Grade 9 School MAYDOLONG NATIONAL HIGH SCHOOL Grade Level 9

Daily Lesson Teacher JESSIE B. MONTES JR. Learning Earth & Space (Earth Science)
Area
Plan Teaching Quarter Third
JANUARY 31, FEBRUARY1, 5-7, 2024
Dates

Week No. 1 WEDNESDA THURSDAY MONDAY TUESDAY WEDNESDA

Y FEBRUARY 1 FEBRUAY 5 FEBRUARY 6 Y
JANUARY FEBRUARY
31 7
I. OBJECTIVES

Content The learners demonstrate an understanding of volcanoes found in the

Standard Philippines.
Performance
Standard
Learning 1.Describe the different types of volcanoes
Competency 2.Differentiate active and inactive volcanoes
S9ES-IIIa-25 S9ES-IIIa-26 S9ES-IIIa-27

Assess the
mastery level
of the
DAILY Pre- Describe different types of Differentiate volcanoes as students on
Characterize a volcano.
TASK Assessment volcanoes. active and inactive. the topic
characteristi
cs and types
of volcanoes.
II. Pre-test Characteristics of a Types of volcanoes Active and Inactive Summative
 CONTENT 1.
volcano What can you 1. 3.What did
Describe
according to you
coneeachsee onof
type
shapes. the volcanoes
1. What can you say about Assessment
say about the video? picture?
volcano. the video clip?
III. LEARNING RESOURCES 2. What is a 2. Compare the three 2. Do you think there are
Key Questions: Key Questions: Key Question:
volcano? volcanoes. What can you say also volcanoes that do not
Teacher’s pp.136 1. How would you 1. What are the What is the difference
3. describe
Describe a about each volcano? erupt? 3.activeWhatand
do you call
ENGAGE
Guide a volcano? different types of volcano? between inactive
ELABORATE volcano. 3. Are there similarities those volcanoes that are
Learner’s pp.165-1662. What are the 2. How do they differ volcano?
among the volcanoes? Why? pp.166 erupting? How about volcanoes
Materials characteristics of a from each other?
volcano? that seemed to erupt and
Additional Pictures of volcanoes became quiet for a long period
Materials Describe the A.Describe the following Differentiate an active
volcanoes using the of time?from inactive
volcano
characteristics a
IV. LEARNING TASKS Essential Question: Essential Question: Essential(5pts)
Question:
volcano. ( 5pts ) description below. volcano. Rubrics:
WhatRubrics: areabout the PICTURE
What are the different types of 5What is the difference
- Differentiated clearly between
Video presentation ANALYSIS: Video clip presentation of an
characteristics of a volcanoes?
* are steep sided cones and
active
5- All characteristics Different kinds of volcanoes. erupting Mt. Mayon.
the volcano completely.
and inactive volcano?
volcano?
of volcano
(Introduction to thewere
topic 4 - Differentiation
*with gently sloping sides https://www.youtube.com/wat
http://int.search.tb.ask.com/se is
ELICIT present.
aboutWorking
the 4- only 4
in groups,
volcano) *much
Working
arc steeper
in groups,
h/AJimage . students complete
sides willch?Working but not clear
in groups, students will
v=YLUZYzGWbOw
characteristics
students will follow
https://www.youtube.com/ are follow guided activity. Each 3 - Differentiation is
follow a guided activity. Each
EVALUATE complete but vague.
present
guided activity.
watc h?v=Be7o6BYVOzA Each group is given
1.Composite a reading text
volcanoes group is given a reading text to
EXPLORE 3- only 3 characteristics
group is given the about2.Shield
the types of volcanoes.
volcanoes
2 - Differentiation is
discuss the difference between
aretopresent
tasks characterize a (See 3.Domeattachedvolcanoes
file) incomplete and vague.
active and inactive volcano.
2 - only
volcano using a2 characteristics 1 - Irrelevant answer
B. Tell what type of volcano (See attached file)
http://www.geography.learnonthe
are present
concept map (refer to internet.co.uk/topics/typesvolcan http://www.preservearticles.com
1. Mayon
LM1pp. - only 1 characteristicoes.html
165-166) is / 2011111717347/classification-
2. Pinatubo
present ofvolcanoes-on-the-basis-
ofperiodicity-of-eruption.html
Give example
Publication and of Give other examples of
Publication and Communicating Publication Give examples andofCommunicating
volcano
volcano/es locally found volcano found in the that are active or inactive
Communicating Results Results
EXTEND in your place and Philippines and identify found in the country.
Results
describe its/ their what type.
Key Questions: Key Questions:
characteristics.
Based on the picture, 1. What are the different 1. What is an active
EXPLAIN give five (5) types of volcanoes? volcano? Inactive volcano?
descriptions of a 2. What do you think is the 2. How will you distinguish
volcano. Present your basis active from inactive volcano?
answer in a concept of differentiating these
map. volcanoes?
Prepared by: Checked by:

JESSIE B. MONTES JR. IRENE B. CAMPANERO

Head Teacher I School Principal II
 Prepared by: Checked by:

Teacher: School
Head:
Signature: Signature:
Date Date:
Submitted:

