Compiled Sipacks For THIRD Quarter

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF CITY OF SAN FERNANDO
PAMPANGA HIGH SCHOOL
BRGY. LOURDES, CITY OF SAN FERNANDO, PAMPANGA

SCIENCE
INSTRUCTIONALPACKETSFO
R GRADE 9REGULAR(Third
Quarter)
Page 1of 13
Republic of the Philippines

Department of Education REGION III – CENTRAL
LUZON
SCHOOLS DIVISION OF CITY OF SAN FERNANDO PAMPANGA HIGH SCHOOL
BRGY. LOURDES, CITY OF SAN FERNANDO, PAMPANGA
SCIENCE DEPARTMENT
SCIENCE INSTRUCTIONAL PACKETS (THIRD QUARTER)
GRADE 9 SCIENCE TABLE OF CONTENTS
WEEK LESS DATES

ONNU TITLE/TOPICS
MBE
R
1 1 WHAT IS A VOLCANO?
2 2 VOLCANIC ERUPTION
3 3 ENERGY FROM VOLCANO
4 FACTORS AFFECTING CLIMATE:(LATITUDE, FROM

ALTITUDE & DISTANCE
4
THE OCEAN)
5 FACTORS AFFECTING CLIMATE )
5 (TOPOGRAPHY AND
OCEAN CURRENT
6 6 CLIMATE CHANGE
7 7 CONSTELLATIONS
Address: PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga

Telephone No: (045) 961-4261  (045) 961-2239 Page 2of 13
SCIENCE - INSTRUCTIONAL PACKETS IN GRADE 9
SCHOOL TEACHI
PAMPANGA HIGH
SCHOOL GENERAL INSTRUCTIONS:
NG
DATES
TEACHER QUARTER
Grade 9 Science TeachersQUARTER
This paper belongs to the learner, you. Therefore, ALL ANSWERS must be writtenon a ONE
WHOLE SHEET OF PAD PAPER, which will be submitted to me. ALWAYSinclude your NAME, GRADE
and SECTION, SUBJECT MATTER (SCIENCE 9), andcorresponding ACTIVITY TITLE (which will be
written in a text box). You may use thefront and back portion of your paper. Write ANSWERS ONLY.
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________Grade and Section:
____________________ Subject Matter: Science 9 Week1
Activity No. _____

Day1
I. OBJECTIVES
A. Content Standard:
The learners demonstrate an understanding of the volcanoes found in thePhilippines.
B. Learning Competency:
The learners should be able to:
1. describe the different types of volcanoes and
2. differentiate between active and inactive volcanoes.
Specific Objectives:
At the end of the lesson, you should be able to:
▪ characterize a volcano
▪ identify and describe the parts of a volcano
▪ classify volcanoes as active and inactive volcanoes
▪ name some active volcanoes in the Philippines, and
▪ explain why volcanoes are differ in their cone sizes and shapes. II. CONTENT:
LESSON 1: WHAT IS A VOLCANO?
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages: pp. 163 -169
2. Learner’s Material pages: pp. 134 -137
B. Other Learning Resources:
1. https://www.livescience.com https://www.merrian_webster.com
2. https://www.phivolcs.dost.gov.ph/index.php/volcano-hazard/volcano-bulletins3
3. Exploring Life Through Science Grade 9 pp. 258 - 274
IV. PROCEDURE
(ELICIT)
A. Reviewing previous lesson or presenting the new lesson
Pre-activity 1.1: VOLCANO: WHAT YOU KNOW? WHICH YOU KNOW?(Write your answers
on your pad paper.)
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I. In the previous grade level, you have learned about volcano. As a recall, trytoanswer the
FACT or BLUFF activity below.
FACT or BLUFF: Write the letter F if the statement is correct or true and Bif it is not. ____1. A volcano
can be dangerous.
____2. The recent eruption of Taal volcano was last January 13, 2020. ____3.
The Philippines is located along the Pacific ring of fire.
____4. There are no volcanoes around the Pacific ring of fire.

____5. Volcanoes have different shapes.
____6. Mountain and volcano are the same.
____7. Volcanoes can be active or inactive.
____8. There are no active volcanoes in the Philippines.
____9. Bulkang Mayon is an active volcano in the
Philippines.
____10. Volcanic eruptions has no
positive effect to the environment. II.
Name the Volcano based on the
picture and clues given.
1.
✔ This volcano is locatedin
the province of Batangas,
Philippines.
✔ Latest eruption/activity
recorded was last January
2020
✔ A popular tourist spot inthe
Philippines.
2.
✔ Located in the provinceof

Zambales, Philippines.
✔ Recorded historical eruption
was in June 1991, affecting
nearby provinces and
covered by lahar.
3.
✔ This volcano is locatedin

the province of Albay,
Philippines.
✔ Known as the most active
volcano in the country.
✔ Renowned for its “perfect
cone”
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(ENGAGE)
B. Establishing the purpose for the lesson
Pre-activity 1.2: WHAT MAKES A LANDFORM A VOLCANO? C. Presenting
examples/instances of the new lesson (Write your answers on your pad paper.)
When you hear the term volcanoes, what comes into your mind? Can you namesomefamous
volcanoes in the Philippines? Before you learn more about what volcano is, youneedtounlock some
concepts about volcano by knowing the following terms:
1. Volcano – a natural opening in the surface of the Earth where molten rocks, hot gases,
smoke and ash are ejected.
2. Summit – highest point of the volcano.
3. Slope – sides or flanks of a volcano that create its shapes and landforms. 4. Base – the bottom part
of the volcano which is considered as its support and foundation. 5. Ash - fragments of rocks; fine-
grained lava.
6. Caldera – formed when a part of the wall collapses following an explosive eruption. 7. Cone –
shape of the volcano.
8. Crater – a funnel – shaped depression and opening at the top of the volcano. 9. Lava -
molten rocks that has been extruded during an eruption.
10. Magma - molten rocks still under the ground.

11. Magma Chamber - underground compartment where magma is stored.
12. Vent - an opening on the surface of a volcano that emits lava, gases, ash or other volcanic
materials.
I. Identify the parts of the volcano being described.

1. Magma that has been extruded during an eruption. 2. shaped opening at the top of a volcano.
Fragments of rocks, minerals, or volcanic gases. 3. Funnel- V
4. An opening on the surface where volcanic materials are

released. V
5. It is formed when a part of the wall collapses following

an explosive eruption.
II. Word Hunt: Look for the words inside the box and encircle them. They can be foundhorizontally
and vertically. Copy the letter pool on your paper to show the patternof words found.
Slope Lava Vent Taal Cone Eruption Volcano Ash

Magma Summit Base Crater
O
F S O
V
O
N
E
A R
C
T
L H I O
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Day2
C. Presenting examples/instances of the new lesson Activity 1.1: VOLCANO CONCEPT
MAP (Write your answers on your pad paper.)
Since you were in the elementary, you have heard about volcanoes. But do you knowwhat a volcano
is? To find out, do the following activity. (please refer to Science 9 Learner’sModule page 165)
Objective: Characterize a volcano.
Materials: Picture of a volcano
Pen and paper
Procedure:
1. Based on the picture (Figure 1), give five (5) descriptions of a volcano. 2. Copy the
concept map (Figure 2) below and write your answer on it.
Volcano
VOLCANO
Figure 2. Concept Map of Volcano
Figure 1. Mayon
Activity 1.2: PARTS OF A VOLCANO (Write your answers on your pad paper.)
Now that you have already described what a volcano is, this time you are goingtostudythe main
parts of the volcano. Read this...
A volcano is a natural opening on the surface of the earth where molten rocks, hot gases, smoke, and
ash are ejected. A volcano on earth is a vent or fissure on the earth’s crust throughwhich lava, ashes, rocks
and gases erupt. A volcano is also a mountain formed by accumulationof eruptive products. On volcano, a
fissure is an elongated fracture or crack at the surfacefromwhich the lava erupts. Volcanoes erupts when
molten rocks called magma rises to thesurface. Magma is formed when the earth’s mantle melts.
The external parts of
the volcano are the
summit, slope and
base.
Summit
Slope
Base
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These are the parts of a volcano.
Dust, Ash and Rock
Vent
A. Guide Questions: Lava Cone
1. What is a volcano? 2. Why does a volcano erupt? 3. What is
a volcanic vent?
Crater Magma
4. What is the difference between lava and magma?

