmosphere?
4. Why did the arrow coming from the earth bent?
5. Why do some heat trap by greenhouse gases travels back to earth?
ACTIVITY 4
CLIMATE CHANGE
Directions: Study the pictures below and answer the questions given. Then answer the questions
that follow:
A B

1. What do the pictures in column A have in common?
2. What characteristics do the pictures in column A share?
3. What do the pictures in column B have in common?
4. What characteristics do the pictures in column B share?

ACTIVITY 5
EL NIÑO WORKSHEET
Read or Print: http://www.nws.noaa.gov/om/brochures/climate/El_NinoPublic.pdf then answer

the questions that follow:
1. Where does the term El Niño come from and what does it mean?
2. The term El Niño now refers to both a coupled oceanic and atmospheric phenomenon. This
phenomenon is characterized by what four things (summarize in your own words)
3. What does the term ENSO refer to?
4. What oceanic and atmospheric conditions occur during a La Niña?
5. How often to El Niño events occur and how long do they generally last?
6. What are the effects of El Niño in California and across the southern states?
7. What are the effects of El Niño in the Pacific Northwest?
8. What is the effect of El Niño on both Pacific hurricanes (Typhoons) and Atlantic hurricanes?
9. What are the effects of La Niña during winter in Central North America?

10. What is the effect of La Niña on both Pacific hurricanes (Typhoons) and Atlantic hurricanes?
11. What does TAO stand for? 12. What is the primary climate indicator of El Niño events?
Closure/Reflection:
I learned that
I enjoyed most on
References:
• Science 9 Learners Module
• Science 8 Learners Module
• ENSO-Elnino
• https://www.nws.noa.gov/com
• https://study.com
• https://www.climate.gov/enso
• www.cpalms.org
• http://www.nws.noaa.gov/om/brochures/climate/El_NinoPublic.pdf
• gettyimages.com/photos/Philippines
• www.nationalgeographic.org/encyclopedia
• Aidr.drought-lesson-plan-pdf
• Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation.

Answer Key:
Activity 1
1. Global warming 6. Atmosphere
2. Greenhouse 7. Tilt the balance
3. Greenhouse gases 8. Clear forest
4. Greenhouse effect 9. Releases
5. Fossil fuels 10. Absorb
Activity 2
1. C 6. B
2. G 7. J
3. A 8. H
4. F 9. D
5. I 10. E
Activity 4
1. What do the pictures in column A have in common?

• (Answers may vary) All activities in column A are ecological problems.
2. What characteristics do the pictures in column A share?
• (Answers may vary) All pictures shown are results of human activities that destroy the
environment
3. What do the pictures in column B have in common?
• (answer may Vary) All the activities do not produce greenhouse gases.
4. What characteristics do the pictures in column B share?
• (Answers may vary) All the pictures in column B are activities to protect the environment
Prepared by: Checked by:

PHILINA M. PASTOR
MAXIMA L. ALLAGA
DQAT Member
Writer
DQAT Member
Reviewed by:
EPS- Science

SCIENCE 9
Quarter 3- MELC 6
Show which constellations may be observed at different times of the year using models

SCIENCE GRADE 9
Name: Grade level:
Section: Date:

CONSTELLATION
Background Information for Learners (BIL)
When we look at the sky during night time, we see pinpoint of lights scattered above, these
are called stars. Sometimes the stars are group together and this is called constellation. The
International Astronautical Union (IAU) divides the sky into 88 official constellations with exact
boundaries, so that every place in the sky belongs within a constellation. Of these, 48 were already
recognized in ancient times and had been listed by the astronomer Ptolemy. These 48 constellations
were named based on Greek and Roman mythology. The brightest constellation is Crux (the
Southern Cross). The constellation with the greatest number of visible stars in it is Centaurus (the
Centaur- with 101 stars). The largest constellation is Hydra (The Water Snake) which is extends
over 3.158% of the sky. The star patterns that have been discovered but have not been officially
identified as constellation are asterism. The most famous example of asterism is the Big Dipper,
a constellation that is quite common as it was even featured on the Alaskan state flag. The reason
why it is not considered a true constellation is because it is a part of a larger constellation called
Ursa Major (The Great Bear), Little Dipper (a part in Ursa Minor), Keystone (in Hercules), and
the Pleiades (in Taurus).
FAMOUS CONSTELLATIONS VISIBLE TO THE NAKED EYE
1. Aquarius
It is from Latin word which means
“Water Carrier” or “Cup Carrier”. Best
viewed in October. While one of the biggest,
most famous, and oldest named
constellations, Aquarius is faint and often
hard to find/see. Despite its prominent
position and large size, you can see that
Aquarius doesn’t really have defining
features, nor does it contain any bright stars.
The protruding line to the right is Aquarius’s
right arm, with the large downward shape
being a combination of the water flowing
down out of the vase and his right leg.

