Quarter Third

GRADE 9 Learning area Science

UNIFIED LESSON PLAN
Teaching date and time Week 6 Day 4

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 Differentiate El Niño and La Niña.
each
Generalize the impacts of climate change.
Make a strategic plan to reduce contribution to climate change.

II. CONTENT TOPIC/TITLE: Global Climate Phenomenon

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 203-207
2. Learner’s pp. 244-250
Materials
3. Textbook
4. Additional Curriculum Guide (S9ES-IIIf-31)
Materials from Learner’s Material in Science 9
Learning
Resource (LR)
Teacher’s Guide in Science 9
portal
B. Other Learning
Resources

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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 ask the following questions to the class:
lesson  Do you believe that human activity is the reason why climate change happens?
Why?
 What crime did humanity commit? Are you part of this crime?
 Whom are we going to blame for the outcome?
➢ The teacher will solicit all the ideas and opinions of the students. Let them discover the
answer by doing the next activity.
ENGAGE (5 mins)

B. Establishing a ➢ For the next activity, the students will find out if they are a climate hero or a climate
purpose for the culprit by calculating their personal carbon emission. INDICATOR 6
lesson
C. Presenting Activity 1: Am I A Climate Hero Or A Climate Culprit? Establish a learner-centered
examples/instances Objectives: culture by using teaching
of the new lesson • calculate your personal carbon emission strategies that respond to
• take an action to lessen the effects of climate change learners' linguistic, cultural,
Materials Needed: socioeconomic and religious
Carbon Footprint Calculator /Checklist backgrounds.
Manila paper
Short bond paper
Laptop/Computer with internet MOV--- The teacher
Procedure:
employs strategy which is
1. Each member of the group will compute his/her carbon footprint by using WWF-
Philippines’ Carbon Footprint Checklist (see table 10.1). Note: For schools that have appropriate to address
access to the internet use Carbon Footprint Calculator from this link: learners’ linguistic,
http://wwf.org.ph/wwf3/search.php?search=carbon+footprint+calculator (as of October and/or socio-economic,
9, 2013) and/or religious
Table 10.1 What’s your carbon footprint? Evaluate your carbon emission. backgrounds.

Different Activities Always (1pt) Sometimes (3pts) Never (5pts)

I use water wisely.

I eat a mixture of meat

and vegetarian meals.

Page 2 of 13
We use kerosene lamp
or low energy light
bulbs at home.
I use basin in washing
our dishes.
I eat locally grown
food.
I turn off electric
appliances or battery-
operated gadgets
instead of leaving
them on standby.
I use a glass of water
when brushing my
teeth.
I eat organic foods.

I use reusable bags

when buying things
from the market.
I avoid eating ready
meals. (e.g. noodles,
sardines etc)
I use recycled
notebooks and
papers.
I throw my
biodegradable wastes
into a compost pit.
I replace my toy or
gadget when it stops
working rather than
just to get the most
up-to-date model.
I always know where
my food or products
made.
I give the clothes I
have outgrown to
charity or to my

Page 3 of 13
 younger siblings and
friends.
I throw my trash into
the garbage bin or
bag.
I just walk if the place I
want to go is near.
I do recycling at home.

I do recycling in
school.
I share a ride or walk
or cycle on the way to
school.
Total Score

Source: http://www.wwf.org.uk/oneplanetchallenge/downloads/energy_session_all.pdf
How did your score?
20-50 - You’re a Green Queen/King and a globally aware consumer! Keep up the good work.
50-80 - You’ve made a start but there are more you can do to reduce your ecological footprint.
80-110 – You are a long way to go; it is best to start now.

D. Discussing new EXPLORE (20 mins.)

concepts and
practicing new 2. Each group should present the data using a bar graph on Manila paper. INDICATOR 4
skills Q1. Which member has the highest carbon footprint?
# 1 Establish safe and secure
Q2. Which member has the lowest carbon footprint?
Q3. What is the average carbon footprint of the group? learning environments to
Q4. What is your highest source of carbon emission? enhance learning through the
Q5. What is your lowest source of carbon emission? consistent implementation of
Q1-Q5: Answers may vary policies, guidelines and
E. Discussing new ➢ Before doing the next activity, let each student find a pair. procedures.
concepts and
practicing new MOV – Setting of Standards
Activity 2: Read and Draw
skills in doing the activity.
# 2
Direction: Read and understand the selection below and draw what your insights about it. INDICATOR 5
Materials: bond paper, pencil, crayon/any coloring materials
Maintain supportive learning
Impacts of Climate Change environments that nurture and