Grade 9, Quarter
3
Daily Lesson Log
Week No. 1

Grade 9, Week 1 Activity Sheets/ Readings
Activity Sheet
DIFFERENCE BETWEEN ACTIVE AND INACTIVE VOLCANO
Active Volcanoes:
Volcanoes, from whose vents there is constant emission of
volcanic materials such as, lava, ashes, lapilli, pumice and gases etc.
are called active volcanoes. Some of the active volcanoes are continually in
eruption, while in other cases the eruptions are intermittent.
According to the PHIVOLCS active volcanoes are that have a record of
eruption within the last 600 years or those that erupted 10,000 years ago based
on analysis of their materials.
According to Worcester, there are about 500 active volcanoes in the
world today. Besides, there are other active submarine volcanoes whose
number is difficult to determine.
 Most of the active volcanoes are found in the Circum-Pacific
Belt which is known as 'the Ring of Fire'. A few examples of active
volcanoes are: Etna and Visuvius, Mount Pelee (Martinique), Mount
Karmai (Alaska), Mount Saint Helens, Nevado Del Ru'z
(Columbia), Mount Unzen (Japan), Mount Pinatubo (Philippines),
Mount Redoubt (Alaska) and Mount Mayon (Philippines).
The Stromboli volcano emits so much fire and incandescent
gases that it is known as 'the Light House of the Mediterranean Sea'.
Besides active volcanoes are found in Alaska, Aleutian Islands,
Kamchatka, the Kurile Islands, Japan, Taiwan, Philippines and the
Moluccas group.
Quarter 3
P some of which have been very destructive. Mount Kilimanjaro is also a
age 5
Inactive/Dormant Volcanoes:
There are certain volcanoes which do not show any sign
of volcanic activity for a long time. They are in a state of
slumber. They appear to be extinct.
But all of a sudden there is explosive eruption with the
result that there is unimaginable loss of life and property. Such
volcanoes are said to be of the dormant type. The Vesuvius
volcano is a typical example of a dormant volcano.
According to PHIVOLCS,inactive volcanoes are those
that have 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.
This volcano which erupted in A.D. 79 remained dormant for
more than 1700 years. Then it was in the year 1631 that there was an
explosive eruption.
Ever since, it has been intermittently active, though from 1500 to
1631, it was dormant for a period of 131 years. Even centuries of
inactivity do not mean extinction.
It may be pointed out that when a dormant volcano becomes
active, the eruption is apt to be exceptionally violent, for during the
period of quiet, the lava in the channel has solidified and given rise to
an obstacle which only a great and violent explosion can remove.
It is worth mentioning that violent eruptions of such dormant
volcanoes are generally preceded and accompanied by earthquakes,
fine example of dormant volcano.
Grade 9, Week 1 Activity Sheets/ Readings
Activity Sheet
THREE MAIN TYPES OF VOLCANOES?
There are three main types of volcano - composite or strato, shield and dome.
Composite Volcanoes
Composite volcanoes, sometimes known as strato volcanoes, are steep sided
cones formed from layers of ash and lava flows. The eruptions from these
volcanoes may be a pyroclastic flow rather than a flow of lava. A pyroclastic
flow is a superheated mixture of hot steam, ash, rock and dust. A pyroclastic
flow can travel down the side of a volcano at very high speeds with
temperatures over 400 degrees celsius. Composite
volcanoes can rise over Shield Volcanoes
8000 feet. Shield volcanoes are low with gently sloping sides and are formed
from layers of lava. Eruptions are typically non-explosive. Shield
volcanoes produce fast flowing fluid lava that can flow for many
When composite miles. Eruptions tend to be frequent but relatively gentle. Although
volcanoes erupt they are these eruptions destroy property, death or injury to humans rarely
explosive and pose a occurs.
threat to nearby life and
property. Eruptions Shield volcanoes are
are explosive due to the usually found at
thick, highly viscous lava constructive boundaries and
that is produced by sometimes at volcanic
composite cone hotspots. Examples of
volcanoes. This viscous shield volcanoes include
lava has a lot to do with why they are shaped Mount Kilauea
the way they are. The thick lava cannot travel and
far down the slope of the volcano before it Maunaloa on Hawaii.
cools.
Q
uarter 3
C
omposite volcanoes are usually found at destructive plate margins.
Examples of Page 6
c
omposite volcanoes include Mount Fuji (Japan), Mount St Helens
(USA) and Mount Pinatubo (Philippines).
 Grade 9 School MAYDOLONG NATIONAL HIGH Grade Level 9
Daily Lesson SCHOOL
Teacher JESSIE B. MONTES JR. Learning Earth & Space (Earth Science)
Plan
Area
Teaching FEBRUARY 8, 12-15, 2024 Quarter Third
Dates
Week No. 2 THURSDAY MONDAY TUESDAY WEDNESDAY THURSDAY
FEBRUARY 8 FEBRUARY 12 FEBRUARY 13 FEBRUARY 14 FEBRUARY 15
I. OBJECTIVES

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

Standard
Performance
Standard
Learning Explain what happens when volcanoes erupt
Competency
S9ES-IIIa-28

Assess the
mastery level
Identify the factors
Describe the effect of Discuss the of the students
Classify volcanoes as affecting the
DAILY TASK high temperature to the external parts on the topic
active and inactive. volcano’s eruptive
formation of gas. of a volcano. characteristics
style.
and types of
volcanoes.
Factors affecting the External parts Summative
II. CONTENT
Classification of volcanoes Under Pressure
volcano’s eruptive styles. of a volcano Assessment
III. LEARNING RESOURCES
 Key Questions: Publication and Publication and Publication and
1. Are all volcanoes Communicating Results Communicating Communicating
Teacher’s pp.136found in the same
ahUKEwjFrbDeiIrQAhVBzbw pp.137 Results
pp.138 Results
Guide location? Key Questions:
KHYGABpsQ_AUICCgB&biw
2. Which of the 1. What did you Key Questions: Key Questions:
Learner’s pp.166-167 =1360&bih=638#tbm=isch&q pp.168 p170 pp.169
volcanoes had the most observe in each bottle? 1.
=mt.+pinatubo+before+erupti What are the 1. What is a
Materials
number of eruptions? 2. Explain your factors affecting the summit?
Additional on&imgrc=BxhNK7a4epWHH
Least number of observation. 3. What is volcano’s eruptive 2. What can be
M%3A
Materials eruptions? No record of the role of hot water in style? found at the summit?
IV. LEARNING TASKS
eruption? the setup? 2. How does each 3. What is a
1. What can you say 4. Do1.you have
What can you factor 1. theWhat can say
affect 1. What is this?
EXPLAIN 3. about Howthe
PICTURE ANALYSIS:
willdifferent
you pictures?
the same
Video say presentation
clip about the video? of Video
volcano’s aboutclipthe
slope? Base?
video clip?of 2.ShowWhat
presentation
eruptive an iceare its
classify
2. theAre
volcanoes
all volcanoes 2. Why volcanoes 2. How does the
Students are given pictures of volcanic observations as in soft
eruption. an erupting
style? volcano parts?
cream cone to
that located
have records
on the ofsame place?
drinks? erupt?
https://www.youtube.com/ volcano erupt?
https://www.youtube.com/w 3.the students.
What land
Kanlaon, Mt. Pinatubo and
eruptions?
ENGAGE Mt. Mayon. 3. Are all volcanoes 5. had 3.
Explain What causes the
your 3. -gsfdYkZbI
atch?v=t What do you
ELICIT 4. a record
How will of you
wat
eruption? ch?v=A4dRMmxrQMoeruption of volcanoes?
forms can you
compare to this
https://www.google.com.ph/se answer. think are the factors
classify volcanoes with that affect the eruptive object?
arch?q=mt.+mayon&source=l
no record of eruption? styles of a volcano?
nms&tbm=isch&sa=X&ved=0
5. In your own
words, differentiate
Essential Question:an 3 -EssentialDescription
Question: is Essential Question:4 - Identified
Essential and
Question:
active volcano from
How can volcanoes be an completeWhatbut vague.
is the effect of What are the factors described
What only 2
are the
inactive one.
classified? 2 - Description is
high temperature to that affect the parts.external
3 - Identified
parts of a
Key Question: Keyincomplete
Question: and vague.
the formation Key Question:
of gas? eruptive style of aKey all Question:
parts but without
volcano?
How are volcanoes What 1 -isIrrelevant
the effectanswer
of What are the primary
volcano? What are 2 - the
description.
ELABORATE classified? high temperature
Working in groups, students Working in groups, to the factors that affect the external
Working in groups, Identified parts
Working of
and in groups,
formationstudents
of gas? will followeruptivestudents volcano?
style of awill identifydescribed
studentsonlywill
onediscuss
will follow guided activity.
Each group is given the tasks guided activity. Each volcano? 1 - None of the
the factors that affect the different external
EXPLORE Classify the following
to classify volcanoes as as Describe group is given the tasks the
the effect of What are theeruptive
factorsstylesIdentify
of a partsmentioned
answers ofthe
the
active or inactive basedhigh
or inactive
active on temperature
to describetothe theeffect volcano?
affect the eruptive different
that of volcano.
above external (Refer to
volcanoes.
Video clip presentation
record of eruption.of a formation
Whathigh
( Activity will happen
temperature to to style
One
the (Refer
of a
ofvolcano?to LM p.170)
the eruptions parts
Review Figure
your4,lesson
of aLM pp.
volcano
2: song. ( inactive)
1.Cabaluyan of gas? (5pts)
volcanoes when
formation of gas. of Mt. Kanla-on, volcano
for the169) and
summative
https://www.youtube.com/wat
2.Mayon ( active Rubrics: describe
EVALUATE Volcanoes in )the temperature is high?
Activity 3: Under spewed out a very test.
ch?v=TSpLXBzzdo0
3.Taal ( active )) 5 - Described clearly each. ( 5pts)
EXTEND Philippines Pressure (refer to LMthick cloud of smoke
What is your
4.Kanlaon reflection
(active ) and completely.
about pp. 168-169) high above the
the (Refer to( LM
song?
5.Tamburok inactive) 4 - Description is
pp.166-167) Rubrics:
sky.How do you
complete but not clear 5 - Identified and
describe its eruption?
described all parts.
Prepared by: Checked by:

JESSIE B. MONTES JR. IRENE B. CAMPANERO

Head Teacher I School Principal II

Grade 9 School MAYDOLONG NATIONAL HIGH SCHOOL Grade Level 9

Daily Lesson Teacher JESSIE B. MONTES JR. Learning Earth & Space (Earth
Plan Area Science)
Teaching Quarter Third
Dates
FEBRUARY 19-22,2024
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
FEBRUARY 19 FEBRUARY 20 FEBRUARY 21 FEBRUARY 22 FEBRUARY 23
I. OBJECTIVES

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

Performance
 IV. LEARNING TASKS
Video clip presentation: What is the effect of high 1.Compare the flow What are the
Lava flow temperature to the gas between water different types of
https://www.youtube.com/w formation of gas? water and cooking volcanic eruptions?
Standard atch?v=ddzU-rkzKF0 oil.
ELICIT
Learning Explain what happens when volcanoes erupt. 2.How does lava
(note: cut the video flow in relation
Competency
presentation until 1min to dissolved gas
S9ES-IIIb-28
&30s only) content?
Describe the effect of Determine the Identify the types of Relate the
What doeschemical
temperature, the video Video clip
viscosity presentation/
of some Are all volcanic What
volcano’s was to
slope
volcanic eruptions.
show?
composition and amount Pictures:
liquids. Erupting eruptions itsthe considered
material in
DAILY TASK of dissolved gases to the volcanoes
Describe Videoof1
the flow same? Why? emissions. differentiating the
viscosity of magma. https://www.youtube.com/w type of volcanic
gas in different
atch?v=BUREX8aFbMs eruption from the
liquids.
Video 2 previous lesson?
https://www.youtube.com/w
Factors affecting the atch?v=141onYqSPTY What do you think Summative
II. CONTENT Viscosity Types of volcanic eruptions
viscosity of magma are the other factorsAssessment
ENGAGE
III. LEARNING RESOURCES 1.What have you seen in that can affect the
the video clips/pictures? type of volcanic
Teacher’s Guide Page 138 pp. 139-140
eruption?
2.Compare the two
Learner’s Materials pp. 170-171 pp. situations/
171-172 pictures? Page 173 pp. 174-175
Factors that affect the (Guide students to
viscosity of magma the shape of the
http://www.slideshare.net/e cone or slope as
Additional Materials spinorachel/grade- one factor to be
9module-1-lesson- considered )
Essential-Question:
11volcanoes teachers- How Essential Questions: How Essential Essential
do temperature,
guidefor-discussion would you determine the Question: What Question: How
chemical composition viscosity of some liquids? are different types does the slope of Quarter 3
and the amount of How does gas flow in of volcanic the volcano Page 13
dissolved different liquids? eruptions? related to its
EXPLORE gases affect the viscosity material
emission?
of magma?

Working in groups, Working in groups, Working in groups, Working in groups,

students will follow guided students will follow guided students will follow students will follow
guided guided
 activity. Each group is activity. Each group activity. Each group is activity. Each group is
given the tasks to is given the tasks to given the tasks to given the tasks to Quarter 3
describe the effect of Perform Activity 4: Perform the Activity: Perform Activity 5: In Page 14
temperature, chemical Viscosity Race. Differentiating Types and Out. Refer to LM
composition and the Refer to LM pp. 171- of Volcanic pp. 174-175.
amount of dissolved 172 Eruptions. Figures: 7,
gases to viscosity of 8, 9
magma. and 10 LM
page 173
(Reading text
Activity Sheet will
be provided by the
teacher)
Key Questions: Key Questions: Key Question: Key Question:
1. What happens 1. Is your prediction What are the different 1. Compare the
to the viscosity of correct? types of Volcanic appearances of the
magma when the 2. Which liquid is Eruptions? cones. 2. Which
temperature is high? the most viscous?How volcano has the
Low? do you know? greatest slope?
3. Which liquid is 3. Which has the
2. How about if the
the least viscous? least slope?
chemical composition
4. Explain viscosity 4. Explain how the
such as silica content in your own words? type of material extruded
EXPLAIN is less or low? High? 5. Compare how from a volcano affects
3. What will these liquids flow with the shape of its cone.
happen to the viscosity how you think lava flows. 5. In what way doe
of magma if the Why do some types of the formation of a
amount of dissolved lava travel faster than volcanic cone model
gases decreases? others? differ from a real
Increases? 6. Compare the volcano?
movement of the liquid
as the bubbles move on
the surface.
 Key Questions Key Questions: Key Question: How does volcano’s
1. How do 1. How would you What are the different slope
temperature, chemical determine the viscosity types of volcanic relate to its material
ELABORATE composition
4. The property and the of of some liquids? eruptions?
E. A violent eruption emissions?
amount 2. Compare the
magma’sof dissolved
resistance due to the contact
gases
to flow affect viscosity
is called flow of gas in different
between water and
of volcanic
a. magma?eruption liquids?
magma.
b. viscosity
Multiple Choice: Compare the flow of Matching Type: Match Relate the shape of
Write
c. the letter of
fluidity liquids from the fastest Column A with Column the cone to the
your answer.
d. Plasticity 1.If the to the slowest by B materials emitted by
5. If the silica content ranking them (1,2,3
temperature 1. Plinian the volcano by
increases,
of the viscosity
magma of &4)1 as the fastest and 2. Volcanian connecting an arrow.
magma
decreases, its 4 as the slowest. 3. Strombolian
Col. A-Shape of the
a. decreases
viscosity _______ a. Cone
4. Phreatomagmatic 1.Steep slope
b. Increases
increases 1. Water ___
5. Phreatic or 2.Perfect slope
c. remains
b.decreases 2. Cooking oil ___
Hydrothermal 3.Broad,
c.
d. remains
not affectedthe same 3. Syrup ___
slightlydome
d.is
2. notWhen dissolved 4.
affected Honey ____
Column B Col. B -Material
gasesthe materials
Bring Bring different pictures Bring
A. the following Study your
Characterized lesson for
5. Compare how Emitted
increase,
found viscosity
in the LM p.171of of erupting volcanoes. materials from the the A.
by tall eruption summative test
EXTEND magma this liquid flow with Non-viscous
Activity
columns 5thjat
in reach
the LM
up lava B. Lava and
a.decreases how lava flows. p.174.
to 20 km high with
EVALUATE b.Increases pyroclastic
pyroclastic flow and deposits
c.remains ash fall tephra.
d.not affected C. Lava fragments
B. A stream-driven
3. The more silica eruption as the hot
content, the rocks come in contact Prepared
a. more viscous is with water. by:
the magma Checked by: C. A periodic weak
b. less viscous is to violent eruption
the characterized by
magma fountain lava.
c. magma D. Excessively
viscosity remains the explosive type of
same eruption of gas and
d. magma is not pyroclastics.
affected
JESSIE B. MONTES JR. IRENE B. CAMPANERO
Head Teacher I School Principal II