2. Aquila
From the Latin word for
“Eagle”. Aquila is best viewed in late summer,
September. It was the eagle that in Greek mythology
actually bore Ganymede (Aquarius) up to Mt.
Olympus. The eagle was also the thunderbolt carrier
for Zeus. This constellation lies in the Milky Way
band, and its most prominent star is Altair, which is
actually one of the closest naked eye stars to the
earth. The top portion of Aquila forms a shallow
inverted “V,” with Altair nearly the point. This
represents the head and wings of the eagle. A line
then descends from Altair, which forms the body of
an eagle.
http://www.seasky.org/constellations/constellation-aquila.html
3. Aries
Taken from the Latin word for “Ram”. It is
best viewed in December. Aries has always
been the ram. This constellation is one of 12
constellations that form the zodiac the
constellations that straddle the sun’s path
across the sky (known in scientific terms as the
ecliptic). Aries is formed by just 4 (sometimes
5) visible stars, which create a line from the
ram’s head (the lowest point in the image
above) and down its back. Hamal is the largest
and most visible star, and is classified as an
orange giant.

4. Canis Major
It is from the Latin word for “Greater Dog”.
This constellation best viewed in February. Canis
Major represents the famed Greek dog Laelaps.
Canis Major is notable because it contains the
brightest star in the night sky, Sirius. In the night
sky, it almost looks a stick figure, with Sirius at
the head, and another bright star, Adhara, at its
rear end.
http://www.seasky.org/constellations/constellation-canis-major.html
5. Cassiopeia
It’s the name of a queen in Greek
mythology. It can be seen in the month of
November. With its distinctive “W” shape
formed by five (5) bright stars, Cassiopeia is
one of the most easily recognizable
constellations in the night sky come fall and
early winter. And because of that, the vain
queen is one of the most oft-mentioned in pop
culture and one of the earliest constellations
that young children come to recognize in the
sky.
https://www.vectorstock.com/royalty-free-vector/cassiopeia-
constellation-with-beautiful-bright-vector-9177709
6. Cygnus
It is known as the Northern Cross Northern
Cross is Latinized Greek for “Swan”. It is best
viewed in September. The Northern Cross is really
just an asterism (recognizable pattern of stars)
within Cygnus the swan. Deneb, the swan’s tail (or
top point of the cross), is one of the brightest stars in
the night sky. In the night sky, the goose is looking
down with its wings spread out parallel to the
horizon.
https://www.shutterstock.com/image-vector/cygnus-swan-constellation-night-
starry-sky-381861832

7. Gemini
Taken from the Latin for word meaning
“Twins”. It is best viewed in the month of
February. Castor and Pollux also happen to be
the names of the brightest stars in the
constellation, and represent the heads of the
twins. Each star then has a line forming their
bodies, giving the constellation a rough “U”
shape. The twins sit next to Orion, making
them fairly easy to find in winter. Gemini is
prominent in the winter skies of the Northern
Hemisphere and is visible the entire night.
8. Leo
https://en.wikipedia.org/wiki/Gemini_(constellation)
Leo is taken Latin word meaning “Lion”.
The constellation is best viewed during the
month of April. Leo has been a great lion in
the night sky across almost all mythological
traditions. A distinctive backwards question
mark forms the head and chest, then moves to
the left to form a triangle and the lion’s rear
end. Regulus is Leo’s brightest star, and sits in
the bottom right of the constellation,
representing the lion’s front right leg.
https://universavvy.com/interesting-facts-about-constellation-leo
9. Lyra
The constellation Lyra, the lyre, is best
seen from June through October in the
northern hemisphere. It is visible between
latitudes 90 degrees and -40 degrees. It is a
small constellation, covering an area of 286
degrees of the sky. It is bordered by
Vulpecula to the south, Hercules to the east,
Draco to the north, and Cygnus to the west.
Vega, the brightest star in Lyra, forms a large
triangle with two other stars, Altair in Aquila
and Deneb in Cygnus. This prominent
formation of bright stars is known as the
Summer Triangle.
http://www.seasky.org/constellations/constellation-lyra.html

