Quarter Third

GRADE 9 Learning area Science

UNIFIED LESSON PLAN
Teaching date and time Week 6 Day 3

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of:

factors that affect climate, and the effects of changing climate and how to adapt accordingly.
B. Performance The learners shall be able to:
Standards participate in activities that reduce risks and lessen effects of climate change.
C. Learning The learners should be able to:
Competencies / describe certain climatic phenomena that occur on a global level. (S9ES-IIIf-31)
Objectives At the end of the session the learners are expected to:
Write LC code for Identify the main component of air that causes the rising of global temperature.
each
Discuss the relationship between the amount of carbon dioxide and global temperature.
Interpret the relationship of carbon dioxide and temperature.

II. CONTENT TOPIC/TITLE: Global Climate Phenomenon

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 202-203
2. Learner’s pp. 242-243
Materials
3. Textbook
4. Additional Curriculum Guide (S9FE-IVa-34)
Materials from Learner’s Material in Science 9
Learning
Resource (LR)
Teacher’s Guide in Science 9
portal
B. Other Learning 1- clipart-library.com, 2-clipartkey.com, 3-clipartmax.com, 4-autocar.co.uk, 5-pngaa.com, 6-mdlinx.com, 7-shopee.ph, 8-
Resources icons.geosm.ge, 9-mb.com.ph, 10- sciencefocus.com, 11- favpng.com, 12-https://climate.nasa.gov/vital-signs/carbon-
dioxide/

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 IV. PROCEDURES (ANNOTATIONS)
PPS Indicators/KRA
Objectives/Rubric
Indicators to be Observed
A. Reviewing previous ELICIT (5 mins.)
lesson or
presenting the new ➢ The teacher will review to the class their previous lesson.
lesson Ask the following questions:
1. What makes the Earth warm?
Answer: Solar radiation or Sun rays
2. What is the role of the greenhouse gases?
Answer: prevent heat from escaping the earth
3. Give some examples of greenhouse gases.
Answer: Carbon dioxide, methane, CFCs, Ozone, Nitrous oxide
4. What is greenhouse effect?
Answer: The trapping of heat to keep the Earth warm.

ENGAGE (5 mins)

B. Establishing a ➢ Now that you already know the concept of greenhouse effect, let us now find out what INDICATOR 1
purpose for the main component of air that causes the rising of the global temperature. Applies knowledge of
lesson content within and across
C. Presenting ➢ The class will have a short game that will give them idea about the lesson.
examples/instances curriculum teaching areas.
Task # 1: See My Name!
of the new lesson Direction: Let the student guess the word/s using the given pictures as clue.
Example: MOV--- The teacher makes
meaningful connections
3
2 across curriculum teaching
1
areas.

GREEN HOUSE GAS

Answer: Greenhouse gas

INDICATOR 6

Establish a learner-centered
culture by using teaching
strategies that respond to

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 learners' linguistic, cultural,
4 5
1. 7
socioeconomic and religious
6
backgrounds.

MOV--- The teacher

employs strategy which is
appropriate to address
-PER
Answer: Carbon dioxide learners’ linguistic,
2. 8 1 9
and/or socio-economic,
backgrounds.

-I

Answer: Fossil fuel

1 11
3. 10

-D

Answer: Global temperature

D. Discussing new EXPLORE (20 mins.)

concepts and
practicing new ➢ The teacher will divide the class into groups. INDICATOR 4
skills ➢ Every group must choose a leader, secretary and reporter.
# 1
➢ The teacher will remind the class to participate in the activity and present the rubric on Establish safe and secure
how they will be rated. learning environments to
enhance learning through the
ACTIVITY: CO2 IS THE REASON! consistent implementation of

Objective
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 ➢ interpret the relationship of carbon dioxide and temperature. policies, guidelines and
procedures.
Materials Needed
Graph of CO2 and global temperature MOV – Setting of Standards
Ball pen or pencil in doing the activity.

Procedure INDICATOR 5
1. Study the graph below (Fig. 9.1). Answer the guide questions. Maintain supportive learning
environments that nurture and
inspire learners to participate,
cooperative and collaborate in
continued learning.

MOV – The teacher clearly

provides the class with
structured tasks involving
most elements of cooperative
learning.

INDICATOR 7

Use strategies for providing

timely, accurate and
Guide questions: constructive feedback to
improve learner performance
Q1. How much is the increase in temperature from 1880 to 2010?
Answer: 1.30F
Q2. What happened to the amount of carbon dioxide from 1880 to 2010?
Answer: increased by 100 ppmv MOV – The teacher provides
Q3. What is the relationship between the amount of carbon dioxide and global temperature? substantive, specific, and
Answer: They are directly proportional. As the amount of carbon dioxide increases, the global timely feedback, and shares
temperature increases too. strategies to learners to
Q4. When was temperature at its highest and at its lowest? improve their performance
Answer: It was highest in 2007 and lowest in 1909. toward the intended learning
E. Discussing new outcomes.
➢ After the activity, let the reporter of every group present to the class their answer to
concepts and
practicing new
guide questions.
skills ➢ The teacher will give feedbacks about their output.