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 You were reading the first page of your favorite magazine when your eyes were caught by inspire learners to participate,
the passage: “Climate Change Is Here!” And it says,” climate change is really happening. Its cooperative and collaborate in
effects are felt by animals, plants, and people.” You got very interested in the topic because it continued learning.
is a worldwide issue. As you continued reading, you found out that there were some species of
birds that laid eggs earlier than usual. There were some species of plants that bloomed earlier MOV – The teacher clearly
than expected. There were some animals that supposedly should still be hibernating, but were provides the class with
already awake. There was an earlier migration of birds and some were arriving to their nesting structured tasks involving
ground and others appeared to be later. Sometimes, some animals and birds tended to stay in most elements of cooperative
their local territory because the climate is already suitable for them. learning.
You were surprised with the things you discovered about climate change. As you kept on
reading, you were disturbed that even the sea level was rising. The melting of glaciers that
covered the land caused the sea level to rise. If sea level increased by 50 cm, sea turtles may
lose their nesting areas. People and animals that live near shorelines may be forced to move out.
Animals moving out of their natural habitat face challenges that could lead to the extinction of
their species.
At the back of your mind, you were thinking that, hopefully, the effects of climate change
will not be felt by people here in the Philippines. But to your dismay, we felt them already.
Heavy rainfalls were brought by typhoon Ondoy and Hanging Habagat which resulted in
submerging most parts of Metro Manila and some provinces. Typhoon Yolanda brought the
strongest wind ever encountered by people in the Visayas, leaving great destruction and much
loss of lives. Hanging Amihan brought very cold wind affecting the climate of the country and
destroying some crops of farmers in the northern part of Luzon.

After the activity, the teacher will call atleast 2 or 3 students to share to the class what they draw
and explain it.
F. Developing Mastery EXPLAIN (10mins.)
(Leads to Formative
Assessment) ➢ The teacher will give feedbacks and recognize those who share their output. INDICATOR 7
➢ The teacher will explain through a powerpoint presentation the impacts of climate
change including the El Niňo and La Niňa. Use strategies for providing
timely, accurate and
constructive feedback to
improve learner performance

MOV – The teacher

provides substantive,
specific, and timely feedback,
and shares strategies to
learners to improve their

Page 5 of 13
 El Niño and La Niña performance toward the
El Niño is an abnormal and lengthy warming in the eastern part of the Pacific Ocean. This intended learning outcomes.
natural phenomenon occurs at irregular intervals of two to seven years and lasts for nine INDICATOR 1
months or two years at most. Usually, it starts Applies knowledge of
at the end of the year or during the Christmas content within and across
season that is why it is termed as El Niño which
curriculum teaching areas.
refers to the “Christ child”. Refer to Fig. 10.1
Normally, as trade winds move from east to
west, they collects warm air. But when trade MOV--- The teacher
winds are weakened, they causes the piling up displays extensive
of warm surface water and making the knowledge of content.
part of the Pacific Ocean warmer leading to
the El Niño phenomenon. This happens when
the upwelling of colder water is blocked by the
large quantities of warm surface water. (The
cause of the weakening of the trade winds is
still unknown and it is still being investigated)
Since the Pacific Ocean is to the east of the Philippines, El Niño phenomenon will affect the
country. When there is an increase of the temperature in the eastern part of the Pacific Ocean,
it is expected that some areas in the Philippines will experience this climatic phenomenon. Some
areas in the country will experience near to above average rainfall and some areas may
experience drier than normal rainfall. El Niño will most likely bring severe drought. It is
believed that it causes stronger thunderstorm disturbance and massive storms. It also causes
the decrease in the population of some species. See Figure 10.2. La Niña is the opposite climatic
disturbance to El Niño. This natural
phenomenon may, but does not always, follow
El Niño events. It may last for nine to twelve
months but in some cases, it lasts for two
years. This event is triggered by the cooling
of the eastern part of the Pacific Ocean that is
why it is sometimes called “cold Pacific.”
Trade winds that move from east to west are
strengthened. Upwelling of colder water
intensifies. Moving air brings along too much
water vapor. When it reaches the land mass
such as the Philippines, precipitation is experienced. There would be an increase of rainfall in
some areas in the Philippines. For instance, areas that experienced severe drought caused by
El Niño may encounter above normal rainfall. But in some cases, areas that experience dry
season will have drier than normal conditions. La Niña’s effects are the opposite of El Niño.

Page 6 of 13
 ELABORATE (10 mins.)

G. Finding practical ➢ Let the students watch the short video clip about El Niño and La Niña. INDICATOR 2
applications of https://youtu.be/aCnF5R6N8Gg Ensure the positive use of
concepts & skills in ➢ Remind the students to take note the key concepts discussed in the video. ICT to facilitate the
daily living 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.
H. Making Based on the result of Activity 1: Am I A Climate Hero Or A Climate Culprit, each member
generalizations and of the group should choose the top three highest sources of carbon emission. From that, each of
abstractions about them will make a strategic plan to reduce his/her contribution to climate change.
the lesson
I. Evaluating Learning EVALUATE (5 mins.)

Direction: Complete the concept maps below. Write at least 1-2 sentences only.