10. Orion
The constellation Orion, the great
hunter, is visible from October through
March in both hemispheres. It can be
seen at latitudes between 85 degrees and
-75 degrees. It is a large constellation
filling an area 594 square degrees. It is
without a doubt one of the brightest and
most beautiful constellations in the
winter sky. It contains an asterism of
three stars in a straight line known as
Orion’s Belt. This is one of the most
recognizable groupings of stars in the
night sky
http://www.seasky.org/constellations/constellation-orion.html
11. Pisces
The constellation Pisces, the
fishes, is visible in the sky between
October and December in the
northern hemisphere. The March
equinox is currently located in Pisces.
However, due to procession of the
earth's axis, it is slowly drifting
towards Aquarius. The word Pisces is
the Latin plural for “fish”. The
constellation is represented as a pair
of fish facing in opposite directions,
connected at the tail by a common http://www.seasky.org/constellations/constellation-pisces.html
star.
12. Scorpius
It is Latin for “Scorpion”. The
constellation Scorpius, the scorpion,
is located in the southern hemisphere
of the sky. It can be seen in summer
from the northern hemisphere, but is
low in the sky and is best seen from
the southern hemisphere. Scorpius is
easy to find due to its distinct "J"
shape, also described as a fishhook. It
contains a number of notable stars and
deep sky objects, including the bright
stars Antares and Shaula, the
http://www.seasky.org/constellations/constellation-scorpius.html
Butterfly Cluster (Messier 6).

13. Taurus
The constellation Taurus, the Bull, can
be seen during the winter and the early
spring in the northern hemisphere.
Taurus is one of the more recognizable
constellations in the sky. The V-shape
of the horns in very easy to find and can
be seen even in urban areas with light
pollution. Its name means “bull” in http://www.seasky.org/constellations/constellation-taurus.html
Latin.
14. Ursa Major

The constellation Ursa Major, the great
bear, is visible in the northern hemisphere
all year long. It is one of the best-known
constellations and is famous for
containing an asterism known as the Big
Dipper. Its name means “The Great
Bear” in Latin. In South Korea, the
constellation is referred to as the Seven
Stars of the North.
http://www.seasky.org/constellations/constellation-ursa-major.html
15. Ursa Minor

The constellation Ursa Minor,
known as “The Little Bear”, is visible in
the northern hemisphere all yearlong. It is
a small constellation covering an area of
256 square degrees. It is famous for a
group of stars known as the Little Dipper
and for Polaris, the North Star, which is
located at the tip of the dipper's handle.
Polaris is called the North Star because it
is the closest star to the north celestial pole.
Its name means “lesser bear” in Latin.
http://www.seasky.org/constellations/constellation-ursa-minor.html

OBSERVABLE CONSTELLATION THROUGHOUT THE YEAR
While the rotation of the Earth on its axis causes the apparent nightly movement of the stars
across the sky, the revolution is responsible for the fact that we can see different parts of the sky
at different parts of the year. In addition to rotating, the Earth also revolves around the sun. As the
Earth revolves around the sun, it is projected in front of different times of the year. The path the
sun takes across the space is called the ecliptic. The constellations through the sun passes through
are zodiac constellations.
Constellations Sorted by Month