Grade 9, Week 3 Activity Sheets/ Readings 1. Read: Types of volcanic eruptions refer to LM p173.
2. Tabulate the data as shown below:
ACTIVITY: Differentiating Types of Volcanic Cause of
Eruptions Type of eruption
Volcano Characteristics
Eruption (Magma’s
Objectives: water content)
1. Describe the types of volcanic eruption;
2. Differentiate the volcanic eruption based on
magma’s water content; and
3. Classify volcanoes according to the type of
eruption

Materials:
Pictures of the different erupting volcanoes (Refer to
LM p.173)
Manila paper, pentel pens, masking tape Quarter 3
Page 18
Procedure:
ACTIVITY: Factors Affecting the Viscosity of Magma
VISCOSITY is the property of the material’s The magma that contains less silica is relatively fluid and travels far
resistance to flow. It is also described as the liquid’s before solidifying.
thickness and stickiness. The more viscous and
thicker the material is, the greater is its resistance to
flow. Gas (mainly water vapor) dissolved in magma tends to increase its
ability to flow. Therefore, in near-surface environments, the loss of
Effect of Magma’s Temperature to Viscosity gases makes magma more viscous a dome or a columnar.
The viscosity of the magma decreases with
temperature. The higher the temperature of magma
is, the lower is its viscosity. As lava flows, it cools and
begins to harden, its ability to flow decreases and
eventually stops.

Effect of Magma’s Composition to Viscosity

Magma’s with high silica content are more viscous
than those with low silica content .

Quarter 3
Page 19
 *Lava with low amount of gas as it rises has high viscosity that piles up at a vent resulting into a dome.
* Lava with less silica content is too viscous to travel far, and tends to break up as it flows
* Lava with less silica content has less silica content has low viscosity that it can travel a great distance, forming a
thin sheet

Grade 9 School MAYDOLONG NATIONAL HIGH SCHOOL Grade Level 9

Daily Lesson Teacher JESSIE B. MONTES JR. Learning Earth & Space (Earth
Area Science)
Plan
Teaching Quarter Third
Dates
FEBRUARY 26-29, 2024
Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
FEBRUARY 26 FEBRUARY 27 FEBRUARY 28 FEBRUARY 29
 I. OBJECTIVES

Content Standard The Learners demonstrate an understanding of Volcanoes found in the Philippines

Performance The Learner participates in activities that reduce risks and lessen effects of natural phenomenon such as
Standard volcanic eruption.
Learning Illustrate how energy from volcanoes may be tapped for human use;
Competency
S9ES –IIIc-d-29

Design a scheme
to inform local
folks in your
Identify the kind of energy Illustrate how energy from Discuss how
hometown the
DAILY TASK that can be generated from volcanoes may be tapped volcanic eruptions
things to prepare
volcano for human use. affect society
before, during and
after volcanic
eruption
Energy From the Volcano Energy Flowing From Inside Effects of Volcanic Summative
II. CONTENT Performance Task
(Geothermal Energy) the Earth Eruption to Society Test
III. LEARNING RESOURCES

Teacher’s Guide TG p. 141

Learner’s Materials LM p. 176-179
Additional Materials Internet source:
http://www.slideshare.net/nibed
itamishra/presentation-
ongeothermal-energy-
24231365?next_slideshow=1
Internet source: Text book: Discover
http://energy.gov/eere/geother Science K to 12
mal/how-geothermal- Edition
powerplant-works-simple (2014), DIWA
 Essential Question: Essential Question: Essential Essential
What is geothermal energy? How is energy from volcano Question: What Question: How
tapped for human used? are the effects of can you help in
volcanic minimizing the
eruption? effects of
volcanic
eruption?
https://www.youtube.com/watc
onhttp://energy.gov/eere/geother
Power point presentationh?v=kjpp2MQffnw Show a prototype of how aLearning Discussion on the Your task is to
mal/how - geothermal -
geothermal power plant works. effects System, pp.225-226 prepare a disaster
Geothermal energy power1.plant - works - simple - text -
IV. LEARNING TASKS Animation of how of volcanic preparedness
http://www.slideshare.net/nibed version geothermal power plant
Picture Analysis- Meta-strips Picture Analysis:
eruption (Effects Mood Setting
scheme onfor theto
what
itamishra/presentation- worksprocesses
Geothermal Post the different of Volcanic Eruption) preparation
do before,ofduring
ongeothermal -energy -
EXPLORE
ELICIT Power Plants in the
24231365?next_slideshow=1
involve in the
transformation
http://energy.gov/eere/geoth
energy
ermal/how -
of geothermal
designed scheme
and after volcanic
Quarter 3
Philippines eruption. (Refer to
power plant intogeothermal
electricity.power-plant- Page 22
LM p. 215 for the
works-simple
details of the task)
Post the pictures of 2. Textwork
Let the students versionin of how Show pictures on the Key Questions:
different geothermal groups. Given geothermal
the meta-stripspower plant
effects of volcanic 1. Is your place
power plants found works
of the processes involved on eruption. near a
in the Philippines how energy is http://energy.gov/eere/geoth
transformed volcano? If not,
ermal/how
into electricity. Give time - for Key Questions: is there a
Key Questions: the students geothermal
to complete power
the - plant -
1. What can you say volcano that
task. works-simpletext-version about the picture? may cause
1. What are common
to the pictures? 3. Geothermal power plant
2. What are the effects of damage to your
2. What do you call it? Key Questions: https://www.youtube.com/wa volcanic eruption? place?
3. Where does it come 1. What are tch?v=kjpp2MQffnw
the different 3. Is there 2. Are you
Key Questions:
from? processes Keyinvolved
Questions: in the Key Questions:
advantages/disadvanta prepared for of
Presentation
1. What is geothermal energy? geothermal power plant?
1. How does thermal energy 1.What are the
ges? Why? the the possible
disaster
4. How is this
ENGAG 2. Howoperated?
is geothermal energy How is energy
converted into mechanical negative effect/s
preparedness of
transformed? energy? effects of volcanic
scheme by group.
E generated?
2. Arrange the processes in
2. How about the mechanical volcanic eruption?
3. What is the difference of
chronological order.
energy in the turbine eruption? 3. What should
geothermal power plant from a
3. What made you conclude
transferred into mechanical Positive you do before,
geothermal heat pump?
that it is the first process? effect? during and after
energy in a generator?
EXPLAIN The last process? Support your a volcanic
answer. eruption?
Let the students present their Note: The 4. How can you
output after the time allotted. responses of the help in
students to this minimizing the
questions is negative effects
assumed to be of volcanic
complex eruption?
 4. Name some 3. How is electrical energy and results to active
geothermal power generated? participations of
plants in the students.
Philippines.
Process students’ Lecturette: Processes In response to Why is there a need to
responses. Correct the involved in Geothermal students’ responses have a disaster Quarter 3
misconception of students
Power Plants. Also have the teacher will clarify, preparedness Page 23
from their output. an interaction on how concretize and deepen scheme? From the
Feedbacking of students’Philippines can improve the understanding on different presentations
responses and
its support of electricity the effects of volcanic you have performed,
interaction.
ELABORATE using geothermal power eruption. what are the
plants as a potential realizations you have
Lecturette: Discuss the
alternative source of made?
two ways how geothermal
energy.
energy is generated.
Name some geothermal
power plants in the
Philippines.
Open-ended question Illustrate how electricity is True or False Their output serves as
(5 pts.) generated through a 1. If there is an their
geothermal power. Use a eruption, it is safe to assessment
What is geothermal flow chart to present the leave the main power
energy? processes involved. switch on and the Refer to the rubric
How is it generated? house open. found on
2. Wear mask LM p. 216
and goggles when
there is an ashfall. 3.
An indication that a
volcano is about to
EVALUATE erupt is the
deformation of the
ground near it.
4. After an
eruption, sweep ash
using water to clean
the area faster.
5. An evacuation
plan should be
prepared during
volcanic eruption.
 Write a short essay about Make a prototype of What are the Review and study your
the advantages and geothermal power plant precautionary lesson to prepare for the
disadvantages of using using cheap or recyclable measures you must summative test next
EXTEND geothermal energy. materials. observe before, during meeting.
and after volcanic
eruption?