5. What is a volcanic fissure?
B. Fill in the blanks. Complete the paragraph below by supplying with termsidentified in the
figure above.
Parts of a Volcano
The (1) _____________ is/are fragment/s of rocks, fine-grained lava. The shapeof thevolcano is called (2)
____________. At the top of the volcano, there is a funnel-shaped depression known as the (3)
_____________, while the opening on the surface of the volcanothat emits lava, gases, ash or volcanic
material is the (4)__________. While still under theground, the molten rocks in the volcano are called (5)
___________. When the molten rockshave reached the surface that has been extruded during an eruption,
they are termed as
(6) _________.
(EXPLORE)
D. Discussing new concepts and practicing new skills #1 Activity 1.3: VOLCANOES IN THE
PHILIPPINES (Write your answers on your pad paper.)
Since you already learned the parts of a volcano and their function, you will nowdoActivity 1.3:
Volcanoes in the Philippines. (please refer to Science 9 Learner’s Module pages166-167)
Classification of Volcanoes
There are several ways by which volcanoes can be classified. PHIVOLCShaveadapted a system in
classifying volcanoes in the Philippines, they are active or inactive. Active volcanoes are those that have a
record of eruption within the last 600 years or those that erupted 10, 000 years ago based on analysis of their
materials.
Inactive volcanoes, on the other hand, are those that have not erupted for the last 10, 000 years and
their physical form is being changed by agents of weathering anderosion through formation of deep and long
gullies.
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According to PHIVOLCS, our country has more than a hundred volcanoes as of 2013. Twenty-three
are active while the rest are inactive. Some of these volcanoes will bementioned in the next activity.
Perform the next activity to classify the volcanoes according to their record of eruption.
Objective: Classify volcanoes as active or inactive
Materials: Pen and paper
Procedure:
1. Copy and use Table 1 below to classify whether the volcanoes in the Philippinesareactive or
inactive.
Table 1. List of some volcanoes in the Philippines
Volcano No. of historical
Latest Eruption/
Classification
Eruptions
Activity
(Active/Inactive)
Cabaluyan 0 - 1.
Cocoro 0 - 2.
Iraya 1 1454 3.
Kanlaon 26 September 2020 4.
Mayon 49 July 2020 5.
Pinatubo 2 July 1992 6.
Smith 6 1924 7.
Taal 34 September 2020 8.
Tamburok 0 - 9.
Urot 0 - 10.
(Source : https://www.phivolcs.dost.gov.ph/index.php/volcano-hazard/volcano-bulletins3 )
2.Copy the shapes/ legend and write the name of the volcanoes that belongs to thesameclassification
inside of each shape. Use the following legend as your guide.
Legend:
Volcano that has no
Volcano that has erupted 6
record of eruption Volcano that has erupted
to 10 times erupted 1 to 5 times
more than 10 times
Volcano that has
Volcanoes that has no record of eruption Volcanoes that has
erupted 1 to 5 times Volcanoes that has erupted 6 to 10 times
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Volcanoes that has erupted more than 10 times
Guide Questions:
1. Which of the volcanoes had the greatest number of eruptions? least number of eruptions?
no record of eruption?
2. How will you classify the volcanoes that have records of eruptions? 3. How will you classify
volcanoes with no record of eruption? 4. In your own words, differentiate an active volcano
from an inactive one.
Day3
E. Discussing new concepts and practicing new skills #2
Activity 1.4: VOLCANOES ACCORDING TO THEIR SHAPES (Write your answers on
your pad paper.)
Types of Volcanoes According to Shape

1) SHIELD VOLCANOES
∙ Formed by accumulation of lava resulting in a broad,
slightly domed structure that resembles a warrior’s
shield.
∙ Eruptions are less explosive.
∙ Lava that comes out is less sticky.
∙ Because the lava is runnier, it travels farther

from the crater before it cools, causing the shield-like shape of
the volcano as many eruptions build up over time.
Examples: Mt. Kilauea and Mt. Mauna Loa (Hawaii)
2) CINDER CONE VOLCANOES

• Characterized by narrow base and steep
slope.
• Built from ejected lava fragments.
• They have a wide crater and are the most
abundant
of the three major volcano types.
• Have explosive eruptions.
• Lava, huge rocks, cinders and ash explode
high into the air forming a steep cone up to
35 degrees.
Examples: Taal Volcano in the Philippines

Paricutin Volcano in Mexico
3) COMPOSITE VOLCANOES (STRATO VOLCANOES)

• Formed from alternate solidification of lava and cinders
characterized by large and symmetrical slope.
• Large, nearly perfect sloped structure formed from
alternate solidification of both lava and pyroclastic
deposits.
• Lava is therefore stickier (more viscous). This stickiness
"plugs up" the volcano, causing pressure to build-up.
• The result is an explosive, dangerous eruption.
Examples: Mount Fuji in Japan

Mt. St. Helens in Washington, USA
Mt. Pinatubo in Zambales, Philippines
Mt. Mayon in Albay, Philippines.
Page 9of 13
I. Answer the following Guide Questions:
1. What is the difference between crater and caldera?
2. What working group of the Philippine government plans and leads the guiding activities that approaches to
disaster?
3. What government agency (acronym and meaning) is responsible for classifying volcanoesand monitoring
volcanic activities.
II. Differentiate the three (3) types of volcanoes according to shape. Copy andcompletethe table
below.
Types of volcanoesaccordingPhysical
to Eruptive Example
Characteristi Characteristics Style/
cs
sh
ap
e
SHIELD VOLCANOES
4) 7) 10)
CINDER CONEVOLCANOES 5) 8) 11)
COMPOSITE VOLCANOES(STRATO
6) 9) 12)
VOLCANOES)
(EXPLAIN)
F. Developing mastery
Study this!
VOLCANOES
Countries along the Pacific Ring of Fire have active and inactive volcanoes. Volcanoes
continuously shape the Earth’s surface. Volcanism is not bad at all. Negativeeffects of volcanic eruption
can be minimized thru the help of NDRRMC (National DisasterRisks Reduction and Management
Council) and awareness.
A volcano is cone-shaped. It has an opening at the top (or in some case, onthesides). Hot
thick cloud of gas, molten rocks, ash forming a cauliflower-shaped cloudcomesout of its opening. It
usually has a summit, slope and base. At the summit, thereisanopening which may either be a crater or
a caldera. A crater is a funnel-shaped openingat the top of a volcano while a caldera is formed when a
part of the wall collapses followinganexplosive eruption.
Active volcanoes are those that have a record of eruption within the last 600years or those that
erupted 10, 000 years ago based on analysis of their materials.
Inactive volcanoes, on the other hand, are those that have not erupted for the last 10, 000 years and
their physical form is being changed by agents of weathering anderosion through formation of deep and long
gullies.
Day4
(ELABORATE)
G. Finding practical applications of concepts and skills in daily living
Post-activity 1.1: VOLCANOES AROUND US
(Write your answers on your pad paper.)
Read the situation below and answer the given questions after:
The Philippine territory contains 53 geologically active volcanoes, of which 24 volcanoesare a high
threat or very high threat to public safety. Many of these volcanoes have eruptedinthe past and will erupt
again in the foreseeable future.
Fortunately, volcanoes exhibit precursory unrest that, when detected and analyzedintime, allows
eruptions to be anticipated and communities at risk to be forewarned. Thewarning
Page 10of 13
time preceding volcanic events typically allows sufficient time for affected communitiestoimplement
response plans and mitigation measures.
As populations increase, areas near volcanoes are being developed and aviation routesareincreasing.
Your family moved to a peaceful community which is known to have a volcanoandyouwant to

know something about it.
1. What is the importance of classifying the volcano located in your community as activeor inactive?
2. If you found it as active volcano, in what extent will it affect your disaster preparedness?3. Likewise, if
you found it as inactive one, is it necessary to make no preparations at all?Why or why not?
H. Making generalizations and abstractions about the lesson Read This:
∙ A volcano is a natural opening in the surface of the Earth where molten rocks, hot gases, smoke, and
ash are ejected.
∙ Philippines have known to have a lot of volcanoes because it is located along thePacificRing of Fire.
∙ Some of active volcanoes in the Philippines according to PHIVOLCS includesTaal volcano in Batangas,
Mount Mayon in Albay and Bulusan in Sorsogon
∙ Volcanoes are classified according to

a. record of eruption – as active or inactive
b. shape of volcano – as shield, cinder, or composite
Day5
(EVALUATE)
I. Evaluating learning
QUIZ #1: ACTIVE VS INACTIVE! (Write your answers on your pad paper.)
I. Compare and contrast Active from Inactive volcanoes using a Venn Diagram. Choose from
the following statement below.
Page 11of 13
a. emits hot gases

b. no sign of volcanic activity
c. has no record of eruptions
d. have a record of eruption
e. has magma chamber
f. have not erupted for the last 10,000 years
g. examples are Cocoro and Urut
h. examples are Smith and Kanlaon
i. has summit, slope and base
j. have a record of eruption within the last 600 years
II. Identification. Chose the word/s in the box that fit/s the given descriptionbelow. Crater
Composite Volcano
Active Volcano Summit
Magma Lava
Cinder Cone Mayon Volcano
Vent Caldera
__________1. An opening on the surface of a volcano that emits lava, gases, ash or other volcanic
materials
__________2. Molten rocks still under the ground.
__________3. Built from ejected lava fragments, characterized by narrow base and steepslope
__________4. Volcano that has record of eruption.
__________5. Opening on the top of a volcano.
__________6. Formed from alternate solidification of lava and cinder, characterized by largeand
symmetrical slope.
__________7. Formed when a part of the wall collapses following an explosive eruption.
__________8. Molten rocks after it reaches the surface.
__________9. Most active volcano in the Philippines.
__________10. The peak of the volcano where crater/caldera is found.
(EXTEND)
J. Additional activities for application or remediation Post-activity 1.2: VOLCANO WORD
CLOUD! (Write your answers on your pad paper.)
Create a word cloud using the words or concept you learned in the previous lesson or anywords you may
associate on it in a separate sheet of short bond paper. You may use variouscoloring materials and creative
figures associated with the topic. Attach your work to your answer sheets. You may use the following samples
below for your reference:
Source:
https://wordart.com/0vbg7v6lw8wa/volcano Source: https://wordart.com/mrgij09q91a7/volcano
Page 12of 13
Rubrics:
CRITERIA 5 4 3 creative.
Word All Most Some

Choice word/words
are word/words word/words
the are are TOTAL
related to related to
the the
topic. topic
Number 15- 20are 10 5

Word of words -14 words
are are
used. used.
Spelling There are are 1-

word of noTherespellin 2Therespelling
spelling g
mistakes mistakes mistakes
Creativity/ The Student's Student's

Effort cloud word effort
catching effort and andimagination
is eye-
interesting imagination is visible. The
look and clearly
word is
exception word
allycreativ visible.
e at. The
cloud issomewhat
Page 13of 13
SCIENCE - INSTRUCTIONAL PACKETS IN GRADE 9
SCHOOL PAMPANGA HIGHTEACH