This is a list of all 88 constellations split up into the months when they are best seen in the
sky. The months listed assume that you are looking at the sky at 9:00 PM. For every hour later
than 9:00, add half of a month. For every hour before 9:00, subtract half a month. The
constellations are typically visible for more than just one moth, depending on where you are on
the Earth.
JANUARY FEBRUARY MARCH APRIL
✓ Caelum ✓ Canis Major ✓ Cancer ✓ Crater
✓ Dorado ✓ Gemini ✓ Canis Minor ✓ Hydra
✓ Mensa ✓ Lepus ✓ Lynx ✓ Leo
✓ Orion ✓ Pictor ✓ Pyxis ✓ Ursa Major
✓ Reticulum ✓ Auriga ✓ Carina ✓ Antlia
✓ Taurus ✓ Camelopardalis ✓ Puppis ✓ Chamaeleon
✓ Monoceros ✓ Vela ✓ Leo Minor
✓ Volans ✓ Sextans
MAY JUNE JULY AUGUST
✓ Centaurus ✓ Bootes ✓ Draco ✓ Lyra
✓ Crux ✓ Libra ✓ Hercules ✓ Sagittarius
✓ Musca ✓ Lupus ✓ Scorpius ✓ Scutum
✓ Virgo ✓ Ursa Minor ✓ Serpens ✓ Telescopium
✓ Canes ✓ Circinus ✓ Apus ✓ Corona
Venatici ✓ Ara Austrina
✓ Coma Berenices ✓ Corona Borealis
✓ Corvus ✓ Norma
✓ Ophiuchus
✓ Triangulum Australe
SEPTEMBER OCTOBER NOVEMBER DECEMBER
✓ Capricornus ✓ Aquarius ✓ Andromeda ✓ Aries
✓ Indus ✓ Grus ✓ Cassiopeia ✓ Horologium
✓ Pavo ✓ Pegasus ✓ Pisces ✓ Perseus
✓ Sagitta ✓ Piscis ✓ Tucana ✓ Triangulum
✓ Aquila ✓ Cepheus ✓ Sculptor
✓ Delphinus ✓ Lacerta ✓ Phoenix
✓ Equuleus ✓ Octans ✓ Cetus
✓ Microscopium ✓ Eridanus
✓ Vulpecula ✓ Fornax
✓ Hydrus
Table 4. Constellation Sorted by Month

Uses of Constellations to People Today
According to astronomers, there are several ways by which constellations can be useful to
us. Here are some of them:
1. To Track Artificial Satellites

In the 20th century, a committee of the International Aeronautical Union (IAU) delineated
the precise boundaries for all the 88 constellations. With the precise locations of the constellations
in the sky, scientists and observers can track artificial satellites properly. There are thousands of
artificial satellites launched into the earth’s orbit. If it were not for the precise locations of the
constellations, it would be easy to misidentify a satellite as a star.
2. To Indicate General Direction
Constellations are used to indicate the general directions in the sky. They serve as guides
at night for sea navigators and sky observers. Several constellations may be used as guides for
direction. The Big Dipper, Small Dipper, Cassiopeia are used to determine the earth’s north. The
Orion constellation is used to determine the earth’s night. The Southern Cross is used to determine
the earth’s south.
3. To Locate Certain Stars or Galaxies
Constellations also help in assisting astronomers and navigators to locate certain stars and
galaxies. A German astronomer named Johann Bayer (1572-1603) devised a system of naming
bright stars based on the constellation they belong to. By 1930, it was possible to assign a star to
a particular constellation. Betelgeuse is called Alpha Orionis or Alpha Ori from the Orion
constellation. Between the constellations Cassiopeia and Pegasus is a very bright star named
Alpheratz. It forms one corner of the square of Pegasus. Lately, some “stars” in some constellations
were recognized as actually very distant galaxies. The Andromeda constellation contains the
Andromeda galaxy or M31. It is located more than 2.2 million light years from the earth.
A group of stars that forms a certain pattern or figure is called a constellation.

They apparently move in the sky at night because of the earth’s rotation.
Different group of constellations are seen during each season. This is due to
earth’s revolution.
Show which constellations may be observed at different times of the year using models.
(Quarter 3, Week 8-9) S9ES-IIIj-35

Activity 1
WORD HUNT
Directions: Using the table below, find and encircle the listed 26 names of the constellations.
Words appear to be straight, backwards, across, up and down, and
diagonally.
Orion-The Hunter: Z O X S G E M I N I S C I L U
This constellation is a C
W W L P C Y W E S U V A S I
winter constellation,
meaning it can only be O G S I G O V I R G O S B B A
seen in the winter N
months. Some R W T O T F R U J T T S I R
constellation can be I A Y A U T A P E B I I G A C
seen all year round E
and some O Q C V C T L D I E A O D I
constellations are N U J Z N A H E S U S P I D R
seasonal. As well,
D A I E Z O P E D U S E P A P
some constellations
can be seen from the Z R C N E C C R R I A I P R S
Northern Hemisphere
W I A L D S Y U I N P A E I Z
and some can be seen
from the Southern U U O C I U A G L C C P R E E
Hemisphere.
D S W P O T S S N U O R E S S
P L E I A D E S X U P R O R F
O O C T A N S C J K S U N S Q
I S A G I T T A R I U S S O S
O P H I U C H U S K C A R Y L
S T A T S U N R O C I R P A C
Find these constellations:
Ophiuchus Libra Lyra Capricornus Aquarius