Prepared by: Checked by:

JESSIE B. MONTES JR. IRENE B. CAMPANERO

Head Teacher I School Principal II
 Grade 9 School Grade Level 9
Daily Teacher Learning Earth & Space (Earth Science) Quarter 3
Lesson Area Page 25

Log Teaching Quarter Third

Dates
Junior HS
Science

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

Content Standard factors that affect climate, and the effects of changing climate and how to
adapt accordingly
Performance participate in activities that reduce risks and lessen effects of climate
Standard change
Learning Explain how different factors affect the climate of an area.
Competency
S9ES – IIIc-d-29

Pre-assessment Explain how altitude Explain how distance Differentiate windward Summative
affects climate. from the ocean affects and leeward side Assessment
Explain how climate.
DAILY TASK
latitude affects Explain how
climate. Compare the effect of topography affects
heat on water and land climate
2.Climate
II. CONTENT 2.1 Factors that affect climate
2.2 Global climate phenomenon
 2. And what is 2. Why is it that water
a longitude? heats up slowly
III. LEARNING RESOURCES compared to soil?
Teacher’s Guide Show a picture of
Pp. 18-20* Show
Pp. pictures
20-22* of Baguio Video clip:
P. 23-24* Jumbled
Pp. 24-26*words
the Earth. Let the City “Oceans Affect Our Weather LEEWARD
Learner’s Materials students
Page 28-31*
mark the Page 30-33* andPage 34-37*
Climate” Page 38-39*
1. Why is Baguio WINDWARD
IV. LEARNING TASKSlatitude and known as the https://www.youtube.com/ TOPOGRAPHY
longitude on the summer capital of wa tch?v=ZPoD3jssJBg CLIMATE
Can you recall out
picture. Can theyou still recall during Do
Philippines? 1. you still
What is remember our How does the distance
convection?
topic about one
the is 1. Are you familiar
1. Which
th
2.8 What
grade,do how typhoons topic
you feel
in grade 7? About
2. Where do the warm air from thewith ocean affects
Philippine the change in those
the latitude? formed?
when from northern and the climate of a
environment words?
Why did on you you are in the top
temperature of land and
southern hemisphere particular region/place?
ENGAGE module 2. Can you give any
ELICIT say1so?in grade water throughout the
go?
7? of the mountain? day? idea about those
2. Now how 3. When warm air rise up,
1.about
What is a 1. Which heats up terms/words?
the what replaces it?
latitude?
longitude? faster, soil or
Why? water?
3. Give the Quarter 3
names of Page 26
each
latitudes?
Essential Question: Essential Question: Essential Question: Essential Questions:
How latitudes How altitude affects How distance from the ocean How does windward
affects climate? climate? affects climate? differ from leeward?
How does topography
affect climate?
Group activity: Group activity: Group activity: Group activity:
Perform activity #1 Perform activity #2 Activity #3 Activity #4
EXPLORE “When the Sun’s “The Higher the Colder” “Which cools and heats “Which should I choose,
Rays faster?” Windward or Leeward?”
Strike.” Key questions:
1. Which place is the Key questions: 1. What happens to
Key questions: coldest? 1. What are the initial water vapor as it rises
1. How much is the 2. Which place is the temperatures of water and over the mountain?
tilt of the earth’s hottest? soil?
axis?
 2. Which part of 3. Based on the data, 2. What is the 2. Which side of the
the earth receives what is the difference between the mountain experiences
most of the sun’s relationship temperature of soil and low temperature? 3.
rays? between altitude water after 6 minutes? Which side of the
3. Why does and temperature of 3. Which heats up mountain experiences
the amount of heat a place? faster, water or soil? high temperature? Quarter 3
receive by places Page 27
far from the equator
become less?
Group reporting: Group reporting: Group reporting: Group reporting:

Key questions: Key questions: Key questions: Key questions

1. Compare the 1. Compare the 1. What happens to 1. Which side of the
location of elevation/altitude of the temperatures of water mountain experiences
Japan to the Baguio and and soil after you remove high temperature?
location of Zamboanga with the containers from each 2. What happens
the its temperature. tripod? when air becomes
Philippines, 2. Do you think the 2. Which cools faster, warmer and drier as it
is there a altitude of the place water or soil? moves down the
EXPLAIN possibility leeward side?
affects the climate?
that we can How?
experience
snow?
2. Do you think
the latitude
of a place
affects
climate?
How?
Key questions: Key questions: Key questions: Key questions:
1. Why it is if a 1. Why do 1. How does a body of 1. What is the
certain place mountain water regulate the difference between
is closer to climbers wear temperature of a leeward and windward?
ELABORATE the equator jackets and certain 2. How does
has a tropical thick clothes region/country? topography affect
seasons? when they go 2. Why do some areas climate?
up the that are far from bodies
mountain?
 2. And why it is 2. How does of water have
if a place altitude affects extreme climates?
away from climate?
the equator
has a colder Quarter 3
temperature? Page 28
1. Describe the People living in Kanla-on 1. Explain how Direction: choose the
lines of latitude. experience low 2. distance from the letter of the correct
2. Explain how temperature compared to ocean affects answer.
latitudes people living in Bacolod. climate. 1. Which of the following
affects the Explain why. Compare the effect correctly describes
climate. of heat on water the windward and
and land leeward side of a high
3pts- correct and land?
complete answer I.It faces the wind and
2pts- correct but has low
incomplete temperature.
answer. 1pt- II. It is the area in
incorrect answer which the wind
blows.
III. It is the area
where there is no
EVALUATE cloud formation.
IV. It is an area
where no
precipitation
happens
a. I, II
b. I, II, II
c. III, IV
d. I, IV
2. Which term best
describes the area of
high land that is
situated away from
the wind?
a. Land breeze
b. Windward
 c. Leeward
d. Sea breeze
3. Why are grassland
and desert plants Quarter 3
found in leeward side Page 29
of the mountain?
a. Because
temperature
is high and less
precipitation
occur.
b. Because
formation of
clouds always
happen in this
area
c. Because the area
is facing to where
the wind blows.
d. Because the
temperature is
low.