SCHOOL GENERAL INSTRUCTIONS:
ING
DATES
TEACHER QUARTER
Grade 9 Science TeachersQUARTER
This paper belongs to the learner, you. Therefore, ALL ANSWERS must be writtenon a ONE
WHOLE SHEET OF PAD PAPER, which will be submitted to me. ALWAYSinclude your NAME, GRADE
and SECTION, SUBJECT MATTER (SCIENCE 9), andcorresponding ACTIVITY TITLE (which will be
written in a text box). You may use thefront and back portion of your paper. Write ANSWERS ONLY.
SAMPLE FORMAT:
Name: ______________________________ Score: ______________________Grade and Section:
____________________ Subject Matter: Science 9 Week2
Activity No. _____
Day1
I. OBJECTIVES
The learners demonstrate an understanding of volcanoes found in the Philippines.
The learners should be able to explain what happens when volcanoes erupt.
∙ Specific Objectives:
- explain what happen when volcano erupts,
- recognize different signs of an impending volcanic eruption - identify the different
types of volcanic eruption,
- identify factors affecting volcanic eruption,
- identify measures that reduce risks and lessen effects of natural
phenomenon such as volcanic eruption (before, during and after). II. CONTENT:
LESSON 2: VOLCANIC ERUPTION

A. References
1. Teacher’s Guide pages: pp. 137 - 142
2. Learner’s Material pages: pp. 168 - 175

https://www.nationalgeographic.com/environment/natural-disasters/volcanoes/
https://www.sciencedirect.com/topics/earth-and-planetary-sciences/volcanic-
eruptionhttps://volcanoes.usgs.gov/vhp/about_volcanoes.html
https://www.natgeokids.com/uk/discover/geography/physical-geography/volcano
facts/
https://academiccomics.com/science-comics/volcanoes%20(i).html
IV. PROCEDURE
(ELICIT)
Page 1of 13
Pre-activity 1.1: REMEMBER ME?
Before we proceed to the next topic, let us see if you still remember these fromthe previouslesson.
A. Do this: Guess the word that is being described by providing the missing letters on thegivenboxes below.
1. It’s is the funnel – shaped depression and opening at the top of the volcano. A E
2. These are the volcanoes that have a record of eruption within the last 600 years. C I
3. According to shape of the volcanoes, this volcano will have a dangerous eruption. O O I E
4. It is the underground reservoir (usually deep below the earth's surface) occupied by magmaG A - C A E
5. These are the volcanoes that have not erupted for the last 10,000 years N T V
B. Picture Analysis
a. Name the type of volcano according to its shape as illustratedbelow
6. ______________ 7. __________________ 8. ________________b. Identify the part of the
volcano pointed by the arrow.
____________9.
10. __________
Page 2of 13
(ENGAGE)
Pre-activity 1.2: PRESSURED TO ERUPT!
WHAT IS VOLCANIC ERUPTION?

A VOLCANIC ERUPTION is a major natural
hazard on Earth. The hazard froma volcanic eruption
depends on the type of volcano. Volcanoesare
Earth's geologic architects. They've createdmore
than 80 percent of our planet's surface, layingthe
foundation that has allowed life to thrive. Their
explosive force crafts mountains as well as craters.
HOW DO VOLCANOES ERUPT?

Volcanic eruptions occur when magma andother
volcanic materials are released to Earth’s surface.
The degree of eruption depends on the composition
and temperature of the magma and dissolve gases.
An eruption starts with the formation of magmafrom

the uppermost portion of mantle continuously warms
up, rises up and accumulates in the magma chamber.
Gas bubbles are trapped inside the magma. While
temperature increases inside, pressure also increases and causes the magma to go uptothevent forcibly.
Once magma reaches the surface and comes out, an eruption occurs. Volcanicmaterials coming out of a
volcano are lava, pyroclastic materials, broken rocks, lava bombs, fineash, dust and dissolved gases. The
degree of the volcanic eruption depends on the compositionand temperature of the magma and dissolved
gases in it.
During an eruption, lava and other volcanic materials are expelled from the volcanoes vent arethrown up to
the atmosphere. Lava flows along the surface of the volcano, while other materialslike large rock fragments
are thrown near crater and slide down. Smaller fragments
arecarriedby the air to areas around the volcano.
EX: PRESSURE COOKER

A pressure cooker is a sealed pot with a valve
that controls the steam pressure inside. When
you heat up a pot, the liquid inside boils andturns
into steam. When this steam is trapped inatightly
sealed pot, pressure begins to build whichraises
the pressure in the pot. Since you need acooking
liquid to create steam and pressure, this explains
why cooking with a pressure
cooker always requires some formof liquid.
Guide Questions:
1. What is a volcanic eruption?
2. What causes volcanoes to erupt?
3. How do volcanoes erupt?
4. What are the different volcanic materials that are being ejected during a volcanic eruption?5. What
happens during a volcanic eruption?
Page 3of 13
Day2
C. Presenting examples/instances of the new lesson
Pre-activity 1.3: GIVE ME A SIGN! (Write your answers on your pad paper.)
The Philippine Institute of Volcanology and Seismology (PHIVOLCS) is the serviceagencyof the
Department of Science and Technology (DOST) mandated to mitigate or lessen disastersfrom volcanic
eruptions, earthquakes, tsunamis, and other geotectonic occurrences.
How is volcanic eruption predicted?

Volcanologist used scientific instruments to detect and record earthquakes,
measuregrounddeformation, detect and measure volcanic gases and determine the amount of
lavamovingunderground. These instruments cannot precisely predict when a volcano will erupt, but
theycan detect signs before an upcoming eruption.
What are the different Signs of an impending volcanic eruptions? According to the Philippine Institute of
Volcanology and Seismology (PHIVOLCS), the followingare commonly observed signs that a volcano is about
to erupt. These may vary fromonevolcano to another.
1. Increase in the frequency of volcanic quakes with rumbling sounds; occurrenceof volcanic tremors,
2. Increased steaming activity; change in color of steam emission fromwhite to graydueto entrained ash,
3. Crater glow due to presence of magma at or near the crater;
4. Ground swells (or inflation), ground tilt and ground fissuring due to magma intrusion; 5. Localized
landslides, rockfalls and landslides from the summit area whichnot attributable to heavy rains;
6. Noticeable increase in the extent of drying up of vegetation around the volcano'supper slopes;
7. Increase in the temperature of hot springs, wells (e.g., Bulusan and Kanlaon) andcrater lake
(e.g., Taal) near the volcano;
8. Noticeable variation in the chemical content of springs, crater lakes within thevicinityof the volcano;
9. Drying up of springs/wells around the volcano and,
10. Development of new thermal areas and/or reactivation of old ones; appearanceof solfataras.
Guide Questions:
1. What is the role of PHIVOLCS?
2. How do volcanologists predict volcanic eruptions?
3. What are the noticeable signs of an impending volcanic eruption if you are living near thearea?
4. If you observed/ experienced these signs, what is the best way to do?
(EXPLORE)
D. Discussing new concepts and practicing new skills #1 Activity 1.1: GEARED UP, I WILL
ERUPT! (Write your answers on your pad paper.)
Hazards of Volcanic Eruption

Lava is molten rock erupted at the ground surface. When molten rock is beneaththeground, it is called
magma. Lava flows are the effusive (non-explosive) outpourings of lava, and usually flow slower than
walking pace. Lava fountains- are a fountain of runnylavafragments from a vent or line of vents (a fissure).
They can form spatter piles, andif thefragments accumulate fast enough, they can form lava flows. Lava
domes- are moundsthat form when viscous lava is erupted slowly and piles up over the vent, rather than
movingawayas a lava flow. They are generally caused by viscous, thick, sticky lava that has lost most of
itsgas. They can range in volume from a few cubic meters to cubic kilometers. VolcanicAshorAsh Clouds-
are expelled in the atmosphere and is composed of pulverized rocks andglass
Page 4of 13
created during eruption. Volcanic bombs- are the chunks of lava blasted into the air whichsolidify before
reaching the ground. Their sizes may vary and can measure up to 64mmindiameter. Pyroclastic flow- are
fast moving current of hot gases and rock travellingdownhill from a volcano. The gases can reach
temperature of more than 1,000 °C and can moveuptoaspeed of 700 km/hr. Tephra fall- refers to the
fragmented material that consist of pumice, scoria lithic materials or crystals, or combination of the four.
Lahar or mudflow– areflowingmixtures of volcanic debris and water. They are classified as primary hot
whichdirectlyassociated with volcanic eruption or as cold lahar when they are caused by heavy rainfall.
Types of Volcanic Eruptions
Volcanoes erupt differently. They are generally classified as wet or dry depending on themagma’s water
content. Volcanoes are described according to the style
of eruption as follows:
A. Phreatic or Hydrothermal – is a stream-

driven eruption when rising magma makes
contact with ground or surface water. The
intense heat of such material (as high as
1,170°C for basaltic lava) may cause water
to boil and flash to steam, thereby
generating an explosion of steam,
water, ash, blocks, and bombs. It is short
lived, characterized by ash columns but
may be an onset of a larger eruption.
Examples:
∙ Taal Volcano, 1965
∙ La Soufriere of Guadalupe (Lesser

Antilles), 1975-1976
∙ Mt. St. Helens, which exhibited phreatic activity
just prior to its catastrophic 1980eruption
B. Phreatomagmatic – means that erupting

magma reacts with external water with aviolent
eruption due to the contact between water and
magma. As a result, a large column of veryfine
ash and high-speed and sideway emissionof
pyroclastic called base surges are observed.
Examples:
∙ Mt. Tarawera (New Zealand), 1886
∙ Surtsey (Iceland) emerged abovethe

Atlantic ocean, 1963
∙ Hunga Tonga (Tonga, Falcon Island),
2009
C.Strombolian -are eruptions

driven by the
bursting of gas bubbles
within magma. A
periodic weak to violent
eruption
characterized by fountain
lava (shower of
lava fragments.). It is a short-lived and

explosive eruption of lava with
intermediate viscosity.
Examples:
● Mt. Etna (Italy), 1981, 1999, 2002, 2003, 2009
● Mt. Irazu (Costa Rica), 1965
● Pico do Fogo (Cape Verde Islands), 2014
Fountain lava in a strombolian eruption