Aries Taurus Big Dipper Cancer Cassiopeia
Centaurus Cygnus Lupus Octans Sagittarius
Orion Pisces Pleiades Little Dipper Virgo
Draco Gemini Indus Leo Scorpius
Southern Cross

Activity 2
MATCH ME!
Directions: Read and analyze each statement carefully. Match Column A with Column B.
Use the space provided before the item number for your answer.
Column A Column B
1. 88 official constellation a. constellation
2. 48 constellation b. celestial sphere
3. Patterns of stars which are seen in the sky c. IAU
4. Brightest constellation d. Greek and Roman mythology
5. Largest constellation e. Crux (Southern Cross)
6. Greatest number of visible stars in it f. Centaurus
7. Biggest, famous and oldest named constellation g. Aquarius
8. Aquila h. Eagle
9. The Great Dog i. Canis Major
10. Area of the sky, which contains
all the stars and other celestial objects j. Hydra
Activity 3
Where Do I Belong?
Directions: Identify each constellation being describe in the picture. Put your answers on the
blank space provided for each item.
1. 2. 3.
4. 4. 6.
7. 8. 9.
10. 11. 12.

Activity 4
Observe Thee!
Directions: Fill out the blanks below by writing down constellations that are visible during the
given month of a year.
1.
Month: FEBRUARY
Visible Constellation:
2.
Month: JULY
3. Month: DECEMBER
4.
Month: OCTOBER

5.
Month: JANUARY
Activity 5
Let’s Get Connected
Directions: Connect the dots below to create your own constellation, and describe what you
have created. At least five (5) possible constellations will be formed from the dots.
1. 2.
Description: Description:
3. 4.
Description: Description:
5.
Description:

Activity 6
Fill It Up!
Directions: Fill out the correct word or group of words that best describes the sentence. Place
your answers on the space provided before each number.
1. It is described as the “Water Carrier” or “Cup Carrier”.

2. What do you call the most prominent star of Aquila constellation?
3. The largest visible star in the constellation Aries.
4. What is the name of the constellation that has 5 bright W-shaped formed
stars.
5. It is commonly known as the “Northern Cross”.
6. The U-shaped constellation.
7. Known as the “Great Hunter”.
8. The constellation that forms a triangle during summer time.
9. It is seen during winter with V-shaped formation in the northern
hemisphere.
10. A constellation popularly known as the “Seven Stars” of the north.
Activity 7
Fit Me Best!
Directions: Fit each word into the correct shapes below. Write name of the constellation
inside the box that fit it best.
1. 10.
2. 11.
3. 12.
4. 13.
5. 14.
6. 15.
7.
8.
9.
Activity 8
Constellation Hunting
Directions: Make a constellation diary in your notebook. At night time, you look up at the sky
for 30 minutes. Take a picture of the constellation you saw and be sure to capture
it nicely. You can send output to your teacher through his/her Facebook
messenger, google classroom or email address.
Day Name of Constellation Description
1
Activity 9. Identifying Similarities and Differences
Directions: Create a Venn diagram comparing/contrasting the constellation in the northern

and southern hemisphere.

Activity 10
CHECK YOUR UNDERSTANDING
Directions: Answer the question briefly but comprehensively.
1. Choose one constellation and research about it. In your own perspective, why is it
important to study constellation?
2. Show which constellation may be observed at different times of the year by using
models and submit it to your teacher through a printed copy, messenger or in email
message.
RUBRICS FOR THE ESSAY
Insightful Thorough Basic Marginal Inadequate

(5 points) (4 points) (3 points) (2 points) (1 point)
Insightful and Thorough Adequate Marginal Response reflects
well-crafted response with response with response reflects inadequate
response that supporting limited minimal understanding of
manifests details elaboration and understanding of the given
interpretation of supporting the given questions and
the given details. questions and lacks supporting
questions and lacks supporting details.
includes details.
supporting
details.
https://www.hip-books.com/teachers/writing-about-reading/evaluating-written-responses/
REFLECTION
I learned that
I enjoyed most on

Answer Key:
ACTIVITY #1- WORD HUNT ACTIVITY #2- MATCH ME!
Directions: Using the table below, find and encircle the listed 26 words related Directions: Read and analyze each statement
different constellation. Words appear to be straight, backwards, across, up and carefully. Match Column A with Column B. Use the
down, and diagonally. space provided before the item number for your
answer.
1. C 6. F
2. D 7. G
3. A 8. H
4. E 9. I
5. J 10. B
ACTIVITY #3 Do I Belong?
Directions: Identify each constellation being describe
in the picture. Put your answers on the blank space
provided for each item.
1. Aquarius 6. Scorpio
2. Gemini 7. Cancer
3. Sagittarius 8. Libra
4. Aries 9. Taurus
5. Leo 10. Capricorn
11. Pisces
12. Virgo
ACTIVITY #4-Observe Thee!