Explain briefly:
How does topography
(mountain) affect
climate?
Rubric:
3pts- correct and
complete answer
2pts- correct but
incomplete answer.
1pt- incorrect answer
Define what is an In your notebook. Explain Define leeward and Review/study the past
Altitude is. how distance from the windward. lessons and prepare for
EXTEND ocean affects climate? a summative
assessment.
 V. REMARKS Quarter 3
Page 30

VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
80% and Above:
Below 80%:
Did the remedial
lessons work? No. of
Learners who:
have caught up
with the lesson
continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor
can help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
 Grade 9 School Grade Level 9
Daily Teacher Learning Earth & Space(Earth Science)
Lesson Area
Log Teaching Quarter Third
Dates
Junior HS
Science
Grade 9, Quarter Prepared by: Checked by:
3 Teacher: School
Daily Lesson Log Head:
Week No. 5 Signature: Signature:
Date Date:
Submitted:
Quarter 3
Page 31

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard Learners demonstrate an understanding of the factors that affect climate, and the effects of changing climate and how to
 adapt accordingly.
Performance Standard Learners shall be able to participate in activities that reduce risks and lessen effects of climate change
Learning Competency Describe certain climatic phenomena that occur on a global level
S9ES-IIIf-31
Explain how latitude,
altitude and distance from
the ocean affect climate.
DAILY TASK
II. CONTENT Climate
III. LEARNING RESOURCES
Teacher’s Guide p. 149-150
Learner’s Materials p.193
Additional Materials
IV. LEARNING TASKS
Recall the recently finished
lessons. Ask students
about certain relationships
of the following:
*Latitude of the place and
ELICIT Atmospheric temperature
*Altitude and temperature
S9ES-IIIf-31 S9ES-IIIf-31 S9ES-IIIf-31
Assess prior Demonstrate how
knowledge and closed spaces trap Summative
Explain how ocean experiences about
heat. Explain how Assessment
currents affect climate. climate change. greenhouse gases
trap heat.
Climate Climate Climate
p. 150- 151 p.151- 152 p. 152- 153
pp.194- 195 pp. 196- 198 pp. 198- 200
Recall grade7 lesson Review lesson about Review lesson about
about heat transfer, factors that affect the climate change. Also
specifically convection. atmospheric ask students to recall
Ask students to explain temperature and the different layers of
the movement of warm climate of a place. the atmosphere and in
and cool air; about which layer that
convection currents. weather and climate
Students must occur?
remember that warm air
or water rises and cool
air/ water sinks.
 *distance of a place from Also recall that the
the sea/ ocean and atmosphere and oceans Quarter 3
atmospheric temperature are having convection Page 32
currents; wherein the
direction of fluids is from
warm area towards
colder areas
Show 5 different photos to Ask students : What are Allow students to Pose a simple situation
students. (Photos must the different factors that perform Activity 7: to students: On a
show different affect the temperature ”Getting Ready”, LM warm and dry day, Jen
environments/ communities of a certain place? pp.196-197 was left by her dad
or humans in different inside the car. She
types of clothing, that will (Students expected noticed that the air
give the students clues answer: altitude, conditioner of the car
about the temperature of latitude, distance
was not working well.
the place in each photo. from the ocean)
( e.g. photo showing Then she started to
people in fur coats; photo feel warm and she
Introduce the next topic
showing the peak of a started to sweat a lot.
of the lesson, another
mountain covered with ice; factor that affects the *Let us try to
ENGAGE understand the
photo of a community near
temperature of a place.
the seashore; photo of situation of Jen by
tropical country;) Ask performing an activity.
students to infer whether
the place in the photo is a
cold, very cold, warm or
very warm area. Allow
them to justify their
answers based on what
they have learned in the
earlier lessons.
 Perform Activity 5: Let students have their Ask five volunteer By group, let students
“Temperatures of Different groupings and allow students to present the perform Activity 8 “ It’s
Cities Around the World”, them to have a peer answers to the Getting Hot In Here”,
LM p. 193. Allow them to discussion. Let them questions (refer to pp.198-199 of
EXPLORE have a group discussion perform Activity 6: Activity 7) Learner’s
Module Quarter 3
and let them answer Guide “Ocean Currents”, LM
Page 33
Questions 23- 28. pp. 194-195. Students
will answer guide
questions 2933.
Ask a representative from A reporter from each Provide correct Ask a representative
each group to present their group will present their answers to questions in from each group to
answers to the guide answers in the bingo card. Relate present the result of
questions: front of the class each answered their experiment and
#23. Which city had the Guide Questions: question to climate answers to guide
highest temperature? #29. What are the change. questions.
#24. What factor do you different ocean
think is the cause of currents that carry
high temperature in warm water?
the city? Give at least three
#25.which city had the (3)
lowest temperature? #30. What are the
#26. What factor do you different ocean
think is the cause of currents that carry
low temperature in cold water? Give at
EXPLAIN that city? least three (3).
#27. What factor do you #31. What kind of air
think greatly affects does Greenland
the climate of Tokyo? current take along?
Support your answer. Explain
#28. How does the #32. How do the
elevation of Paris Kamchatka current
affect its climate? and Kuroshio
current affect the
north eastern part
and southern part
of Japan?
#33. How do ocean
currents affect
climate?
 Emphasize important Important points for Discuss with students Discuss with the entire
points of the lesson based discussion: whether climate class the correct
on the activity. Also correcta. Gyres flow change is man- made answers to the guide
any misconceptions of clockwise in the or not. Elicit answers questions to eliminate
students, based on the northern hemisphere, from students. Allow misconceptions. Allow
reports made. while counterclockwise Quarter 3
them to justify their students to identify the
in the southern Page 34
answers. greenhouse gases in
Concretize the idea that the hemisphere. This is due
the atmosphere. Allow
temperature of every place to Coriolis effect.
on Earth vary depending b. Ocean currents them to see the
on the latitude, from the equator carries relationship of the
altitude ,and distance from warm water and warm increase in amount of
ELABORATE large bodies of water at air above them. greenhouse gases to
specific months of the year. c. Ocean currents the general
that move towards the atmospheric
Make students remember equator carry cold water temperature of Earth
that climatic conditions are and cold air above
also affected by the them.
revolution of the Earth. d. Ocean currents
affect the temperature of
places
e. Ocean current is
another factor that
affects the climate of a
place.
What climatic condition is 1. What do you call the Identify the following: 1. Describe
experienced at: loops of ocean 1. 3R stands for? greenhouse gases
1. high altitude areas currents? 2. Gas released in 2. Why is the
2. tropical areas a. Convection landfills temperature
3. low altitude areas current 3. General inside the tank
4. near the ocean b. Upwelling condition of the warmer?
5. far from the ocean c. Coriolis effect atmosphere 3-4. Cite two
EVALUATE greenhouse gases
d. Gyre within a year
2. The direction of 4. CFC stands for? 5. What will happen to
rotation of these 5. Which will help Earth’s atmospheric
loops is caused alleviate climate temperature if the
by_____. change, eating amount of greenhouse
a. Coriolis effect gases continue to
b. Revolution increase?
3. c. Tilting of earth’s vegetables or
axis eating meat?
d. All of the above
Quarter 3
If a coastal
Page 35
area is visited
by an ocean
current from the
equator, what
will happen to
the temperature
of the place?
a. Increases
4. b. Decreases
c. Remains the
same
d. Increases,
then
decreases
Ocean
5.
currents from
the polar
region carry
with them
____water?
a. Cold
b. Warm
c. Frozen
d. boiling
Kuroshio current
comes from the Phil.
sea and goes to
South Japan. What
will happen to the
temperature of South
Japan?
a. Increases
b. Decreases
 c. Remains the
same Quarter 3
d. Increases, Page 36
then
decreases
Review assignment: Research through the Review assignment: Prepare for a
(Grade7 Lesson) What are internet: (Lesson in Grade 7) summative test.
the three different ways of Identify 5 gyres of ocean What are the five layers
heat transfer? What is the currents that carry warm of the atmosphere?
process of heat transfer water and five gyres of In which layer
EXTEND that occurs only in fluids? ocean currents that that the weather
(water and air) What is the carry cold water and climate
direction of heat transfer changes occur?
among molecules of air/
water? Warmer to cooler or
cooler to warmer?