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 # 2 ➢ The teacher will reveal the correct answer of the guide questions.
➢ The teacher will also give recognition to the group who performed well in the activity.
F. Developing Mastery EXPLAIN (10mins.)
(Leads to Formative
Assessment) When the Industrial Revolution began, more emissions of carbon dioxide and other greenhouse INDICATOR 1
gases threatened all living things. Developed countries and developing countries became more Applies knowledge of
dependent on fossil fuels. Burning dioxide emission. What would be the outcome if there is too content within and across
much carbon dioxide in the atmosphere? There would be an increase of global temperature.
curriculum teaching areas.
➢ The teacher will give further explanations about the topic.
MOV--- The teacher
Carbon dioxide (CO2) is an important heat-trapping (greenhouse) gas, which is released displays extensive
through human activities such as deforestation and burning fossil fuels, as well as natural knowledge of content.
processes such as respiration and volcanic eruptions. The first graph shows atmospheric CO 2
levels measured at Mauna Loa Observatory, Hawaii, in recent years, with average seasonal
cycle removed. The second graph shows CO2 levels during the last three glacial cycles, as
reconstructed from ice cores.

12

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 12

Over the past 171 years, human activities have raised atmospheric concentrations of CO 2 by
47% above pre-industrial levels found in 1850. This is more than what had happened naturally
over a 20,000 year period (from the Last Glacial Maximum to 1850, from 185 ppm to 280 ppm).

Source: https://climate.nasa.gov/vital-signs/carbon-dioxide/

ELABORATE (10 mins.)

G. Finding practical ➢ To understand deeply about greenhouse effect, let the students watch the suggested INDICATOR 2
applications of video clip. Ensure the positive use of
concepts & skills in ICT to facilitate the
daily living • https://youtu.be/HK8LLWSIIm4
teaching and learning
➢ The teacher will process the key concepts from the video clip. process.

MOV – The teacher utilizes

ICT and generally shows
evidences of the positive use
of ICT to facilitate the
teaching and learning
process.

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H. Making Task # 2: Concept Mapping
generalizations and Direction: Based on what you have learned, make a diagram or a concept map that explains the
abstractions about relationship between the carbon dioxide and global temperature.
the lesson Answers may vary.
I. Evaluating Learning EVALUATE (5 mins.)

FILL IN THE BLANK

Direction: Write the correct response from the statement below.
1. _________ is the main component of air that causes the rising of global temperature.
2. If there are greater amount of carbon dioxide, the global temperature will
_____________.
3. The graph below means ____________________.

J. Additional activities EXTEND (5 mins.)

for application or
remediation ➢ Make a list on how to minimize the emission or production of carbon dioxide.

V. REMARKS
VI.
REFLECTION
A. No. of learners
who earned 80 %
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
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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?

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ENGAGE
Task # 1: See My Name!
Direction: Let the student guess the word/s using the given pictures as clue.
Example:

GREEN HOUSE GAS

Answer: Greenhouse gas
1.

-PER

Answer: Carbon dioxide

2.

-I

Answer: Fossil fuel

3.

-D
Answer: Global temperature

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 EXPLORE

ACTIVITY: CO2 IS THE REASON!

Objective
➢ interpret the relationship of carbon dioxide and temperature.

Materials Needed
Graph of CO2 and global temperature
Ball pen or pencil

Procedure
2. Study the graph below (Fig. 9.1). Answer the guide questions.

Guide questions:

Q1. How much is the increase in temperature from 1880 to 2010?

Q2. What happened to the amount of carbon dioxide from 1880 to 2010?
Q3. What is the relationship between the amount of carbon dioxide and global temperature?
Q4. When was temperature at its highest and at its lowest?

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-PER

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-I

-D

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 Answers’ Key
Task # 1: See My Name!
1. Carbon dioxide
2. Fossil fuel
3. Global temperature
ACTIVITY: CO2 IS THE REASON!
Objective
➢ interpret the relationship of carbon dioxide and temperature.

Materials Needed
Graph of CO2 and global temperature
Ball pen or pencil

Procedure
3. Study the graph below (Fig. 9.1). Answer the guide questions.

Guide questions:
Q1. How much is the increase in temperature from 1880 to 2010?
Answer: 1.30F
Q2. What happened to the amount of carbon dioxide from 1880 to 2010?
Answer: increased by 100 ppmv
Q3. What is the relationship between the amount of carbon dioxide and global temperature?
Answer: They are directly proportional. As the amount of carbon dioxide increases, the global
temperature increases too.
Q4. When was temperature at its highest and at its lowest?
Answer: It was highest in 2007 and lowest in 1909.

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Rubrics for Group Activity

CRITERIA 4 (EXCELLENT) 3 (GOOD) 2 (FAIR) 1 (POOR)

Content

(The answers are

correct and clearly
stated.)

Presentation

(The reporters
explain their output
diligently and
spontaneously.)

Teamwork

(Every member of
the group
contributed or
participated in the
activity given.)

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