Directions: Fill up the blanks below by writing down constellations that are visible during the given month of a year.
POSSIBLE ANSWERS
#1- FEBRUARY #2- JULY #3- DECEMBER #4- OCTOBER #5-JANUARY
Canis Major Canis Major Ursa Major/ Pisces Ursa Major/ Cygnus Ursa Major/Orion
Canis Minor Canis Minor Ursa Minor Ursa Minor/ Sagittarius Ursa Minor/Gemini
Orion Orion Lyra Cassiopeia/ Capricorn Leo/Aries
Lepus Lepus Cygnus Perseus/ Aquarius Cancer/Perseus
Gemini Gemini Pegasus Taurus/ Hercules Canis Major/Pegasus
Taurus Taurus Capricorn Aries/ Pisces Canis Minor/ Cassiopeia
ACTIVITY #5-Let’s Get Connected
Directions: Use the dots below and connect to make your own constellation. Then describe below what you made.
Possible Answers:
1. Cassiopeia- With its distinctive “W” shape formed by five (5) bright stars
2. Gemini- Each star then has a line forming their bodies, giving the constellation a rough “U” shape
3. Lyra- This prominent formation of bright stars is known as the Summer Triangle

4. Pisces- The constellation is represented as a pair of fish facing in opposite directions, connected at the
tail by a common star.
5. Taurus- The V-shape of the horns in very easy to find and can be seen even in urban areas.
ACTIVITY #6- Fill It Up!

Directions: Fill in the correct word or group of words that best describes the sentence. Place your answers on the space provided before
each number.
1. Aquarius 6. Gemini
2. Altair 7. Orion
3. Hamal 8. Lyra
4. Cassiopeia 9. Taurus
5. Cygnus 10. Ursa Major
ACTIVITY #7- Fill It Up!

Directions: Directions: Fit each word into the correct shapes below. Write name of the constellation inside the box that fit it best
1. Ursa Major 6. Ursa Minor 11. Aquarius

2. Orion 7. Cygnus 12. Aquila
3. Taurus 8. Scorpius 13. Aries
4. Leo 9. Gemini 14. Canis Major
5. Pisces 10. Lyra 15. Cassiopeia
Activity #8- Constellation Hunting

Directions: Make a constellation diary in your notebook. At night time, you look at the sky for 30 minutes and then you picture the constellation
you saw and be sure to capture it nicely. You are ask to show your output to your teacher by sending it to his/her facebook messenger or email
address.
Student’s answer may vary depending on the constellation they have observe each night for the whole week.
Activity #9-Identifying Similarities and Differences

Directions: Create a Venn diagram comparing/contrasting the constellation in the northern and southern hemisphere.

Activity #10- Check Your Understanding
Directions: Answer the question briefly but comprehensively.
1. Chooseone constellation and research about it. In your own perspective, why is it
important to study constellation? (Possible answers)
a. They represent stories from many different cultures
b. They serve as a celestial map
c. Astronomers refer to zodiac constellations when describing the location of the planets
in our solar system.
d. Constellations are also useful for navigation.
2. Show which constellation may be observed at different times of the year by using models
and submit it to your teacher through a printed copy, messenger or in email message.
(Answers may vary)
References
Credner, Till and Kohle, Sven (2020). Digital Images of the Sky. Retrieved:
www.allthesky.com.
Omega WordPress Theme (2020). Constellations: A Guide to the Night Sky.
Copyright © 2020 Constellation Guide. An Elite Cafemedia Lifestyle Publisher.
Retrieved: https://www.constellation-guide.com/constellation- list/scorpius-constellation/.
Sea and Sky (2016). Exploring the Splendors of the Sean and the Wonders of the World.
Copyright 1998. Retrieved from the website http://www.seasky.org/constellation/constellations.html