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
80% and Above:
Below 80%:
Did the remedial
lessons work? No. of
Learners who: have
caught up with the
lesson continue to
require remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Quarter 3
Principal/ Supervisor can
Page 37
help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
Grade 9, Quarter Prepared by: Checked by:
3 Teacher: School
Daily Lesson Log Head:
Week No. 6 Signature: Signature:
Date Date:
Submitted:
 Grade 9 School Grade Level 9
Daily Teacher Learning Earth & Space (Earth Science)
Area Quarter 3
Lesson Page 38
Log Teaching Quarter Third
Dates
Junior HS
Science

Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

Content Standard Factors that affect climate, and the effects of changing climate and how to
adapt accordingly.
Performance Participate in activities that reduce risks and lessen effects of climate change.
Standard
Learning 1.Explain how different factors affect the climate of an area.
Competency 2.Describe certain climatic phenomena that occur on a global level.
S9ES – IIIe – 30
S9ES – IIIf – 31
Interpret the Calculate one’s Discuss the impacts Plan ways on how to
relationship of personal carbon of climate change. inform or educate
Summative
carbon dioxide and emission. Take an fellow students on
DAILY TASK Assessment
temperature. action to lessen the the impacts of
effect of climate climate change.
change.
 Bar graph analysis of The teacher will post a Present a picture As a student, how will
global temperature and question on the board showing emission of you inform your fellow
carbon dioxide. (The “Am I a climate hero or carbon from students about the
students will give their a climate culprit? automobiles. effects of climate
observation) change?
ENGAGE 2.1 Factors that affect What bad effects does
II. CONTENT climate. 2.2 Global climate too much carbon
phenomena. emission will bring to
III. LEARNING RESOURCES our health and to the
environment in
Teacher’s Guide p.153 p.154-156 p.156
general? p.156-157
Learner’s Materials p.201-202
Perform Activity 3: p.202-204
“Climate Hero or a p.205-206
Discuss: Impacts of p.207-208
Group Activity:
Additional Materials CO2 is the Reason! Climate climate change Task: To come up with
IV. LEARNING TASKS LM pp.201-202 Culprit?” 1. Melting of glaciers a presentation that can
(Please refer to that covered the land disseminate and
What are examples of Learners
What Material
is the
pp caused
What isthe sea level to
carbon educate
What is their fellow
a climate
greenhouse gases? relationship
202 – of rise. 2. Heavy Rainfalls
emission? students
change?about the
carbon dioxide to 3. Abnormality in the impacts of climate
204)
ELICIT What are the sources of temperature? reproduction
How can you of some
help change and onclimate
What causes how to
greenhouse gases? plants and animals.
lessen the carbon reduce its
change? effects.
EXPLORE 4. Cold winds
emission in the
affecting the climate Group 1 – A comic
ofenvironment?
the country and sketch
destroying some Quarter 3
Group 2 – A jingle or a Page 39
crops and farms. 5. El song
Nino Group 3 – News
6. La Nina
casting
Group 4 – Poster or
slogan
Group 5 – Poem
Guide Questions: Guide Questions: Guide Questions: Note: Give ample time
1. How much is the 1. Which member 1. What are the to the students to plan
increase in the temperature has the highest carbon impacts of climate and
from 1880 to 2010? footprint? change in our world? prepare for their
EXPLAIN 2. What happened to 2. Which member 2. What are the presentation
the amount of carbon has the lowest carbon ways on how to lessen
dioxide from 1880 to 2010? footprint? 3. What is its effects?
the average carbon
footprint of the group?
 3. What is the relationship
between the amount of
carbon dioxide and global
temperature? 4. When was
temperature at its highest
and its lowest?
Carbon dioxide – is a gas
that is produced when
people and animals
breathe out or when certain
fuels are burned and that is
used by plants as energy.
Temperature – is a
measurement that
indicates how hot or cold
something is.
When Industrial Revolution
ELABORATE began more emissions of
carbon dioxide and other
greenhouse gases
threatened all living things,
Burning of fossil fuel is one
of the main sources of
carbon dioxide emission.
As the amount of carbon
dioxide increases the
global temperature
increases too.
4. What is your
highest source of Quarter 3
carbon emission? Page 40
5. What is your
lowest source of carbon
emission?
Each of us contributes Climate change can
to carbon emission. You bring great changes in
realize that you are our world.
either a climate hero or
a climate culprit. Because of climate
change several
Anyone can be a calamities are
contributor in changing happening, like floods,
our climate. heavy rainfall and
severe typhoons.
Climate is always
changing. It has shown Climate change could
how much it could affect leave great
our lives. destruction and great
loss of lives.
Climate change could
destroy crops of
farmers, thus resulting
to low crop production.
In addition, climate
change could result to
El Niño and La Niña.
 How is carbon dioxide As a student how can Identify the following
related to temperature? you help lessen the situations as to the
effects of climate effect of climate
Quarter 3
change? What actions change.
Page 41
will you do? Write TRUE or FALSE
1. Increasing
global
temperature
2. Destruction of
properties and
loss of lives due
EVALUATE to frequent
occurrences of
typhoons.
3. Increase crop
production
4. La Nina and El
Nino
5. Earthquakes
resulting from
tectonic
movements
Write at least 3 ways to What are the impacts of Make a research on
reduce CO2 emission. climate change? the impacts of climate
EXTEND change to man and to
Identify the effects of the environment.
climate change.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
80% and Above:
Below 80%:
Did the remedial
lessons work? No. of
Quarter 3
Learners who: have
Page 42
caught up with the
lesson continue to
require remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
Grade 9, Quarter 3 Prepared by: Checked by:
Daily Lesson Log Teacher: School
Week No. 7 Head:
Signature: Signature:
Date Date:
Submitted:

Grade 9 School Grade Level 9

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

Week No. 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

Content Standard Factors that affect climate, and the effects of changing climate and how to
adapt accordingly.
 Performance Standard Group 1-Comic
Participate sketch that reduce
in activities Presentation of the
risks and Critiquing
lessen effects of thechange.
of climate output.
Group 2- Jingle or song design
Learning Competency Group 3-Newscasting
Describe certain climatic phenomena that occur in a global level.
Group 4-Poster and slogan
S9ES-111e-31
Group 5- Poem
EXPLORE
Design a scheme on Presentation of the Critiquing of the Dissemination of Output
Presentation of outputs will
information Design Output Information Assessment
be scored based on
DAILY TASK dissemination of the
scoring rubric. (Please
impacts of climate
refer to LM p.157)
change.
II. CONTENT 2.2 Global Climate Phenomenon
V. REMARKS
III. LEARNING RESOURCES

Teacher’s Guide
VI. REFLECTION TG p.207
Learner’s
From the Materials
evaluation, LM p.157
No. of Learners
Additional who
Materials
earned:
IV. LEARNING TASKS
80% and Above:
Below 80%:
Cite a specific example of What plan did you make How well did you make Presentation of
Did the remedial lessons
ELICIT an impact of climate for your presentation? your design? outputs:
work? No. of Learners
who:
change Group 1-Comic sketch
have caught up Designing a scheme on Practice/ Preparation of Practice/ Preparation Group 2- Jingle or song
with the lesson information dissemination the presentation of the presentation Group 3-Newscasting
ENGAGE continue to on the impacts of climate Group 4-Poster and
require change. slogan
remediation Group 5- Poem
Which of my teaching Quarter 3
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
 Page 44
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
Quarter 3
Page 45

Grade 9, Quarter 3 Prepared by: Checked by:

Daily Lesson Log Teacher: School
Week No. 8 Head:
Signature: Signature:
Date Date:
Submitted:
 Grade 9 School Grade Level 9
Daily Teacher Learning Earth & Space(Earth Science)
Area Quarter 3
Lesson Page 46
Log Teaching Quarter Third
Dates
Junior HS
Science

Week No. 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

Content Standard The relationship between the visible constellations in the sky and earths position along its orbit.

