EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 9 3RD QUARTER / EARTH AND SPACE WEEK 2 DAY 3 1

I. OBJECTIVES
A. Content
Standards
The learners demonstrate an understanding of volcanoes found in the Philippines.
B. Performance The learners shall be able to participate in activities that reduce risks and lessen effects of
Standards climate change.

C. Learning The learners should be able to explain what happens when volcanoes erupt (S9ES-IIIb-28)
Competencies/ Specifically, at the end of the period, the learners will be able to:
Objectives 1. Determine how different factors affects explosivity of volcanoes using eruption models;
Write the LC
code for each 2. Display teamwork and timing in creating eruption models; and
3. Create a scale to measure the explosivity of eruption models.
II. CONTENT Volcanic Eruptions: Measuring Intensity of Volcanic Eruption
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal

Ball, Jessica. "Volcano analogies for kids." Magma Cum Laude. February 09, 2011. Accessed
July 28, 2017.
http://blogs.agu.org/magmacumlaude/2011/02/08/volcano-analogies-for-kids/.

http://www.geo.arizona.edu/sites/www.geo.arizona.edu/files/Volcanoes%20and%20Viscosit
y.pdf (accessed July 28, 2017).
B. Other Learning
Resources
Truong, N., Blaser, A., Giachetti, T., & Gonnermann, H. "What Makes an Eruption Explosive? -
Activity." Www.teachengineering.org. Accessed July 28, 2017.
https://www.teachengineering.org/activities/view/rice_erruption_activity1.

Roemmele, Christopher and Steve Smith. "Measuring the explosiveness of a volcanic

eruption." Science in School, no. 37 (206): 46-49.

IV. PROCEDURES
A. Reviewing
● Have the students recall the concepts drawn from the previous lessons. Let them explain
previous lesson
or presenting again how viscosity affect the nature of eruption of a volcano.
the new lesson

B. Establishing a
purpose for the ● Using Think-Pair-Share strategy, ask them to brainstorm on the various ways of measuring
lesson the intensity of a volcanic eruption. Accept all reasonable answers. Possible answers
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GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 9 3RD QUARTER / EARTH AND SPACE WEEK 2 DAY 3 2

would include the amount of magma, pyroclastic materials, type of eruption, length or
duration of eruption, etc.
● Elicit opinions about what do volcanologists do. Tell them that they are going to pretend
as volcanologists and answer the focus question:
How is the intensity of volcanic eruptions measured?

● Introduce to the class what is VEI or Volcanic Explosivity Index and how it works.
However, do not present yet the actual scale and diagram used in determining VEI.
● Tell the class that today, they will be designing an experiment to create a scale to
C. Presenting
measure the explosivity of eruption models that they are going to make.
examples/instan
ces of the new ● Recall scientific method of investigation and focus on formulating hypothesis considering
lesson what will happen to the eruption model if the numbers of anti-acid tablets are increased
and the temperature of water is changed.

● Distribute the hand-outs to the class and orient the learners to the Activity How Intense
is the eruption? Divide the class into eight groups and emphasize that they are going to
prepare the following set-ups as part of the eruption model:
D. Discussing new o Group 1-2: 5 grams NaHCO3, tap water
concepts and
practicing new o Group 3-4: 10 grams NaHCO3, tap water
skills #1 o Group 5-6: 5 grams NaHCO3, warm water
o Group 7-8: 10 grams NaHCO3, warm water

E. Discussing new
● The learners will create a scale to measure the explosivity of eruption models. (see
concepts and
practicing new Activity 4, #12)
skills #2
● After the activity, allow the students to present the scales that they developed in
F. Developing measuring the intensity of the eruption models. Relate their answers to the actual VEI
mastery (leads that volcanologists use. Emphasize that like other scales such as pH, Richter Scale, and HR
to Formative Diagram, VEI also works in a logarithmic manner.
Assessment 3)

● Discuss the VEI of different volcanoes and the VEI profile of Philippine Volcanoes like Taal,
G. Finding practical Mayon, Pinatubo. Also, compare the relative damages each volcanic eruption had done
applications of in the community. Lead the students to this week’s essential question and have several of
concepts and them answer it:
skills in daily
living
Why is preparedness everyone’s responsibility?
H. Making
generalizations
● Elicit answers from the class on the focus question:
and
abstractions How is the intensity of volcanic eruptions measured?
about the
lesson
I. Evaluating
learning
Exit Pass:
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 9 3RD QUARTER / EARTH AND SPACE WEEK 2 DAY 3 3

On a ½ crosswise, let the learners write 2 – 3 insights that they acquired from the day’s
lesson.
J. Additional
● As a homework, have the learners cite 10 active volcanoes, their basic profiles, latest
activities for
application or eruption dates, and their VEI.
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 9 3RD QUARTER / EARTH AND SPACE WEEK 2 DAY 3 4

TEACHER HANDOUT

Figure 1. The Volcano Explosivity Index (VEI) of some volcanoes. The higher the VEI, the more explosive
the eruption is and expected to produce severe damages to the community. Illustration adapted from
https://pubs.usgs.gov/gip/99/pdf/gip99_chapter3.pdf
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GRADE 9 3RD QUARTER / EARTH AND SPACE WEEK 2 DAY 3 5

ACTIVITY SHEET

ACTIVITY 4:

That’s so Intense!1

I. Objectives:

1. Develop a scale to measure the explosivity of eruption models

2. Determine how different factors affect the explosivity of volcanoes using eruption models

II. Materials:

● 500 mL plastic bottle

● water
● meterstick
● small basin
● 100 mL graduated cylinder
● 250 mL beaker
● safety goggles
● rubber bands
● plastic food wrap
● toothpicks
● a stopwatch or timer
● tissue paper
● dishwashing liquid

III. Procedure:

1. Develop and write a hypothesis considering what will happen when a pack of 5 grams
baking soda is added to the liquid. Take note of the changes as the mass of packed baking
soda increases and the temperature of the water changes.

Hypothesis:
_______________________________________________________________

2. Fill the plastic bottle with the prescribed water temperature, level with the bottom of the cap
screw:

Group 1-2: tap water

Group 3-4: tap water
Group 5-6: warm water
Group 7-8: warm water
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GRADE 9 3RD QUARTER / EARTH AND SPACE WEEK 2 DAY 3 6

3. Add about ½ teaspoon of dishwashing liquid to the water.

4. Place the bottle in the center of the basin.
5. Weigh the prescribed amount of baking soda and roll it inside a tissue paper to fit them
through the bottle neck. Make sure your hands are dry for this part.

Group 1-2: 5 grams baking soda

Group 3-4: 10 grams baking soda
Group 5-6: 5 grams baking soda
Group 7-8: 10 grams baking soda

6. One student should shoot the packed baking soda into the bottle, while another covers the
opening with plastic wrap, and a third secures the plastic tightly with a rubber band (using
multiple loops) at the top of the bottle to prevent air from entering. Teamwork and
co-ordination are key to this sequence, so it should be practiced in a dry run several
times until you can perform it in about 8 seconds.
7. The reaction should be plainly visible immediately. After less than a minute, one person
should poke a hole in the plastic to allow the eruption to occur (use judgment as to when to
poke the hole, as the intensity of the eruption may force the plastic and rubber band off on
its own).
8. The rest of your groupmate must be ready to record the approximate height of the eruptive
plume (in cm) and the lateral distance it travels (in cm), using a meterstick.
9. Measure the duration of the eruption with a stopwatch (in sec.).
10. When the eruption is deemed complete, the tephra model collected in the basin should be
poured into a graduated cylinder. If some tephra erupted explosively beyond the basin, or
perhaps hit the ceiling, estimate the missing quantity (which is not difficult since it will likely
be visible as sudsy water).
11. Record the observations and features of the eruption in a data table.
12. From your data and results, develop your own scale to measure the explosivity of eruption
models.

Images adapted from

http://www.scienceinschool.org/content/measuring-explosiveness-volcanic-eruption
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 9 3RD QUARTER / EARTH AND SPACE WEEK 2 DAY 3 7

Images adapted from

http://www.scienceinschool.org/content/measuring-explosiveness-volcanic-eruption

IV. Analysis:

1. Identify and describe the different factors affecting the explosivity of volcanoes using
eruption models.
2. Compare and contrast your developed scale from the Volcanic Explosivity Index
(VEI) used by volcanologists.

1
Adapted and modified from Christopher Roemmele and Steven Smith
http://www.scienceinschool.org/content/measuring-explosiveness-volcanic-eruption.