Page 5of 13
D. Vulcanian –are small to moderate explosive eruptions,
lasting seconds to minutes. Characterized by tall eruption
columns (Ash columns) that can be up to 20 km in high with
pyroclastic flow, ashfall
tephra (volcanic rock) and lava blocks and bombs may be
ejected from the vent. Examples:
∙ Paricutin (Mexico), 1952 ∙ Mt. Tavurvur (Papua New Guinea),
2014
∙ Sakurajima (Japan), 2016
Up to 20
kmhigh
E. Plinian – these eruptions oftenstart
suddenly and unexpectedly after along
period of dormancy. They featurelarge
explosive events that formenormous
dark columns of tephra and gas high
into the stratosphere. It is consideredas
the most explosive and powerful of all
eruptions.
Examples:
∙ Mt. Vesuvius (Italy), AD79
∙ Mt. St. Helens (Washington),

1980
∙ Mt. Pinatubo (Philippines), 1991
Mt. Pinatubo Eruption (June 15, 1991)
Guide question:
1. How do different types of volcanoes
vary in eruption?
2. Which among the types of volcanic
eruption poses the greatest threat to
mankind?
3. Which among the types of volcanic
eruption can create a spectacular
scenery due to fountain lava?
4. What is the importance of getting
informed with the latest volcanic activity?
5. Can we prevent volcanic eruptions
from happening? Why or why not?
Volcanic eruptions can produce deadly quantities of toxic contaminants, but long-termexposure to low
doses may also be of noteworthy risk. During andafter eruptions, volcanoes release numerous hazardous
contaminants in solid, aqueous, andgasphases, including ash and fibers, heavy metals, irritant and asphyxiant
gases, radioactivegases, among others. Long periods of exposure to these volcanogenic contaminants can
haveadverseeffects in several biological systems.
Try to do this:
Get a bottle of a soda and shake it. Open and observe what happen.
Possible observation is that the soda will be pushed-out from the bottle as if you are openingachampagne.
Shaking the bottle first before opening it allows the bubble to mix up with thesodaso they push a lot of soda
out with them.
This is what happen during an eruption. A magma filled with tiny gas bubbles marks a moreaviolent volcanic
eruption.
Activity 1.2: EXPERIENCE IS THE BEST TEACHER! (Write your answers on your padpaper.)
On June 15th 1991, the second largest volcanic eruption of the twentieth century tookplace when Mt
Pinatubo erupted at 1:42 pm local time. The eruption lasted for nine hours and
Page 6of 13
caused several large earthquakes which resulted in the collapse of the summit and the creationof a caldera.
The events of the 1991 Mount Pinatubo eruption began in July 1990, when a magnitude7.8 earthquake
occurred 100 kilometers (62 miles) northeast of the Pinatubo region, determinedto be a result of the
reawakening of Mount Pinatubo. Your parents have witnessed this historical eruption of Mt. Pinatubo and
they have a lot of experiences and stories to share with you.
Ask at least three (3) people (your parents or any older relatives) to share their personal experiences
about the eruption of Mt. Pinatubo. Write down in the matrix below their experiences.
Using the given table below, list down some of your parentsʾ experiences/stories before, duringand
after the eruption of Mt. Pinatubo
Interview
Ask at least three (3) older members of your family (your parents or any relative living withyou) to talk about
their actual experiences and observations before, during and after Mt. PinatuboEruption on June 15, 1991
that they recall, read about or have experienced. Write downinthematrix below their experiences.
Name of the Personal Experiences and Observations(Mt.
Interviewee/Relationship(mother,father Pinatubo Eruption)
etc..)
Before During After
1.
2.
3.
Day3
E. Discussing new concepts and practicing new skills #2 Activity 1.2: COUNT ME IN!
Factors Affecting Volcanic Eruptions

Volcanic activity can be very fascinating. After an explosive eruption, a sceniccone- shaped structure
may be produced or changes on its slope can be observed. The emissionsof a volcano provide us with clues
on what materials are found inside the Earth. Some eruptionsare very explosive, while many others are not.
What determines the nature of eruption?

There are primary factors affecting the volcanoes’ eruptive style, namely: the magma’s temperature, its
chemical composition, and the amount of dissolved gases it contains. Thesefactors can affect the magma’s
viscosity in different ways.
1) Viscosity is the property of the material’s resistance to flow. It is also described as theliquid’s thickness
and stickiness. The more viscous and thicker the material is, the greater isitsresistance to flow. For
instance, syrup is more viscous than water.
• The more viscous the magma is, the more violent is the eruption.
• Magma with less silica would be less viscous and therefore quiet eruptions. • Magma with more silica
would become more viscous and therefore produce explosiveeruptions.
2) Temperature of Magma
• The higher the temperature, the less viscous is the magma.
• The lower the temperature, the more viscous is the magma.
• The viscosity of magma decreases with temperature.
Page 7of 13
3) Composition of Magma
∙ The higher the silica content the more explosive the eruption will be. ∙ Magma with high silica content
are more viscous than those with low silica content ∙ The magma that contains less silica is relatively
fluid and travels far before solidifying.
4) Amount of Gas
• The greater the dissolved content, the less viscous is the lava. • Gas (mainly water vapor) dissolved
in magma tends to increase its ability to flow. • Therefore, in near-surface environments, the loss of
gases makes magma moreviscousforming a dome or a columnar structure.
A. Guide Questions:
1. What are the different factors affecting volcanic eruption?
2. How does the viscosity of magma affects the eruptive characteristic of a volcano? 3. How does the
temperature of magma affects its viscosity? 4. Describe the viscosity of magma with high silica content as
compared with magma havinglowsilica content.
5. How does the amount of gas affects the viscosity of the magma/lava?
B. Complete the following statements.

6. The more viscous is the magma, the ________ is the eruption 7. The higher the temperature of
the magma, the __________ is the eruption 8. Magma with more silica contents is ________
viscous therefore causing less explosiveeruption.
9. The less viscous is the magma, the _________ is the eruption.
10. The lower the temperature of the magma, the ___________ is the eruption.
(EXPLAIN)
∙ Molten rock below the surface of the Earth that rises in volcanic vents is knownas magma, but after it
erupts from a volcano it is called lava. After cooling, liquidmagmamay form crystals of various minerals
until it becomes completely solid andformsan igneous or magmatic rock.
Page 8of 13
∙ Volcanoes erupt when molten rocks called magma rises to the surface due to pressurefrom inside
∙ Volcanic eruption indicates that something is happening inside the Earth. They caneither create or destroy
the earth’s topography. They have occurred ever since Earthwasformed and will definitely continue to
happen in the future.
∙ Magma can be erupted in a variety of ways. Sometimes molten rock simply poursfromthe vent as fluid lava
flows. It can also shoot violently into the air as dense clouds of rockshards (tephra) and gas. Larger
fragments fall back around the vent, and clouds of tephramay move down the slope of the volcano under
the force of gravity. Ash, tiny piecesof tephra the thickness of a strand of hair, may be carried by the
wind only to fall totheground many miles away. The smallest ash particles may be erupted miles
intotheskyand carried many times around the world by high winds in the atmosphere beforetheyfall to
the ground.
∙ Volcanic eruptions are difficult to predict and most cannot be really predicted.
Sci Facts!
∙ Lava from a volcano can reach 1,250°C! Lava is so hot it can burn everything in its path. If you used a glass
thermometer to take the temperature it would melt!
∙The deadliest eruption in recorded history was the 1815 explosion of Mount TaborainIndonesia. The blast was
one of the most powerful ever documented and created a caldera—essentially a crater—4 miles across and
more than 3,600 feet deep. A superheated plumeof hot ash and gas shot 28 miles into the sky, producing
numerous pyroclastic flows whenit collapsed.
∙ The world’s largest active volcano is Mauna Loa in Hawaii. Standing a whopping 4,169mtall, this geological
giant last erupted in 1984.
∙ Volcanoes exist throughout the solar system! Other planets and moons have volcanoestoo! The largest
volcano in our solar system is Olympus Mons, found on Mars.
∙ Pumice stone is volcanic rock with air bubbles trapped inside. The air inside gives it a lowdensity, and it floats
in water. Get some pumice stone and play with it in the bath!
∙ In A.D. 79, the Italian town of Pompeii was destroyed and buried by a volcano called Mount Vesuvius.
Incredibly, the ash deposits preserved the town and the remains of the peoplewithin it. Today, it’s one of
Italy‘s most popular historical sites!
Day4
(ELABORATE)
G. Finding practical applications of concepts and skills in daily living Post-activity 1.1: I AM
READY (Write your answers on your pad paper.)
Safety Measures Before, During and After a Volcanic Eruption
Before Eruption
1. Be informed. Follow the advisory from PHIVOLCS, the local
government unit and proper authorities. Watch out for volcano alertsreleased by the
government.
2. Identify the areas that are prone to lava flow and safe areas including evacuation
areas.
3. Prepare food for the family and survival kit. Place
clothes andother valuables in a single bag.
4. Make a family emergency plan. Have a commonly
agreed uponmeeting place so you know where to
meet each other when youevacuate.
Page 9of 13
During Eruption
1. Listen to the authorities regarding announcements or
updates of volcanic eruption. Follow advisories
issued by authorities and evacuate immediately when you
are told to do so.
2. Be alert. Stay indoors whenever there are observed ashfalls.
Close the doors and windows to avoid the ash from penetrating your house. As much
as possible wear eyeglasses or goggles,
long-sleeved shirts, pants and used wet towels to cover your
mouth and nose to prevent respiratory problems.
3. Protect machineries by covering them with plastic or cloth.
4. Shelter the animals and livestock in a safe and enclosed area.
5. Always be updated with news and do not go near designated restricted zones.
6. If it is not safe anymore to stay indoors, go to evacuation centers.
After Eruption
1. Do not go outside if you have respiratory illness. Wait for the
official’s advisory form the authorities.
2. Remove volcanic ashes on the roof to avoid collapse.
3. Be updated with the latest hazards brought by the volcanic
eruption.
4. Help rebuild community.
SAFETY TIPS!
Pay close attention to emergency plans, follow instructions for closures and evacuations—it might save
your life. Officials will update hazard zones and disseminate new informationastheeruption develops. Keep
informed about eruption progress with PHIVOLCS . Do your part toremain safe, and help others in need.
Categorize the following measures listed below as to be done whether before,