Giang, Dan (2013). Constellations. Retrieved from the website http://snc1d-
2013.blogspot.com/2013/12/dec-17-constellations.html.
Anderberg, Jeremy (2020). 15 Constellations Every Man Should Know (And How to Find Them).
Retrieved from website https://www.artofmanliness.com/articles/15-constellations-every-man-
should-know/.
Abistado, Joanna M. et. al. (2014). Work Text in Science and Technology-Science Links.
ISSBN 978-971-23-6592-8. Rex Printing Company-Quezon City. pp. 272-285.
Mamaril, Chloe et. al. (2018). Science for Millennials 9. Copyright 2018. Salinlahi
Publishing House, Inc. pp. 107-108.
http://www.astronoo.com/en/constellations-zodiac.html.
Prepared by:
PETERSON T. APOSTOL, MA
Writer
Checked by:
NERLISA J. DOMINGCIL
DQAT, Member
DQAT, Member
Reviewed by:
GLORIA A. BACANI, PhD

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LEARNING ACTIVITY SHEETS

Printed by: DepEd Regional Office No. 02

Competency Page Number

Describe the different types of volcanoes and volcanic eruption

Note: Practice Personal Hygiene protocols at all times. 1

LEARNING ACTIVITY SHEET

Note: Practice Personal Hygiene protocols at all times. 2

Types of volcanic eruptions

Note: Practice Personal Hygiene protocols at all times. 3

4. Vulcanian – characterized by tall

5. Plinian – excessively explosive

Note: Practice Personal Hygiene protocols at all times. 4

Directions: Choose the correct word/words to complete the analogy

1. Pinatubo: ; Taal Volcano: Phreatic

Note: Practice Personal Hygiene protocols at all times. 5

Activity 4: VOLCANO CONCEPT MAP

Note: Practice Personal Hygiene protocols at all times. 6

Activity 5: VOLCANO CHALLENGE

Note: Practice Personal Hygiene protocols at all times. 7

Note: Practice Personal Hygiene protocols at all times. 8

Activity 6: VOLCANOES IN THE PHILIPPINES

= volcano that has no record of eruption (blue)

1. Are all the volcanoes found in the same location?

Note: Practice Personal Hygiene protocols at all times. 9

3. How will you classify volcanoes with records of eruption?

4. How will you classify the volcanoes with no records of eruption?

5. In your own words, differentiate an active volcano from an inactive one.

Note: Practice Personal Hygiene protocols at all times. 10

What did you like most about volcanoes, and why?

What did you learn from the activities?

What was the most challenging activity? Why?

What was the least interesting activity? Why?

What do you want to learn more about volcanoes?

Note: Practice Personal Hygiene protocols at all times. 12

Alvarez, L. A. (2014). Science - Grade 9 Leraner's Module. Pasig City: Department of

Bryant, M. (n.d.). Pinterest. Retrieved July 6, 2020, from Volcanoes--Ring of Fire--Lava:

Floyd, K. (2020). SildePlayer. Retrieved July 8, 2020, from Volcanology:

Activity 1: VOLCANO SEARCH

Note: Practice Personal Hygiene protocols at all times. 14

1. Pinatubo: Plinian ; Taal Volcano: Phreatic

Activity 5: VOLCANO CHALLENGE

1. Strombolian – this is a volcanic

Note: Practice Personal Hygiene protocols at all times. 16

3. Plinian – this volcanic eruption is

4. Vulcanian – characterized by tall

Note: Practice Personal Hygiene protocols at all times. 17

1. Are all the volcanoes found in the same location?

3. How will you classify volcanoes with records of eruption?

4. How will you classify the volcanoes with no records of eruption?

Note: Practice Personal Hygiene protocols at all times. 18

Note: Practice Personal Hygiene protocols at all times. 19

JESSIE JOHN B. SAGUN

GLORIA A. BACANI, PhD.

Note: Practice Personal Hygiene protocols at all times. 20

Explain what happens when volcanoes erupt

Note: Practice Personal Hygiene protocols at all times. 21

LEARNING ACTIVITY SHEET

Note: Practice Personal Hygiene protocols at all times. 22

Image Source: http://worldlywise.pbworks.com/

Note: Practice Personal Hygiene protocols at all times. 23

ATMOSPHERIC EFFECTS CLIMATIC EFFECTS

FAMINE AND DISEASE AIRCRAFT ENCOUNTERS WITH