Performance Discuss whether or not popular beliefs and practices with regards to constellations and astrology have
Standard scientific basis.
Infer the characteristics of Infer that the Observe that the Show which
stars based on the arrangement of stars in position of constellations may be
characteristics of the sun. a group constellation changes observed at different
Learning Competency
(constellations) does in the course of a times of the year using
not change. night. models.

S9ES-IIIg-32 S9ES-IIIh-33 S9ES-IIIi-34 S9ES-IIIj-35

DAILY TASK Relate color with Group stars together Describe the Explain why some Summative
temperature of a star. in a recognizable apparent motions of constellations are Assessment
 What information
Explain doesthat
the factors the Have you observe the Are all constellations
song give? sky at night? benot seen
seen at at
thecertain
same
may affect the pattern stars at night
How is star described in Have you seen stars months
time or month of the
brightness of a star
the song? that form patterns or year?
ENGAGE
II. CONTENT Characteristics
What of a Star
other descriptions shapes of object in night Constellations
III. LEARNING RESOURCES
can you describe about a sky?
star aside from the song What do you call these
Teacher’s Guide pp. have
you 160 sung? pp. 160-161
group of stars? p.161
Learner’s Materials pp. 214-215
Essential Question: p.216 Question:
Essential p.217 Question:
Essential Essential Question:
Additional Materials What are the What are the groups of What direction do Why are some
IV. LEARNING TASKS characteristics of a star? stars that seem to form stars move? constellations cannot
patterns/ figures/ be seen in the same
Let the students sing the What in theare
images the What
night sky? are What of
month is athe year?
song. “ Twinkle, twinkle characteristics of a constellations? Name constellation? What
Working
EXPLORE
Working in groups,
little star”will perform the star? in groups, Working in groups,
some of them.
Working in groups,
constellations do you
students students
How does willthe
perform
color of a students will perform students will perform
ELICIT Activity 1: Activity 2: Patterns in Activity 3: know?
star relate with its the Activity 4: Different
Characteristics of Stars the Sky and will follow Apparent Movement of Star Patterns through
temperature?
Guided ActivityWhat
from the Stars through the
and will follow Guided the Year and follow
factors
LM p.216 influence the Night and
Activity from the LM Guided Activity from
brightness of a star? will follow Guided
pp.214-215. LM p.218-221
Activity from LM p.217 Quarter 3
Page 47
By group, students will By group, students will Compare the position By group, students will
present their answers present their answers of the stars in the sky. present their answers
using manila papers by using manila papers by What do you notice? using manila papers
following guide the following guide the Are the stars visible at by following the guide
questions: questions: 7 pm still visible at 11 questions: 1.
1. What is the color of the 1. What figure/ pm in their “original Compare the
filament as you dim the pattern you have traced/ position”? Why is this photographs? What
EXPLAIN bulb? 2. What is the color formed? so? do you notice?
of the filament as you turn 2. What are the 2. Why are some
the switch at full power? stories of these figures/ How do the stars constellations visible in
3. What happens to the patterns? move? Describe the March but not visible in
temperature of the filament 3. What are your movement of the September?
as bases for coming up stars in the night sky.
with this figure?
 the bulb becomes brighter Q4. How is the motion 3. What constellations
and brighter? of stars similar to the are prominent during
motion of the Sun? winter?
Fall? Summer? Spring?
1. What is one of the What do you call stars How do the stars Why are not all
characteristics of a star? that group together and move? Describe the constellations be seen
2. How does color seem to form images or movement of the at the same time?
relate with the temperature patterns or figures in the stars in the night sky.
ELABORATE Quarter 3
of a star? sky? Page 48
3. What two factors
affect the brightness of a
star?
Choose the letter of the Name the constellationHow do stars appear to Multiple Choice:
best answer. Use the table formed by the group ofmove in the night sky? Choose the correct
below that presents stars below. (5pts) answer and write the
information about stars A, letter only.
B, C, and D. 1.The following
constellations can be
Star Color observed prominently in
A June EXCEPT_____.
B Yellow A. Bootes
C White B. Draco
C.Hydra
D Blue 1.)
D.Orion*
1. Which star is the
2.Leo can only be
hottest? observed in the month
a. A of __.
EVALUATE b. B A. March*
c. C B. June
d. D C. September
2. Which star is very Answer: Cygnus (Swan) D. December
similar to our sun? 3.Ursa Major can be
a. A 2.) observed in the
b. B months of
c. C A.March and June*
d. D B.June and
September

Anser: Cepheus ( King )

3. Which is the coolest C. September &
star? December
Quarter 3
a. A D. December and
Page 49
b. B March 4. Which
c. C statement best explain
4. What 2 factors affect why some
the brightness of the constellations like
star? Cygnus is visible to an
observer in Manila in
3.) September but not
visible in March?
A. Earth’s spins on
its axis.
B. Earth orbits the
sun.* C. Cygnus
spins on its axis
D. Cygnus orbits the
Earth.
5. Constellation Pisces
Answer: Ursa Major (Big changes position
Bear) during the night. Which
motion is mainly
responsible for this
change in position?
A. Revolution of
earth around the
sun*
B. Rotation of earth
on its axis.
4.)
C. Revolution of
Pisces around the
sun.
D. Rotation of
Pisces on its axis.

Answer: Cassiopeia
(Queen)
 Do all stars have the same Prepare and bring Prepare and bring Study your lessons for
brightness? Why? the materials the materials needed the summative test. Quarter 3
needed for the for the Activity 4. Page 50
Activity 3.
Using the software
In preparation for the Stellarium, let the
next day’s activity the students explore the
students will be Night Sky for a certain
assigned to observe the date.
night sky at 7pm until 9 Identify one
pm. constellation and
Do the following: follow its movement
EXTEND a. Focus on one star through a period of
and mark the position of time.
that star at 7pm by
choosing a reference Stellarium can be
point nearby it. Then downloaded at:
follow up or monitor the http://
position of that same www.stellarium.org/
star after 1 hour &
2.hours. Record & bring
your observation in the
class for your next
activity.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
80% and Above:
Below 80%:
Did the remedial
lessons work? No. of
Quarter 3
Learners who: have
Page 51
caught up with the
lesson continue to
require remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
Grade 9, Quarter 3 Prepared by: Checked by:
Daily Lesson Log Teacher: School
Week No. 9 Head:
Signature: Signature:
Date Date:
Submitted: