Grade 9, Quarter 3

Department of Education
Negros Island Region

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

Daily Teacher Learning Earth & Space (Earth
Area Science)
Lesson Log Teaching Quarter Third
Dates
Junior HS
Science
Quarter 3
Page 1
Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

volcano/es locally found volcano found in the that are active or inactive
in your place and Philippines and identify
Grade 9
describe its/ their what type. found in the country.
characteristics.
V. REMARKS
Quarter 3
Page 3
Grade 9
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
Quarter 3
Page 4
Grade 9, Quarter Prepared by: Checked by:

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

boundaries and sometimes at volcanic hotspots.
Grade 9 School Grade Level 9

Daily Teacher Learning Earth & Space (Earth
Area Science)
Lesson Log Teaching Quarter Third
Dates
Junior HS
Grade 9
Science
Quarter 3
Page 7

I. OBJECTIVES
Content The learners demonstrate an understanding of volcanoes found in the Philippines.
Standard
Performance
Standard
Learning Explain what happens when volcanoes erupt
Competency
Code: S9ES-IIIa-28
DAILY TASK Classify volcanoes as Describe the effect of Identify the factors Discuss the Assess the
active and inactive. high temperature to the affecting the external parts mastery level
formation of gas. volcano’s eruptive of a volcano. of the students
style. on the topic
characteristics
and types of
volcanoes.
Factors affecting the External parts Summative
II. CONTENTClassification of volcanoes Under Pressure volcano’s eruptive of a volcano Assessment
styles.
Teacher’s Guide pp.136 pp.137 pp.138
Grade 9
Learner’s pp.166-167 pp.168 p170 pp.169
Materials
Additional
Materials
IV. LEARNING TASKS
PICTURE ANALYSIS: Video clip presentation of Video clip presentation of Show an ice
Students are given pictures volcanic eruption. an erupting volcano cream cone to
of Kanlaon, Mt. Pinatubo and https://www.youtube.com/ https://www.youtube.com/ the students.
Mt. Mayon. wat w
ELICIT ch?v=A4dRMmxrQMo atch?v=t-gsfdYkZbI
https://www.google.com.ph/s
e arch?q=mt.
+mayon&source=l
nms&tbm=isch&sa=X&ved=0
ahUKEwjFrbDeiIrQAhVBzbw
KHYGABpsQ_AUICCgB&biw
=1360&bih=638#tbm=isch&q
=mt.+pinatubo+before+erupti
on&imgrc=BxhNK7a4epWHH
M%3A
Grade 9
1. What can you say 1. What can you say 1. What can say about 1. What is
about the different pictures? about the video? the video clip? this?
2. Are all volcanoes 2. Why volcanoes 2. How does the 2. What
located on the same place? erupt? volcano erupt? are its parts?
3. Are all volcanoes had 3. What causes the 3. What do you think 3. What
ENGAGE a record of eruption? eruption of volcanoes? are the factors that affect land forms can
the eruptive styles of a you compare
volcano? to this object?
Essential Question: How Essential Question: What Essential Question: Essential

can volcanoes be is the effect of high What are the factors that Question:
classified? temperature to the affect the eruptive style What are the
formation of gas? of a volcano? external parts
of a volcano?
Working in groups, students Working in groups, students Working in groups, Working in
will follow guided activity. will follow guided activity. students will identify the groups,
Each group is given the tasks Each group is given the factors that affect the students will
EXPLORE to classify volcanoes as tasks to describe the effect eruptive styles of a discuss the
active or inactive based on of high temperature to the volcano? different
record of eruption. ( Activity 2: formation of gas. Activity 3: (Refer to LM p.170) external parts
of the
Volcanoes in the Philippines ) Under Pressure (refer to LM
volcano.
pp. 168-169)
(Refer to LM pp.166-167) (Refer to
Figure 4, LM
pp. 169)
Grade 9
Quarter 3
Page 8
Grade 9
Key Questions: Publication and Publication and Publication and
1. Are all volcanoes Communicating Results Communicating Communicating
found in the same Results Results
location? Key Questions:
2. Which of the 1. What did you Key Questions: Key Questions:
volcanoes had the most observe in each bottle? 1. What are the 1. What is a
number of eruptions? 2. Explain your factors affecting the summit?
Least number of observation. 3. What is volcano’s eruptive 2. What can be
eruptions? No record of the role of hot water in style? found at the
eruption? the setup? 2. How does each summit?
4. Do you have factor affect the 3. What is a
EXPLAIN 3. How will you
the same volcano’s eruptive slope? Base?
classify the volcanoes
observations as in style?
that have records of soft drinks?
eruptions? 5. Explain your
4. How will you answer.
classify volcanoes with
no record of eruption?
5. In your own
words, differentiate an
active volcano from an
inactive one.
Key Question: Key Question: Key Question: Key Question:
How are volcanoes What is the effect of What are the primary What are the
ELABORATE classified? high temperature to the factors that affect the external parts of
formation of gas? eruptive style of a volcano?
volcano?
Grade 9
Classify the following as Describe the effect of What are the factors Identify the
active or inactive high temperature to the that affect the eruptive different external
volcanoes. formation style of a volcano? parts of a
1.Cabaluyan ( inactive) of gas? (5pts) volcano and
2.Mayon ( active ) Rubrics: describe
EVALUATE 5 - Described clearly each. ( 5pts)
3.Taal ( active )
4.Kanlaon (active ) and completely.
5.Tamburok ( inactive) 4 - Description is Rubrics:
complete but not clear 5 - Identified and
described all parts.
Quarter 3
Page 9
Grade 9
3 - Description is 4 - Identified and
complete but vague. described only 2
2 - Description is parts. 3 - Identified
incomplete and vague. all parts but without
1 - Irrelevant answer description. 2 -
Identified and
described only one
1 - None of the
answers
mentioned above
Video clip presentation of a What will happen to One of the eruptions Review your lesson
volcano song. volcanoes when of Mt. Kanla-on, for the summative
https://www.youtube.com/wa temperature is high? spewed out a very test.
EXTEND t ch?v=TSpLXBzzdo0 thick cloud of smoke
What is your reflection about high above the
the song? sky.How do you
describe its eruption?
V. REMARKS
VI. REFLECTION
Grade 9
From the evaluation,
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
Did the remedial
Learners who:
• have caught up
with the lesson
• continue to
require
remediation
Quarter 3
Page 10
Grade 9
strategies worked well?
Why did these work?
encounter which my
can help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
Quarter 3
Page 11

3 Teacher: School
Date Date:
Submitted:
Grade 9
Grade 9 School Grade 9

Daily Level
Teacher Learning Earth & Space (Earth
Lesson Log Area Science)
Teaching Quarter Third
Junior HS
Dates
Science
Quarter 3
Page 12

I.
OBJECTIVES
Content Standard Demonstrate an
Grade 9
understanding of
volcanoes found in
the Philippines.
Performance
Standard
Learning Explain what
Competency happens when
volcanoes erupt.
Code: S9ES-IIIb-28
Describe the Determine the Identify the types Relate the
effect of viscosity of of volcanic volcano’s slope
temperature, some liquids. eruptions. to its material
chemical Describe the flow emissions.
composition and of gas in different
DAILY TASK amount of liquids.
dissolved gases
to the viscosity
of magma.
Factors affecting Types of Summative Assessment

II. CONTENT the viscosity of Viscosity volcanic
magma eruptions
III. LEARNING
RESOURCES
Teacher’s Guide Page 138 pp. 139-140
Learner’s pp. 170-171 pp. 171-172 Page 173 pp. 174-175
Grade 9
Materials
Factors that affect
the viscosity of
magma
http://www.slidesh
Additional are.net/e
Materials spinorachel/grade-
9module-1-lesson-
11volcanoes-
teachers-guidefor-
discussion
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/ formation of gas? water and cooking volcanic eruptions?
w oil.
atch?v=ddzU-rkzKF0 2.How does
ELICIT
lava flow in
(note: cut the video relation to
presentation until 1min dissolved gas
&30s only) content?
Grade 9
What does the video Video clip presentation/ Are all volcanic What was
show? Pictures: Erupting eruptions the considered in
volcanoes Video 1 same? Why? differentiating the
https://www.youtube.com/ type of volcanic
w eruption from the
atch?v=BUREX8aFbMs previous lesson?
Video 2
https://www.youtube.com/ What do you think
ENGAG w are the other
E atch?v=141onYqSPTY factors that can
affect the type of
1.What have you seen in volcanic eruption?
the video clips/pictures?
2.Compare the two (Guide students to
situations/ pictures? the shape of the
cone or slope as
one factor to be
considered )
EXPLOR Essential Question: Essential Questions: How Essential Essential
E How do temperature, would you determine the Question: What Question: How
chemical composition viscosity of some liquids? are different types does the slope of
and the amount of How does gas flow in of volcanic the volcano
dissolved different liquids? eruptions? related to its
gases affect the viscosity material
of magma? emission?
Working in groups, Working in groups, Working in groups, Working in groups,

students will follow students will follow guided students will follow students will follow
Grade 9
guided guided guided
Quarter 3
Page 13
Grade 9
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
describe the effect of Perform Activity 4: Perform the Activity: Perform Activity 5: In
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
(Reading text 173
Activity Sheet will
be provided by the
teacher)
Key Questions: Key Questions: Key Question: Key Question:
1. What happens 1. Is your What are the different 1. Compare the
to the viscosity of prediction correct? types of Volcanic appearances of the
magma when the 2. Which liquid is Eruptions? cones. 2. Which
temperature is high? the most viscous?How volcano has the
Low? do you know? greatest slope?
2. How about if 3. Which liquid is 3. Which has the
EXPLAIN the chemical the least viscous? least slope?
composition such as 4. Explain
4. Explain how
silica content is less or viscosity in your own
the type of material
low? High? words?
extruded from a
3. What will 5. Compare how
volcano affects the
happen to the these liquids flow with
shape of its cone.
viscosity of magma if how you think lava
flows. Why do some 5. In what way
the amount of doe the formation of a
Grade 9
dissolved gases types of lava travel volcanic cone model
decreases? faster than others? differ from a real
Increases? 6. Compare the volcano?
movement of the liquid
as the bubbles move
on the surface.
Quarter 3
Page 14
Grade 9
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 types of volcanic relate to its material
composition and the viscosity of some eruptions? emissions?
ELABORATE
amount of dissolved liquids?
gases affect viscosity 2. Compare the
of magma? flow of gas in different
liquids?
Multiple Choice: Compare the flow of Matching Type: Match Relate the shape of
Write the letter of liquids from the fastest Column A with the cone to the
your answer. 1.If the to the slowest by Column B materials emitted by
temperature ranking them (1,2,3 1. Plinian the volcano by
increases, viscosity of &4)1 as the fastest connecting an
2. Volcanian
magma and 4 as the slowest. arrow. Col. A-Shape
3. Strombolian of the Cone
a. decreases
1. Water 4. Phreatomagmatic 1.Steep slope
b. Increases
___ 5. Phreatic or 2.Perfect slope
c. remains
2. Cooking oil Hydrothermal 3.Broad,
EVALUATE d. not affected
___ slightlydome
2. When dissolved Column B Col. B -Material
gases 3. Syrup ___
A. Characterized Emitted
increase, viscosity of 4. Honey ____
by tall eruption A. Non-viscous
magma columns thjat reach lava B. Lava and
a.decreases 5. Compare how up to 20 km high with pyroclastic
b.Increases this liquid flow with pyroclastic flow and deposits
c.remains how lava flows. ash fall tephra. C. Lava fragments
d.not affected B. A stream-driven
3. The more silica eruption as the hot
Grade 9
content, the rocks come in contact
a. more viscous is with water.
the C. A periodic weak
magma to violent eruption
b. less viscous is characterized by
the fountain lava.
magma D. Excessively
c. magma explosive type of
viscosity remains the eruption of gas and
same pyroclastics.
d. magma is not
affected
Quarter 3
Page 15
Grade 9
4. The property of E. A violent eruption
magma’s resistance due to the contact
to flow is called between water and
a. volcanic eruption magma.
b. viscosity
c. fluidity
d. Plasticity
5. If the silica content
of the magma
decreases, its
viscosity _______ a.
increases
b.decreases
c. remains the same
d.is not affected
Bring the materials Bring different pictures Bring the following Study your lesson for
found in the LM p.171 of erupting volcanoes. materials from the the summative test
EXTEND
Activity 5 in the LM
p.174.
V. REMARKS
VI. REFLECTION
Grade 9
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
Quarter 3
Page 16
Grade 9
Why did these work?
encounter which my
can help me solve?
What innovation or
teachers?
Quarter 3
Page 17

3 Teacher: School
Date Date:
Submitted:
Grade 9
Grade 9, Week 3 Activity Sheets/ Readings Procedure:
ACTIVITY: Differentiating Types of Volcanic Eruptions 1. Read: Types of volcanic eruptions refer to LM p173.
2. Tabulate the data as shown below:
Objectives: Cause of
1. Describe the types of volcanic eruption; Type of Characteristic eruption
Volcano
2. Differentiate the volcanic eruption based on magma’s water Eruption s (Magma’s
content; and water content)
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
Grade 9
Magma’s with high silica content are more viscous than those
Quarter 3 with low silica content .
Page 18 The magma that contains less silica is relatively fluid and
ACTIVITY: Factors Affecting the Viscosity of Magma travels far before solidifying.
VISCOSITY is the property of the material’s resistance to flow. Effect of the Amount of Gases Contained in Magma to Viscosity
It is also described as the liquid’s thickness and stickiness. Gas (mainly water vapor) dissolved in magma tends to
The more viscous and thicker the material is, the greater is its increase its ability to flow. Therefore, in near-surface
resistance to flow. environments, the loss of gases makes magma more viscous
a dome or a columnar.
Effect of Magma’s Temperature to Viscosity
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
Quarter 3
Grade 9
Page 19
Grade 9
*Lava with low amount of gas as it rises has high viscosity that piles up at a vent resulting into a dome.
* Lava with less silica content is too viscous to travel far, and tends to break up as it flows
* Lava with less silica content has less silica content has low viscosity that it can travel a great distance, forming a
thin sheet.

Level
Grade 9
Daily Lesson Teacher Learning Earth & Space (Earth
Log Area Science)
Junior HS
Dates
Science
Quarter 3
Page 20

I.
OBJECTIVES
Content Standard The Learners
demonstrate an
understanding of
Volcanoes found
in the Philippines
Performance The Learner
Standard participates in
activities that
reduce risks and
lessen effects of
natural
phenomenon such
as volcanic
eruption.
Grade 9
Learning Illustrate how
Competency energy from
volcanoes may be
tapped for human
use;
Code: S9ES –IIIc-d-29
Design a scheme
to inform local
Illustrate how
Identify the kind Discuss how folks in your
energy from
of energy that volcanic hometown the
DAILY TASK volcanoes may
can be generated eruptions affect things to prepare
be tapped for
from volcano society before, during
human use.
and after
volcanic eruption
Energy From the Energy Flowing Effects of Summative Test
Volcano From Inside the Volcanic Performance
II. CONTENT
(Geothermal Earth Eruption to Task
Energy) Society
III. LEARNING
RESOURCES
Teacher’s Guide TG p. 141
Learner’s LM p. 176-179
Materials
Grade 9
Internet source: Internet source: Text book:
http://www.slidesh http://energy.gov/e Discover
are.net/nibed ere/geother Science K to 12
itamishra/presenta mal/how- Edition
tion-ongeothermal- geothermal- (2014), DIWA
energy- powerplant-works-
Learning
24231365? simple
Additional System, pp.225-
next_slideshow=1
Materials 226
http://energy.gov/
eere/geother
mal/how-
geothermal-
powerplant-works-
simple-text-version
https://www.youtube.com/
watc h?v=kjpp2MQffnw
IV. LEARNING TASKS
Picture Analysis- Meta-strips Picture Analysis: (Effects Mood Setting for the
Geothermal Post the different processes of Volcanic Eruption) preparation of
Power Plants in the involve in the energy designed scheme
ELICIT
Philippines transformation of geothermal
power plant into electricity.
Grade 9
Post the pictures of Let the students work in Show pictures on the Key Questions:
different geothermal groups. Given the meta- effects of volcanic 1. Is your place
power plants found strips of the processes eruption. near a
in the Philippines involved on how energy is volcano? If
transformed into electricity. Key Questions: not, is there a
Key Questions: Give time for the students to 1. What can you say volcano that
1. What are common complete the task. about the picture? may cause
to the pictures? 2. What are the effects damage to
2. What do you call it? Key Questions: of volcanic eruption? your place?
3. Where does it come 1. What are the different 3. Is there 2. Are you
processes involved in the advantages/disadvan prepared for
from?
geothermal power plant? the possible
4. How is this ta ges? Why?
How is energy effect/s of
ENGAG operated? transformed? volcanic
E 2. Arrange the processes in eruption?
chronological order. 3. What should
3. What made you conclude you do before,
that it is the first process? during and
The last process? after a volcanic
eruption?
Let the students present 4. How can you
their output after the time help in
allotted. minimizing the
negative
effects of
volcanic
eruption?
Quarter 3
Grade 9
Page 21
Grade 9
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?
Power point presentation on Show a prototype of how a Discussion on the Your task is to
Geothermal energy geothermal power plant effects prepare a disaster
http://www.slideshare.net/nibe works. of volcanic eruption preparedness
d itamishra/presentation- 1. Animation of how scheme on what to
ongeothermal-energy- geothermal power plant do before, during and
24231365?next_slideshow=1 works after volcanic
EXPLORE http://energy.gov/eere/geot eruption. (Refer to
h ermal/how-
LM p. 215 for the
geothermalpower-plant-
details of the task)
works-simple
2. Text version of how
geothermal power plant
works
http://energy.gov/eere/geot
h ermal/how-
geothermalpower-plant-
works-simpletext-version
3. Geothermal power plant
https://www.youtube.com/w
a tch?v=kjpp2MQffnw
EXPLAIN Key Questions: Key Questions: Key Questions: Presentation of the
Grade 9
1. What is geothermal energy? 1. How does thermal energy 1. What are the disaster
2. How is geothermal energy converted into mechanical negative preparedness
generated? energy? effects of scheme by group.
3. What is the difference of 2. How about the mechanical volcanic
geothermal power plant energy in the turbine eruption?
transferred into Positive
from a geothermal heat
effect?
pump? mechanical energy in a
Support your
generator?
answer.
Note: The
responses of the
students to this
questions is
assumed to be
complex
Quarter 3
Page 22
Grade 9
4. Name some 3. How is electrical and results to active
geothermal power energy generated? participations of
plants in the students.
Philippines.
Process students’ Lecturette: Processes In response to • Why is there a need
responses. Correct the involved in Geothermal students’ responses to have a disaster
misconception of Power Plants. Also have the teacher will clarify, preparedness
students from their an interaction on how concretize and scheme?
output. Feedbacking of Philippines can improve deepen the • From the different
students’ responses and presentations you
its support of electricity understanding on the
interaction. have performed,
ELABORATE using geothermal power effects of volcanic
plants as a potential eruption. what are the
Lecturette: Discuss the
alternative source of realizations you
two ways how
energy. have made?
geothermal 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
EVALUATE house open.
How is it generated? found on
2. Wear mask LM p. 216
and goggles when
there is an ashfall. 3.
An indication that a
Grade 9
volcano is about to
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.
Quarter 3
Page 23
Grade 9
Write a short essay about Make a prototype of What are the Review and study your
the advantages and geothermal power plant precautionary lesson to prepare for
disadvantages of using using cheap or recyclable measures you must the summative test next
EXTEND
geothermal energy. materials. observe before, meeting.
during and after
volcanic eruption?
V. REMARKS
VI. REFLECTION
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
work?
No. of Learners who:
• have caught up
with the lesson
• continue to require
remediation
Why did these work?
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
Grade 9
use/ discover which I wish
to share with other
teachers?
Quarter 3
Page 24

3 Teacher: School
Grade 9
Date Date:
Submitted:

Daily Level
Junior HS
Dates
Science
Quarter 3
Page 25

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
Code:
Grade 9
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
Teacher’s Guide Pp. 18-20* Pp. 20-22* P. 23-24* Pp. 24-26*
Learner’s Materials Page 28-31* Page 30-33* Page 34-37* Page 38-39*
IV. LEARNING TASKS
Can you recall out Can you still recall during Do you still remember How does the distance
topic about the 8th grade, how typhoons our topic in grade 7? from the ocean affects
Philippine formed? About the change in the climate of a
environment on temperature of land and particular
ELICIT module 1 in grade water throughout the region/place?
7? day?
1. What is a 1. Which heats up
latitude? faster, soil or
water?
2. And what is a 2. Why is it that water
longitude? heats up slowly
compared to soil?
Grade 9
Show a picture of Show pictures of Baguio Video clip: Jumbled words
the Earth. Let the City “Oceans Affect Our LEEWARD
students mark the 1. Why is Baguio Weather and Climate” WINDWARD
latitude and known as the https:// TOPOGRAPHY
longitude on the summer capital of www.youtube.com/wa CLIMATE
picture. the Philippines? tch?v=ZPoD3jssJBg 1. Are you familiar
1. Which one is 2. What do you feel 1. What is with those
the latitude? when you are in convection? words?
Why did you 2. Where do the
ENGAGE the top of the 2. Can you give any
say so? warm air from
mountain? idea about those
2. Now how northern and terms/words?
about the southern
longitude? hemisphere go?
Why? 3. When warm air
3. Give the rise up, what
names of replaces it?
each
latitudes?
EXPLORE Essential Question: Essential Question: Essential Question: Essential Questions:
How latitudes How altitude affects How distance from the How does windward
affects climate? climate? ocean affects climate? differ from leeward?
How does topography
affect climate?
Grade 9
Group activity: Group activity: Group activity: Group activity:
Perform activity #1 Perform activity #2 Activity #3 Activity #4
“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 over the mountain?
tilt of the earth’s hottest? and soil?
axis?
Quarter 3
Page 26
Grade 9
2. Which part 3. Based on the data, 2. What is the 2. Which side of the
of the earth what is the difference between the mountain experiences
receives most of relationship temperature of soil and low temperature? 3.
the sun’s rays? between altitude water after 6 minutes? Which side of the
3. Why does and temperature 3. Which heats up mountain experiences
the amount of heat of a place? faster, water or soil? high temperature?
receive by places
far from the
equator become
less?
EXPLAIN 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 the temperatures of water mountain experiences
Japan to the of and soil after you remove high temperature?
location of Baguio and the containers from each 2. What happens
the Zamboanga with tripod? when air becomes
Philippines, its temperature. 2. Which cools warmer and drier as it
is there a faster, water or soil? moves down the
2. Do you think the
possibility leeward side?
altitude of the
that we can place affects the
experience climate?
snow? How?
2. Do you think
the latitude
of a place
affects
Grade 9
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 thick clothes region/country? topography affect
tropical when they go 2. Why do some areas climate?
seasons? up the that are far from bodies
mountain?
Quarter 3
Page 27
Grade 9
2 And why it 2. How does of water have
. is if a place altitude affects extreme
away from climate? climates?
the equator
has a
colder
temperatur
e?
1. Describe the People living in Kanla-on 1 Explain how Direction: choose the
lines of latitude. experience low . distance from letter of the correct
2. Explain how temperature compared the ocean answer.
latitudes to people living in affects climate. 1. Which of the
affects the Bacolod. Explain why. 2 Compare the following correctly
climate. . effect of heat on describes the
water and land windward and
3pts- correct and leeward side of a
complete answer high land?
2pts- correct but I. It faces the wind
EVALUATE
incomplete and has low
answer. 1pt- temperature.
incorrect answer II. It is the area in
which the wind
blows.
III. It is the
area where there is
no cloud formation.
IV. It is an
Grade 9
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
Quarter 3
Page 28
Grade 9
c. Leeward
d. Sea breeze
3. Why are grassland
and desert plants
found in leeward side
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:
Grade 9
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.
Quarter 3
Page 29
Grade 9
V. REMARKS
VI. REFLECTION
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
Did the remedial
Learners who:
• have caught up
with the lesson
• continue to
require
remediation
Why did these work?
encounter which my
can help me solve?
What innovation or
wish to share with
Grade 9
other teachers?
Quarter 3
Page 30

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

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

3 Teacher: School
Date Date:
Submitted:
Grade 9

Daily Level
Junior HS
Dates
Science
Quarter 3
Page 38

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

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

Daily Level
Lesson Log Area
Junior HS
Dates
Science
Quarter 3
Page 43
Grade 9
I. OBJECTIVES
Content Standard Factors that affect climate, and the effects of changing climate and how to
adapt accordingly.
Performance Standard Participate in activities that reduce risks and lessen effects of climate change.
Learning Competency Describe certain climatic phenomena that occur in a global level.
Code: S9ES-111e-31
Design a scheme on Presentation of the Critiquing of the Dissemination of Output
information Design Output Information Assessment
DAILY TASK dissemination of the
impacts of climate
change.
II. CONTENT 2.2 Global Climate Phenomenon
Teacher’s Guide TG p.207
Learner’s Materials LM p.157
IV. LEARNING TASKS
Cite a specific example of What plan did you How well did you make Presentation of
ELICIT an impact of climate make for your your design? outputs:
change presentation? Group 1-Comic sketch
ENGAGE Designing a scheme on Practice/ Preparation of Practice/ Preparation Group 2- Jingle or
the presentation of the presentation
Grade 9
information dissemination song
on the impacts of climate Group 3-Newscasting
change. Group 4-Poster and
slogan
Group 5- Poem
Group 1-Comic sketch Presentation of the Critiquing of the output.
Group 2- Jingle or song design
Group 3-Newscasting
Group 4-Poster and slogan
Group 5- Poem
EXPLORE
Presentation of outputs will
be scored based on
scoring rubric. (Please
refer to LM p.157)
V. REMARKS
VI. REFLECTION
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
Grade 9
who:
• have caught up
with the lesson
• continue to
require
remediation
Why did these work?
encounter which my
can help me solve?
Quarter 3
Page 44
Grade 9
What innovation or
teachers?
Quarter 3
Page 45

Week No. 8 Head:
Date Date:
Submitted:
Grade 9

Daily Level
Lesson Log Area
Junior HS
Dates
Science
Quarter 3
Page 46

I. OBJECTIVES
Content Standard The relationship between the visible constellations in the sky and earths position along its orbit.
Performance Standard Discuss whether or not popular beliefs and practices with regards to constellations and astrology have
scientific basis.
Learning Competency 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
Grade 9
(constellations) does in the course of a times of the year using
not change. night. models.
Code:
S9ES-IIIg-32 S9ES-IIIh-33 S9ES-IIIi-34 S9ES-IIIj-35
Relate color with
Explain why some
temperature of a star. Group stars together Describe the
constellations are Summative
DAILY TASK Explain the factors that in a recognizable apparent motions of
not seen at certain Assessment
may affect the pattern stars at night
months
brightness of a star
II. CONTENT Characteristics of a Star Constellations
Teacher’s Guide pp. 160 pp. 160-161 p.161
Learner’s Materials pp. 214-215 p.216 p.217
IV. LEARNING TASKS
Let the students sing the What are the What are What is a
song. “ Twinkle, twinkle characteristics of a constellations? Name constellation? What
little star” star? some of them. constellations do you
How does the color of a know?
ELICIT star relate with its
temperature? What
factors influence the
brightness of a star?
Grade 9
What information does the Have you observe the Are all constellations
song give? sky at night? be seen at the same
How is star described in Have you seen stars time or month of the
the song? that form patterns or year?
ENGAGE What other descriptions shapes of object in
can you describe about a night sky?
star aside from the song What do you call these
you have sung? group of stars?
Essential Question: Essential Question: Essential Question: Essential Question:
What are the What are the groups of What direction do Why are some
characteristics of a star? stars that seem to form stars move? constellations cannot
patterns/ figures/ be seen in the same
images in the night month of the year?
sky?
EXPLORE Working in groups, Working in groups, Working in groups, Working in groups,
students will perform the students will perform students will perform students will perform
Activity 1: Activity 2: Patterns in Activity 3: the Activity 4: Different
Characteristics of Stars the Sky and will follow Apparent Movement of Star Patterns through
and will follow Guided Guided Activity from the Stars through the the Year and follow
Activity from the LM LM p.216 Night and Guided Activity from
pp.214-215. will follow Guided
LM p.218-221
Activity from LM p.217
Grade 9
By group, students will By group, students will Compare the position By group, students
present their answers present their answers of the stars in the sky. will present their
using manila papers by using manila papers by What do you notice? answers using manila
following guide the following guide the Are the stars visible at papers by following
questions: questions: 7 pm still visible at 11 the guide questions:
1. What is the color of the 1. What figure/ pm in their “original 1. Compare the
filament as you dim the pattern you have position”? Why is this photographs? What
EXPLAIN bulb? 2. What is the color traced/ 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?
Quarter 3
Page 47
Grade 9
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 stars in the night
ELABORATE of a star? sky.
the sky?
3. What two factors
affect the brightness of a
star?
Grade 9
EVALUATE Choose the letter of the Name the constellation How do stars appear Multiple Choice:
best answer. Use the table formed by the group of to move in the night Choose the correct
below that presents stars below. sky? answer and write the
information about stars A, (5pts) letter only.
B, C, and D. 1.The following
constellations can be
Star Color
observed prominently
A in June
B Yellow EXCEPT_____.
C White A. Bootes
D Blue B. Draco
1. Which star is 1.)
C.Hydra
the hottest? a. D.Orion*
A 2.Leo can only be
b. B observed in the month
c. C of __.
d. D A. March*
2. Which star is B. June
very similar to Answer: Cygnus C. Septembe
our sun? a. A (Swan) r
b. B D. Decembe
c. C 2.) r 3.Ursa Major can
be observed in the
d. D
months of
A.March and June*
B.June and
September
Grade 9
Anser: Cepheus
( King )
Quarter 3
Page 48
Grade 9
3. Which is the coolest C. September &
star? December
a. A D. December and
b. B March 4. Which
c. C statement best
4. What 2 factors affect explain 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 changes position
(Big during the night. Which
Bear) motion is mainly
responsible for this
change in position?
A. Revolution of
earth around the
sun*
B. Rotation of
earth on its axis.
Grade 9
C. Revolution of
Pisces around the
sun.
D. Rotation of
Pisces on its axis.
4.)
Answer: Cassiopeia
(Queen)
Quarter 3
Page 49
Grade 9
Do all stars have the Prepare and bring Prepare and bring Study your lessons
same brightness? Why? the materials the materials for the summative
needed for the needed for the test.
Activity 3. Activity 4.
In preparation for the Using the software

next day’s activity the Stellarium, let the
students will be students explore the
assigned to observe Night Sky for a certain
the night sky at 7pm date.
until 9 pm. Identify one
EXTEN Do the following: constellation and
D a. Focus on one star follow its movement
and mark the position through a period of
of that star at 7pm by time.
choosing a reference
point nearby it. Then Stellarium can be
follow up or monitor downloaded at:
the position of that http://
same star after 1 hour www.stellarium.org/
& 2.hours. Record &
bring your observation
in the class for your
next activity.
Grade 9
V. REMARKS
VI. REFLECTION
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
Quarter 3
Page 50
Grade 9
who:
• have caught up
with the lesson
• continue to
require
remediation
Why did these work?
encounter which my
can help me solve?
What innovation or
teachers?
Quarter 3
Page 51
Grade 9

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Department of Education

Negros Island Region

Grade 9 School Grade Level 9

Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Based on the picture, give Key Questions: Key Questions:

EXTEND Give example of Give other examples of Give examples of volcano

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Shield volcanoes are usually found at constructive

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Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Factors affecting Types of Summative Assessment

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

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In preparation for the Using the software

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