Describe IMPACTS OF CLIMATE

CHANGE

El Niño La Niña

------------------------------------------------------

---------------------------------------------

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J. Additional activities EXTEND
for application or
remediation After performing the activity 1, each group will make a portfolio to check the improvement
made by each member. All members will recalculate their carbon footprint. They will do this
every month. Each group will report the outcome at the end of the third quarter. They have to
show the data (carbon/ecological footprint) using a bar graph.
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
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?

Page 8 of 13
EVALUATE

Describe

El Niño La Niña

An abnormal and Triggered by the

lengthy warming cooling of the eastern
in the eastern part part of the Pacific
of the Pacific Ocean that is why it
is sometimes called
Ocean
“cold Pacific.”

IMPACTS OF CLIMATE
CHANGE

------------------------------------------------------

Answers may vary

---------------------------------------------

Page 9 of 13
 Activity 1: Am I A Climate Hero Or A Climate Culprit?
Objectives:
• calculate your personal carbon emission
• take an action to lessen the effects of climate change
Materials Needed:
Carbon Footprint Calculator /Checklist
Manila paper
Short bond paper
Laptop/Computer with internet
Procedure:
1. Each member of the group will compute his/her carbon footprint by using WWF-
Philippines’ Carbon Footprint Checklist (see table 10.1). Note: For schools that have
access to the internet use Carbon Footprint Calculator from this link:
http://wwf.org.ph/wwf3/search.php?search=carbon+footprint+calculator (as of October 9,
2013)
Table 10.1 What’s your carbon footprint? Evaluate your carbon emission.
Different Activities Always (1pt) Sometimes (3pts) Never (5pts)
I use water wisely.

I eat a mixture of meat

and vegetarian meals.
We use kerosene lamp
or low energy light
bulbs at home.
I use basin in washing
our dishes.
I eat locally grown
food.
I turn off electric
appliances or battery-
operated gadgets
instead of leaving
them on standby.
I use a glass of water
when brushing my
teeth.
I eat organic foods.

I use reusable bags

when buying things
from the market.
I avoid eating ready
meals. (e.g. noodles,
sardines etc)
I use recycled
notebooks and
papers.

Page 10 of 13
 I throw my
biodegradable wastes
into a compost pit.
I replace my toy or
gadget when it stops
working rather than
just to get the most
up-to-date model.
I always know where
my food or products
made.
I give the clothes I
have outgrown to
charity or to my
younger siblings and
friends.
I throw my trash into
the garbage bin or
bag.
I just walk if the place I
want to go is near.
I do recycling at home.

I do recycling in
school.
I share a ride or walk
or cycle on the way to
school.
Total Score

Source: http://www.wwf.org.uk/oneplanetchallenge/downloads/energy_session_all.pdf
How did your score?
20-50 - You’re a Green Queen/King and a globally aware consumer! Keep up the good work.
50-80 - You’ve made a start but there are more you can do to reduce your ecological footprint.
80-110 – You are a long way to go; it is best to start now.

Page 11 of 13
 Activity 2: Read and Draw

Direction: Read and understand the selection below and draw what your insights about it.
Materials: bond paper, pencil, crayon/any coloring materials

Impacts of Climate Change

You were reading the first page of your favorite magazine when your eyes were caught by
the passage: “Climate Change Is Here!” And it says,” climate change is really happening. Its
effects are felt by animals, plants, and people.” You got very interested in the topic because it is a
worldwide issue. As you continued reading, you found out that there were some species of birds
that laid eggs earlier than usual. There were some species of plants that bloomed earlier than
expected. There were some animals that supposedly should still be hibernating, but were already
awake. There was an earlier migration of birds and some were arriving to their nesting ground and
others appeared to be later. Sometimes, some animals and birds tended to stay in their local
territory because the climate is already suitable for them.
You were surprised with the things you discovered about climate change. As you kept on
reading, you were disturbed that even the sea level was rising. The melting of glaciers that covered
the land caused the sea level to rise. If sea level increased by 50 cm, sea turtles may lose their
nesting areas. People and animals that live near shorelines may be forced to move out.
Animals moving out of their natural habitat face challenges that could lead to the extinction of
their species.
At the back of your mind, you were thinking that, hopefully, the effects of climate change
will not be felt by people here in the Philippines. But to your dismay, we felt them already. Heavy
rainfalls were brought by typhoon Ondoy and Hanging Habagat which resulted in submerging
most parts of Metro Manila and some provinces. Typhoon Yolanda brought the strongest wind
ever encountered by people in the Visayas, leaving great destruction and much loss of lives.
Hanging Amihan brought very cold wind affecting the climate of the country and
destroying some crops of farmers in the northern part of Luzon.

After the activity, the teacher will call atleast 2 or 3 students to share to the class what they draw
and explain it.

Page 12 of 13
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.)

Activity 2 Rubric (READ and DRAW)

Excellent (5) Very Good (4) Average (3) Needs Unacceptable

Improvement (1)
(2)

Ideas (Ideas
presented are
clear and focus.)

Presentation
(Presentation of
the output is
organized and
easy to
understand)

Creativity (The
output is creative
and matches to
the content)

Page 13 of 13