duringandaftervolcanic eruption.
Example: Watch out for volcano alerts released by the government- before 1. Be alert. Stay
indoors whenever there are observed ashfalls.
2. Remove volcanic ashes on the roof to avoid collapse.
3. Do not go outside if you have respiratory illness. Wait for the official’s advisory formtheauthorities.
4. Identify the areas that are prone to lava flow and safe areas including evacuation areas. 5. Always be
updated with news and do not go near designated restricted zones. 6. Close the doors and windows to
avoid the ash from penetrating your house. 7. Have a commonly agreed upon meeting place so you know
where to meet each other whenyou evacuate.
8. Help rebuild community.
9. Prepare food for the family and survival kit. Place clothes and other valuables in a singlebag. 10. If it is
not safe anymore to stay indoors, go to evacuation centers.
H. Making generalizations and abstractions about the lesson ∙Volcanic eruption although may
cause alarm and damage to humans, animals and propertiesare considered a spectacular geologic
phenomenon. It demonstrates that Earth undergoesdynamic process allowing it to cool down by releasing
underground heat and lowering internal pressure.
∙ The material a volcano ejects tells us the composition of Earths layer underneath.
∙ When Magma forces its way upward and may ultimately break though weak areas in theEarth's crust an
eruption begins.
Page 10of 13
∙ Geologist and volcanologist employ various instruments in order to forecast volcanic eruptions so as to
minimize the impacts of natural phenomena to men and other livingorganisms.
Page 11of 13
Day5
(EVALUATE)
QUIZ #2: VOLCANIC ERUPTION! (Write your answers on your pad paper.)
A. MATCHING TYPE:
Part 1: Match the characteristics being described in Column A with the types of volcanic eruptions in Column
B.
Column A Column B
the contact between water andmagma.
______1. It is a stream-driven eruption when risingmakes contact ______5. A small to moderate explosive eruptions,
with ground or surface water. ______2. This eruption driven by the lastingseconds to minutes.
burstingbubbles within magma.
______3. These eruptions often start suddenly andunexpectedly after
a long period of dormancy.______4. This volcanic eruption occurs
when eruptingmagma reacts with external water with aeruption due to
Part 2: Match the volcanic materials during eruption in Column B with their descriptions inColumn A.
Column A Column B
______6. These are mounds that form when viscous lavaerupted slowly
and piles up over the vent, ratherthan moving away as a lava flow.
______7. These are the chunks of lava blasted intowhich solidify before
reaching the ground. ______8. These are fast moving current of hot
gasesrock travelling downhill from a volcano. ______9. These refer to
B. Multiple Choice
the fragmented material thatconsist of pumice, scoria lithic materials
orcrystals, or combination of the four. ______10. These are flowing
______1. Forming a thin a sheet, lava with less silica content
mixtures of volcanic debrisand water.
can travel a great distancebecause of ________.
A. high viscosity C. more amount of gas B. low viscosity D. lower temperature
______2. Amount of gas (mainly water vapor) dissolved in magma tends to increase its abilitytoflow.
Therefore, in near-surface environments, the loss of gases makes magma________.
A. less viscous C. less explosive B. more viscous D. runnier
______3. Which of the following is an advantage of volcanoes to society? I. decrease in Earth’s

surface temperature
II. produce rich and fertile soils
III. loss of lives and properties
IV. destruction of infrastructure
A. I only C. I and II only
B. II and III only D. III and IV only
Page 12of 13
______4. The following are signs of impending volcanic eruption EXCEPT: A. Increase in the
frequency of volcanic quakes with rumbling sounds; occurrenceof volcanic tremors.
B. Increased steaming activity; change in color of steam emission fromwhitetogray due to
entrained ash.
C. Crater glow due to presence of magma at or near the crater.
D. Decreasing of temperature of hot springs.
.
______5. It is the government agency in the country that is tasked with monitoring earthquakesand
volcanoes.
A. PHILVOCS C.PHILVOLCS
B. PHIVOLCS D. PHILVOLC
(EXTEND)
J. Additional activities for application or remediation Post-activity 1.2: POSITIVE OR
NEGATIVE? (Write your answers on your pad paper.)
How do volcanic eruptions affect society?

Volcanic eruption is often associated with negative effects. It can cause loss of lives andproperties. As the
lava flows or pyroclastic materials are ejected in the air, they can destroyanything in their way. Actually, it has
a good and a bad side. For example, the eruption of Pinatubo in 1991, one of the longest volcanic eruptions,
has caused the decrease in theEarth’ssurface temperature for almost two years. The strong winds during its
eruption spread theaerosol particles from the plume around the globe. The result was a measurable coolingof
theEarth’s surface for a period of almost two years.
Volcanoes also affect people positively. For example, the eruption of Pinatubo Volcanohascreated
spectacular scenery in its wake. Likewise, the eruption of Musuan Volcano in Bukidnonhas produced very
rich soils for farming years after its eruption in 1867. People becamecreativealso by making earthenware out
of the ashfall from the Pinatubo Volcano eruption.
Despite the advantages that people get from volcanic eruption, the major concern nowishow to reduce
the negative effects of disasters to reduce loss and save lives.
Classify the following statements if they are positive or negative effects of volcanic eruptionsbywriting
them down on the corresponding column below.
1. Produce rich and fertile soils.
2. Loss of lives and properties.
3. Decrease in Earth’s surface temperature.
4. Collapse of buildings and power outage.
5. Toxic volcanic ashes affect the respiratory system, eyes and skin. 6. Create a
spectacular scenery after the wake of the eruption.
7. Waste disposal and water supplies issues.
8. Lessen the internal heat of the Earth.
Positive Negative
Guide Questions:
1. When are volcanoes considered threat to life and property?
2. How does volcanic eruption affect the people that lives near the volcanoes? 3. How do we prepare
for this natural calamity?
4. In what way does volcanic eruption becomes beneficial to humans?
Page 13of 13
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
THIRD QUARTER WEEK3DAY1
I. OBJECTIVES
The learners demonstrate an understanding of the volcanoes found in thePhilippines.
The learners should be able to illustrate how energy from the volcanoes maybetapped for
human use.
▪ describe how Geothermal Power plant works,
▪ identify some Geothermal Power plant in the Philippines,
▪ give some advantages and disadvantages of Geothermal energy and ▪ give some important
uses of Geothermal energy to humans.
II. CONTENT: ENERGY FROM VOLCANO

A. References
1. Teacher’s Guide pages: pp. 141 -142
2. Learner’s Material pages: pp. 176 -177
1. Exploring Life Through Science Grade 9 pp. 258 – 274
2. https://www.power-technology.com/features/what-is-geothermal-energy/ 3.
https://energyeducation.ca/encyclopedia/Geothermal_power_plants 4.
https://www.nationalgeographic.org/encyclopedia/geothermal-energy 5.
https://www.thinkgeoenergy.com/edc-represents-60-of-geothermal-power- generation-
capacity-in-the-philippines/
LESSON 3: GEOTHERMAL ENERGY

IV. PROCEDURE
(ELICIT)
In the previous lesson, you have learned about volcano, it’s part and why it erupts. As arecall read and
review the following concept you have learned in last module.
Volcanic eruption although may cause alarm and damage to humans, animals andproperties are considered
a spectacular geologic phenomenon. It demonstrates that Earthundergoes dynamic process allowing it to cool
down by releasing underground heat andlowering internal pressure.The material a volcano ejects tells us the
composition of Earths layer underneath.When magma forces its way upward and may ultimately break though
weak areasinthe Earth's crust an eruption begins.Geologist and volcanologist employ various instrumentsinorder
to forecast volcanic eruptions so as to minimize the impacts of natural phenomena tomenand otherliving
organisms.
Also, in last module some safety tips and measures before, during and after
eruptionwasenumerated for your awareness and safety.
BEFORE DURING AFTER
1. Identify the areasprone to lava that are 1. Remove volcanicon the roof to
flowsafe areas includingevacuation and avoidcollapse.
areas. 1. Be alert. Stay indoorswhenever are
2. Prepare food for thefamily and there 2. Help rebuild community. 3. Do not
survival kit. Place clothes and go outsideif you
valuables in a singlebag. 3. Haveobserved
a ashfalls. 2. Always be with
commonlyupon meeting placeyou know updated have respiratory
where to news and do not go other near
designated restrictedzones. Wait for the official’s
agreed advisory formtheauthorities
3. If it is not safe anymore so to
stay indoors, go meet to
evacuation centers.
ashes
illness.
Page1of 16
Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
each other whenevacuate. 4. Close the doors and the ash
4. Watch out for volcanoalerts you
releasedgovernment. windows to avoidfrom penetrating
your
house..
by the
(ENGAGE)
Energy Everywhere!
When you were in your previous year level, you learned about energy. Everythingrequiresenergy. Even
when you are sitting as still as you possibly can, your body is using energy tobreathe, circulate blood, digest
food, and perform many other functions. Producing light or heat requiresenergy. Making something requires
energy. Plants and animals all require energy to function. Torepeat, everything requires energy!
The Need for Energy

Energy is the ability to do work or produce change. Every living thing needs energy to performitsdaily functions
and even more energy to grow. Energy cannot be created nor destroyed; it canonlybe transformed from one form
to another. Plants get energy from the“food” they makebyphotosynthesis, and animals get energy directly or
indirectly from that food. People also useenergyfor many things, such as cooking food, keeping ice cream cold in
the freezer, heating ahouse, constructing a skyscraper, or lighting their homes. Because billions of people all
around theworlduse energy, there is a huge need for energy resources Energy conservation is something
everyonecan do now to help reduce the strain on energy resources.
Planet Earth is made up of different things – air, water, plants, animals, soil, rocks, mineral, crude oil, and
other fossil fuels. These things are called natural resources because they arenot made by people; rather they
are gathered from nature. These things are the resources wherewecan get energy. Energy resources are
generally defined as anything that can be used as asourceof power or energy.
Types of Energy Resources

Energy resources are either renewable or non-renewable. Non-renewable resources are usedfaster than they
can be replaced, so the supply available to society is limited. Renewable resources will not run out because they
are replaced as quickly as they are used. ⮚ Non-renewable Resources
Fossil fuels – coal, oil, and natural gas – are the most common example of non-renewableenergy
resources. Fossil fuels are formed from fossils, the partially decomposed remains of onceliving plants and
animals. These fossils took millions of years to form. When fossil fuels areburnedfor energy, they release
pollutants into the atmosphere. Fossil fuels also release carbon dioxideandother greenhouse gases, which are
causing global temperatures to rise
⮚ Renewable Resources
Renewable energy resources include solar, water, wind, biomass, and geothermal. These resourcesare either
virtually limitless like the Sun, which will continue to shine for billions of years, or will bereplaced faster than we
can use them. Amounts of falling water or wind will change over thecourseof time, but they are quite abundant.
Biomass energy, like wood for fire, can be replaced quickly.
SCIENCE 9 WEEK3DAY2
Non-Renewable and Renewable Energy
Just like natural resources, we classify energy according to its sources, we have what wecalled as Non –
renewable energy. These energies that come from sources that will runout orcannot be replenished in a lifetime.
These are energy that usually contain a lot of stored chemical. Examples are fossil fuels, oil, coal, and gases.
While Renewable energy are energy that comesfrom natural sources or sometimes processes that are constantly
replenished. For example, sunlight, wind, waves and geothermal. They usually do not produce harmful gases and
chemical unlikenon–renewable energy.
Page2of 16
Table below are some examples of non- renewable and renewable energy sources.
Renewable Energy Non – Renewable Energy
Windmill Nuclear Power Plant
Geo
thermal energy frompower plant geothermalCoal
Biomass
Minerals
(EXPLORE)
D. Discussing new concepts and practicing new skills #1 WHAT IS
GEOTHERMAL ENERGY?
Now that you have already reviewed and recalled the types of energy, you can nowproceedtothemain
lesson which is a type of renewable energy coming from the heat under the ground.
Geothermal energy is heat that is generated within the Earth. (Geo means “earth,” andthermal means
“heat” in Greek.) It is a renewable energy from renewable resources that canbeharvested for human use.
According to the Department of Energy, 14.4%of the country’stotal power generation is produced from
geothermal energy.
The Earth is believed to be extremely hot from within. This heat from the Earth’s interior isasource of
energy called geothermal energy. The heat of the Earth warms up water which is trappedin rock formations
beneath its surface.
❖ Where does geothermal energy come from?

Geothermal energy is the heat that comes from the sub-surface of the earth. It is containedinthe rocks
and fluids beneath the earth’s crust and can be found as far down to the earth’s hot moltenrock, magma. To
produce power from geothermal energy, wells are dug a mile deepintounderground reservoirs to access the
steam and hot water there, which can then be usedtodriveturbines connected to electricity generators.
Page3of 16
Geothermal energy is used in over 20 countries. The United States is the largest producer of geothermal
energy in the world, and hosts the largest geothermal field, known as “The Geysers” in California, the field is
spread over 117 square kilometers and formed of 22 power plants, with an installed capacity of over 1.5GW. The
energy source is also prevalent in Iceland, whereit hasbeen used since 1907. Describing itself as a ‘pioneer’ of
geothermal power, the country produces25% of its energy from five geothermal power plants. This is due to the
600 hot springs and200volcanoes in the country.
Here in the Philippines, we also have several geothermal power plants. The secondlargest group of
geothermal power is in the Philippines. Some of them are the Malitbog Geothermal Powerstation with an output
capacity of 232.5MW, known as the 8
th
largest in the world. TheTiwi
Geothermal power plant in Albay and Makban Geothermal Complex.
Places where Geothermal Energy commonly located:

Geothermal energy is produced by hot rocks underground. To harness this energy, deepwells are drilled
into the earth. Then cold water is pumped down into these wells. When thewatergoes through the cracks in the
rocks, it heated up. Upon its return to the surface, it has transformedinto steam and hot water. This energy then
used to power generators.
Most places on the planet where geothermal energy is found are not visible. However, thereare some
places where geothermal energy makes its way to the surface. These placesarevolcanoes, fumaroles, hots
springs and geysers.
SCIENCE 9 WEEK2DAY3(ELABORATE)
E. Discussing new concepts and practicing new skills #2

PARTS AND TYPES OF GEOTHERMAL POWER PLANTS There are several parts of a geothermal plant to
operate well and there are also three(3) maintypes of geothermal power plants, with the flash cycle being the most
common. The choice of plant depends on how much geothermal energy is available, and how hot the resource is.
The hotter theresources, the less fluid needs to flow from the ground to take advantage of it, the more useful it is
Page4of 16
Parts of Geothermal Power Plant
Turbine – is a rotary mechanical device that extracts energy from a part moving flowof water, steam, gas,
air or other fluid and convert it into useful works.
Generator – a device that converts mechanical power into electrical power for use in a circuit. Steam – is
water in the gas phase, and commonly formed by boiling or evaporating water. Cooling Tower – cools down
water that gets over heated by industrial equipment and processes.
Injection Well – a device that places fluids deep under the ground into porous rocks formation, such as
sand stones or limestones.
Now that you are already familiar with the parts and function of geothermal power plant, you will
now learn the steps on how electricity is generated in a geothermal powerplant.
1. Wells are drilled deep into the Earth to pump steam or hot water to thesurface. 2. When the water reaches
the surface, the drop in pressure causes the water to turn intosteam.
3. The steam spins a turbine, which is connected to a generator that produces electricity. 4. Cooling
tower cools the steam and condenses it back to water.
5. The cooled water is pumped back into the Earth to begin the process again. Types of
Geothermal Power Plant:
1. Dry Steam Power Plant

When a geothermal power plant
uses hydrothermal fluids such as steam in
the same form as its comes from the ground,
the plant is called a dry steam plant. Here,
wells are drilled into a rock until it reaches
the geothermal reservoir. Steam reaching
temperatures of 150
0
C or more travels
directly to the turbine which drives a
generator that produces electricalenergy.
This type of power plants were the first type
of type to be developed in Italy and is still
being used today at “The Geysers” in
California.
Page5of 16
2. Flash Steam PowerPlant Binary Cycle PowerPlant
In this type if power plant, water ispumped from the

reservoir under highpressure. The pressure keeps the water
initsliquid state despite the boilingpoint temperature of the
fluid. Fluid at temperature1820C or beyond is pumped under
highpressure into a tank at the surfaceheldat amuch lower
pressure, causing someof thefluid to rapidly vaporize, or flash.
Thevaporthen drives a turbine, which drivesagenerator. If any
fluid remains in thetank, it can be flashed again in a
secondtanktoextract even moreenergy.
3.
A binary cycle power plant operates differently

from dry steam and flash steam plants as this
type does not use water or steam to turn the
turbine blades for power generation. Here,
Geothermal fluids at low to moderate
temperature (Approximately 107.2
0
C to 205
0
C)
is used to heat a separate fluid that has boiling
point lower than that of water. When this fluid
vaporized, the vapor or flash is used to turn the
turbine blades and subsequently the generators.
Binary cycle power plants are closed-loop
system and virtually nothing (except water vapor)
is emitted to the atmosphere. Resources below
2050C are the most common geothermal
resources,suggesting that this power plant type
will dominate the industry in years to come.
(EXPLAIN)
Study this!
GEOTHERMAL POWER PLANT vs GEOTHERMAL HEAT PUMPS

Since you already learned what Geothermal power plant is and its type, you will nowproceed on
another way of generating geothermal energy.
Figure 1. Geothermal power plant (flash steam, combined cycle) inIceland

Page6of 16
Geothermal energy is generated in two ways: geothermal power plants andgeothermal heat
pumps. They differ in the depth of heat source to produce energy.
Geothermal heat pumps use the heat coming from close to the Earth’s surfacetoheat water or
provide heat for buildings. Geothermal heat pumps use the earths constant temperatures for heating and
cooling. Geothermal heat pumps use the earth’s constant temperature to heat and cool buildings.
Geothermal heat pumps transfer heat fromtheground
(or water) into buildings during the winter and reverse the process in the summer.
Figure 2. Generating
electricity with the use of Geothermal heat pump.
While Geothermal Power Plants are used in order to generate electricity by theuseof geothermal energy
(the Earth's internal thermal energy). They essentially work thesameasa coal or nuclear power plant, the main
difference being the heat source. With geothermal, theEarth's heat replaces the boiler of a coal plant or the
reactor of a nuclear plant. Hot wateror steam is extracted from the Earth through a series of wells and feeds
the power plant. Inmost geothermal plants the water pulled up from the ground is returned back to the
subsurface. The rate of water used is often larger than the rate of water returned, so make-up water
suppliesare generally needed. In Geothermal power plants, the heat from deep inside theEarthisused to
produce steam to generate electricity. At a geothermal power plant, wells aredrilled1or 2 miles deep into the
earth to pump steam or hot water to the surface. You are most likelytofind one of these power plants in an
area that has a lot of hot springs, geysers, or volcanicactivity because these are places where earth is
particularly hot just below the surface.
Figure 3.
Generating electricity from

geothermal energy using
Geothermal power
plantPage7of 16
SCIENCE 9 WEEK2DAY4G. Finding practical applications of concepts and skills in daily living
GEOTHERMAL ENERGY IN THE PH!
Blessed with abundant geothermal

resources, the Philippines is the world’s second
largest producer of geothermal power.
The Philippines is one of the world's top
producers of geothermal power, owing to its
location along the Ring of Fire zone of Pacific
volcanoes.
In late 2008, the RE

Act or Renewable
Energy Act 9513 - Renewable Energy Lawwas
signed and took effect in 2009. This is anact
promoting the development, utilizationand
commercialization of renewable energy
resources and for other purposes. The
Philippines then, made an expansion project of
geothermal power plants in different part of our
country.
Here are some other Geothermal power plant that we have in the country.
Geothermal Location Capacity

Power Plant Megawatt (MW)
Malitbog GeothermalPower Tongonan, 232.
Station KanangaLeyte
BacMan 1Geothermal &2 City 140 Nasulo GeothermalPower Valencia, 49.4

ProductionField Sorsogon Plant NegrosOriental
Tiwi Geothermal Tiwi, Albay 275
PowerPlant
Makiling – Brgy. Bitin Bay,

BanahawGeothermal Power Plant 480
Laguna
Maibarara GeothermalPowerSanto Tomas, Batangas 20MW

Plant
Geothermal energy provides it’s uses. Geothermal direct use dates back thousandsof years, when people
began using hot springs for bathing, and cooking. Today, hot springsarestill used as spas. But there are now
more sophisticated ways of using this geothermal resource.Page8of 16
In modern direct-use systems, a well is drilled into a geothermal reservoir to provideasteady stream of
hot water. The water is brought up through the well, and a mechanical system – piping, a heat exchanger, and
controls – delivers the heat directly for its intendeduse. A disposal system then either injects the cooled water
underground or disposes of it onthesurface. Geothermal hot water can be used for many applications that
require heat. Its current uses include heating buildings (either individually or whole towns), raising plants in
greenhouses, drying crops, heating water at fish farms, and several industrial processes, such as
pasteurizingmilk. With some applications, researchers are exploring ways to effectively use the geothermal
fluid for generating electricity as well.
What are the Advantages and Disadvantages of Geothermal Power Plant?
Advantages:
1. Environmentally Friendly - Geothermal energy is more environmentally friendlythanconventional fuel

sources such as coal and other fossil fuels. In addition, the carbon footprint of a geothermal power plant is
low. While there is some pollution associated with geothermal energy, this is relatively minimal when
compared to fossil fuels.
2. Renewable - Geothermal energy is a source of renewable energy that will last until theEarthis destroyed
by the sun in around 5 billion years. The hot reservoirs within the Eartharenaturally replenished, making it
both renewable and sustainable.
3. Huge Potential - Worldwide energy consumption is currently around 15 terawatts, whichisfar from the
total potential energy available from geothermal sources. While we cannot currentlyuse most reservoirs
there is a hope that the number of exploitable geothermal resourceswill increase with ongoing research and
development in the industry. It is currently estimatedthat geothermal power plants could provide between
0.0035 and 2 terawatts of power.
4. Stable - Geothermal provides a reliable source of energy as compared to other renewableresources
such as wind and solar power. This is because the resource is always availabletobetapped into, unlike
with wind or solar energy.
5. Heating and Cooling - Effective use of geothermal for electricity generation requireswatertemperatures
of over 150°C to drive turbines. Alternatively, the temperature differencebetweenthe surface and a ground
source can be used. Due to the ground being more resistant toseasonal heat changes than the air, it can act
as a heat sink/ source with a geothermal heat pump just two meters below the surface.
6. Reliable - Energy generated from this resource is easy to calculate since it does not fluctuatein the same
way as other energy sources, such as solar and wind. This means we canpredict the power output from a
geothermal plant with a high degree of accuracy.
7. No Fuel Required - Since geothermal energy is a naturally occurring resource thereisnofuel required,
such as with fossil fuels that are a finite resource which needs mining or otherwiseextracting from the earth.
Disadvantages:
1. Location Restricted - The largest single disadvantage of geothermal energy is that it is locationspecific.
Geothermal plants need to be built in places where the energy is accessible, whichmeans that some areas are
not able to exploit this resource.
2. Environmental Side Effects - Although geothermal energy does not typically releasegreenhouse gases, there
are many of these gases stored under the Earth’s surface whicharereleased into the atmosphere during
digging. While these gases are also releasedintotheatmosphere naturally, the rate increases near geothermal
plants. However, these gas emissionsare still far lower than those associated with fossil fuels.
3. Risk of Earthquake - Geothermal energy also runs the risk of triggering earthquakes. Thisisdueto alterations
in the Earth’s structure because of digging. This problem is more prevalent withenhanced geothermal power
plants, which force water into the Earth’s crust to open fissurestogreater exploitation of the resource. That is why,
most geothermal plants are place in areasaway
from population centers Page9of 16
4. High Costs - Geothermal energy is an expensive resource to tap into. However,
wheretheupfront costs are high, the outlay can be recouped as part of a long-terminvestment.
5. Sustainability - In order to maintain the sustainability of geothermal energy fluid needstobepumped back
into the underground reservoirs faster than it is depleted. This meansthat geothermal energy needs to be
properly managed to maintain its sustainability.
NOTE: It is important for industry to assess the geothermal energy pros and constotakeaccount of
the advantages while mitigating against any potential problems.
H. Making generalizations and abstractions about the lesson Read this!
∙ Energy - is the ability to do work or produce change
∙ Energy Resources - anything that can be used as a source of power or energy. Types of
Energy: a. Non – Renewable Energy
b. Renewable Energy
∙ The Philippines is the world’s second largest producer of geothermal power. ∙ Geothermal Energy – heat
that is generated within the Earth. (Geo means “earth,” andthermal means “heat” in Greek.) It is a renewable
energy from renewable resources that can be harvested for human use.
∙ Geothermal Heat Pump – uses the heat coming from close to the Earth’s surface to heat water or provide
heat for buildings.
∙ Geothermal Power Plants – the heat from deep inside the Earth is used to producesteam to generate
electricity.
∙ Types of Geothermal Power Plants:
Dry Stream Power Plant Flash Stream Power Plant Binary Cycle Power Plant
∙ Uses of Geothermal Energy

*Electricity
*Industries uses heat processing – pasteurizing milk, dairy products.
*Hot spring spa
*Raising plants in green plants.
*Drying crops
c. Huge Potential d. Stable Environme
Advantages of Geothermal Disadvantages ofe.Geothermal
Heating and Coolingf. Reliable c.
Power
g. No Fuel Required
Plant Plant
a. Environmentally Friendly. e. Sustain

b. Renewable a. Location Restrictedb.
Effects
Page10of 16
SCIENCE 9 WEEK3DAY5(EVALUATE)
QUIZ #3: GEOROUND THE WORDS!
I. Multiple Choices. Choose the letter of your answer.

1. It is known as the ability to do work or produce changes.
A. Energy C. Resources
B. Energy resources D. Temperature
2. A type of energy that comes from the sun, wind/air, and water.
A. Kinetic energy C.Potential energy
B. Non – renewable energy D. Renewable energy
3. Energy that comes from the heat underground or from within the Earth. A. Geothermal
energy C. Mechanical energy
B. Hydro-power D. Wind energy
4. Greek word that means “earth”.

A. Geo C. Te’Amo
B. Rio D. Thermal
5. The largest country that produces geothermal energy.

A. Canada C. Philippines
B. Dubai D. United States
6. A type of geothermal power plant that pumped fluid at temperature 182

0
C under high
pressure.
A. Dry steam power plant C. Flash Steam power plant B. Binary Cycle power plant D.
Hydraulic power plant
7. A rotary mechanical device that extracts energy from a part moving flow of water, steam, gas, air or fluid
and convert it into useful works.
A. Generator C. Steam
B. Injection well D. Turbine
8. The Philippines is known as a country with an abundant geothermal energy, it is becauseit isLocated
in .
A. North Pole C. Atlantic Ocean
B. South Pole D. Pacific Ring of Fire
9. It uses Earth’s constant temperature to heat and cool buildings.

A. Generator C. Geothermal power plant
B. Air conditioning D Geothermal heat pump .
10. A known Geothermal Power Plant in the the Philippines located in Bay, Laguna. A.
BacMan Geothermal Production C. Nasulo Geothermal Power Plant
B. Tiwi Geothermal Power Plant D. Makiling – Banahaw Geothermal Power Plant
II. Picture Analysis. Choose from the word/s in the word bank.
Geothermal Power Plant Dry Steam Power Plant Geothermal Heat PumpFlash Steam Power Plant
Binary Cycle Power Plant Turbine Generator Steam Injection well Cooling Tower
Page11of 16

11
12 13 14.
15.
17.
16.
16.
18.
18.
19.
20.
Page12of 16
III. Identify the following pictures as Renewable energy or Non – renewable energy.
21. 22.
Solar Panel Coal
23. 24.
Oil 26.
25.
Wind Mill
LPG Geothermal Power Plant
27. 28
Biomass
Uranium and other minerals Page13of 16
29. 30.
Bataan Nuclear Power Plant (EXTEND) Aqua Grande in Ilocos Norte
J. Additional activities for application orremediation
REVAMPING GEOTHERMAL IN PH!

Now that we are facing pandemic crisis, the Government thinks of ways on howwe cansurvive or at least
continue despite the loosing economy. More and more companies big andsmall are dropping employees and
eventually turned closed.
This file photo below shows workers walking as steam comes out from cooling towers of theMaibarara
geothermal plant in
Batangas, south of Manila. (AFP
Photo). Now may be a timethat Ph
Government think of somethingthat
costly but serves the countryfor a
period of decades. Belowis anarticle
from theaseanpost.com. Readand
be updated on the current planof the
government for the geothermal
energy preserved in Philippines.
Read the article belowfor additional
understanding on our government
plans to relive geothermal hereinPh.
Write a reflection regarding the article that you’re going to read below. Matrix is given as well.
Revamping Geothermal in the Philippines

Athira Nortajuddin 13
March 2020
Today, there are over seven billion people living on the planet. As this number continuesto grow,
the need for water, food, land, and energy will also rise. The climate is one of theEarth’sfundamental life
support systems which determines if the planet is habitable or not. Rapiddevelopment in many countries,
deforestation for agriculture, ever-growing cities, miningandindustries have all contributed to a drastic
change in the earth’s climate.
According to media reports, densely populated Manila in the Philippines, hometo12million people will be
worse hit by climate change as there is a high risk of natural disasters, such as earthquakes, floods, and
hurricanes. There have been several organizationsandexperts who are preaching powering a greener future
through cleaner sources ofenergy.
The Philippines’ current energy mix highly favors fossil fuels, with coal, natural gas, andoil, which account for
73.5 percent of the country's total energy needs. This is mainly becausethese are relatively cheaper sources,
especially coal – which is the country’s most heavilyusedenergy source. Out of the country’s 75,266-gigawatt
hour (GWh) electricity demandin2013, approximately 42.6 percent was sourced from coal.However, Duke
Energy, one of thelargest electric power holding companies in the United States (US) stated that a wide
varietyof
Page14of 16
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)environmental impacts are associated with generating
electricity from coal.
As the effects of climate change are clearly visible around the world, includingthePhilippines, a
cleaner source of power is very much coveted. Another energy sourcethat hasthe potential to make a
difference in the Philippines is geothermal. Southeast Asia is hometo25percent of the world’s geothermal
generation capacity. Most, if not all this geothermal capacityislocated in the Philippines and Indonesia.
Geothermal energy is a form of renewable energy produced by heat fromthe earth. It isconsiderably
safer than most other energy sources. Unlike fossil fuel plants, geothermal powerdoes not produce
greenhouse gases (GHG) that are harmful to the environment. ThePhilippines is one of the world's top
producers of geothermal power, as it is located alongtheRing of Fire zone of Pacific volcanoes. However, in
2018, the country dropped in theglobal rankings for geothermal countries, just behind Indonesia. This
prompted the Philippinestoconsider revamping its geothermal development again.
In June 2018, the country launched a new string of exploration surveys, whichisanaddition to
roughly 10 contracts with power companies on geothermal exploration, accordingtoThink GeoEnergy, a
geothermal news and research site.The Philippines currently hassevengeothermal fields which supply
about 12 percent of the nation's energy, with a long-termplantonearly double capacity by 2040.
“I look at this as a challenge for us to continue exploring geothermal energy sourceslocally, especially
now that we are at the crossroads of balancing our energy needsandresponsible utilization of energy
resources with respect to the environment,” said Robert Uy, assistant secretary of the Department of Energy
(DOE) in the Philippines.
According to a Philippine Energy Plan 2016-2030 report by the DOE, the government isstrengthening
its push to mainstream renewable energy projects to diversify the country’s energy sourcing and to boost
power supply. The country is said to have 35 Geothermal ServiceContracts (GSCs) currently being monitored
and supervised by the DOE. Once these contractscommence operation, they will significantly boost existing
capacity of renewable energy tothegrid. However, despite the potential of geothermal resources in the
Philippines, there arestill anumber of factors contributing to a decline in investments: unattractive incentives
packagecompared to other countries, a privatized energy sector, tedious permitting processes andalackof
potential investors who are willing to take the risk. Although geothermal energy is theoreticallyfree, finding the
resource is an expensive enterprise, with exploration wells costing up toUS$8million each with no guarantee of
success. Geothermal trailblazer and leading renewableenergycompany, Energy Development Corporation
(EDC) believes that geothermal is the key toestablishing a stable energy baseload suited to the constant yet
dynamic power needs of thePhilippines’ developing economy. Perhaps, geothermal might be the answer to the
Philippines’ goal of cutting carbon emissions by 70 percent by 2030.
Write a reflection/insight on the article that you read above. Followthe rubricsasyour scoring
guide.
Rubrics:
CRITERIA 4 3 2 SCORE
Number Used atleast 20-25

Used atleast Used atleast 5-
sentence/s of -19 sentences. 15Used atleast
sentences. 10-14 9 sentences.
use sentences.
Structure All of the of Most of the Few None of the

ideas ideas are ideas are
th ideas are ideas
e to
connected connected
have connectionthe topic. to connected
the the to
topic.
topic.
topic.
Personal Consist of Consist of Consist No personal

personalreflectio
thoughts/feelings about personal ideas of
thetopic ns that personal ideas/ made
connects but did ideas reflection
real - not are
situation life not but did
related to the
topic and the
topic. elaborated.
Format There There are 1- There are are 3-5 more

andspelling spelling are no 2Therespellin spelling
words of spelling g than 5
mistakes mistakes
mistakes mistakes
TOTAL /20
Page15of 16
Page16of 16
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks) THIRD QUARTER WEEK4 DAY1
I. OBJECTIVES
The learners demonstrate understanding of factors that affect climate, andthe
effects of changing climate and how to adapt accordingly.
The learners should be able to explain how different factors affect the climateof an area.
(S9ES-IIIe-30)
- differentiate climate from weather,
- explain how latitude, altitude & distance from the ocean affect climate, -
differentiate land breeze and sea breeze,
- compare the effect of heat in water and land.
II. CONTENT: FACTORS AFFECTING CLIMATE

A. References
1. Teacher’s Guide pages: pp. 144- 148
2. Learner’s Material pages: pp. 182-191
3. Conceptual Science and Beyond pp. 131-140
4.SCIENCE & Technology 9 pp. 320 - 323
B. Other Learning Resources
https://www.ncei.noaa.gov/news/weather-vs-climate
https://encryptedtbn0.gstatic.com/images?q=tbn
%3AANd9GcTK5GyFVbpbSYGRsTTbPsRHTYvMJYFlybinRQ&usqp=CAU
LESSON 4: LATITUDE, ALTITUDE & DISTANCE FROM THE OCEAN
IV. PROCEDURE
(ELICIT)
A. Reviewing previous lesson or presenting the new lesson In the previous lesson, you have
learned how energy is generated froma volcano. Let’ssum up the previous lesson
ENERGY FROM THE GROUND
Geothermal energy is generated with the following steps:
1. Wells are drilled deep into the Earth to pump steam or hot water to thesurface.
2. When the water reaches the surface, the drop in pressure causes the water toturnintosteam.
3. The steam spins a turbine, which is connected to a generator that produces electricity. 4. Cooling
tower cools the steam which it condenses back to water. 5. The cooled water is pumped back into the
Earth to begin the process again.
Page 1of 12
(ENGAGE)
IS IT A WEATHER OR A CLIMATE?
Take a moment and think about the weather today where you are. Is it normal or typical?Is it what you
would expect? If it has been cool the past few days but the temperatureisclimbing today, is that weather or
climate? Are weather and climate the same thing?Thoughthey are closely related, weather and climate are
not the same thing. Climate is what youexpect. Weather is what actually happens.
What exactly is weather?

Weather describes whatever is happening outdoors in a given place at a given time. It ismeasured
through wind, temperature, humidity, atmospheric pressure, cloudiness, andprecipitation. More specifically,
weather is the mix of events that happen each day inour atmosphere hence we say, what is the weather like
today? Even though there is onlyoneatmosphere on Earth, the weather is not the same all around the world.
Weather is different indifferent parts of the world and changes over minutes, hours, days, and weeks.
Most weather happens in the part of the Earth’s atmosphere that is closest to theground- called the
troposphere. And, there are many different factors that can change the atmosphereina certain area like air
pressure, temperature, humidity, wind speed and direction, andlotsof other things. Together, they determine
what the weather is like at a given time and location.
What exactly is climate?

Whereas weather refers to short-term changes in the atmosphere, climate describeswhat the weather is like
over a long period of time in a specific area. Different regions canhavedifferent climates. To describe the
climate of a place, we might say what the temperaturesarelike during different seasons, how windy it usually
is, or how much rain or snow typically falls.
When scientists talk about climate, they are often looking at averages of precipitation, temperature,
humidity, sunshine, wind, and other measures of weather that occur over alongperiod in a particular place.
In some instances, they might look at these averages over 30years. And, we refer to these three-decade
averages of weather observations as Climate Normals.
Looking at Climate Normals can help us describe whether the summers are hot andhumidand whether
the winters are cold and snowy at a particular place. They can also tell us whenwemight expect the warmest
day of the year or the coldest day of the year at that location. But, while descriptions of an area’s climate
provide a sense of what to expect, they do not provideany specific details about what the weather will be on
any given day.
Here’s one way to visualize it. Weather tells you what to wear each day. Climate tells youwhat types of
clothes to have in your closet.
Page 2of 12
Remember:
Weather is a description of atmospheric conditions (sun, rain, snow , temperature, wind, humidity, air
pressure) in a specific location or a specific time.
Climate is a description of a prevailing (most common) weather conditions found in a placeover a long period
of time or that happen in larger region.
SCIENCE 9 WEEK4DAY2C. Presenting examples/instances of the new lesson WHICH
TYPE OF CLIMATE DO I BELONG?
Now that you already know the difference between a weather and a climate, let usexplore more
about climate.
Climate affects people's activities. During summer, people frolic on the beachesandin swimming
pools. They engage in outdoor sports such as basketball, volleyball, football, golf or track and filed. Those
who are more adventurous even try surfing, scubadiving, trekking or mountain climbing.
Climate also affects people's way of living. The farmers start to plant crops duringtherainy season.
Fishermen go out to sea when there is good weather. There areevenproposals now to change the school
calendar to avoid the worst typhoon months.
But do people's activities in turn affect climate? Think about this very seriously. Carbondioxide
emission and many types of pollution's are man-made, and this has beencausingserious damage to the
Earth. Our planet is now the waste basket of all kinds of pollutants, whether in the air, on land, or in the
water. Because this has been going on for a longtime, we are now beginning to feel the effects of global
warming.
DIFFERENT TYPES OF CLIMATES
Climate in a particular area can be classified as tropical, temperate or polar

basedontheamount of sunlight the area receives.
a. Tropical climate occurs in places where sunlight hits the earth most directly. Theraysof
the sun strike the earth at about 90
0
angle relative to the horizon at noon time. Theserays
loose the least energy to the atmosphere, and thus, transfer the most amount of heat toearth. Tropical
places are those countries located in the equator, extending upto23.50North latitude. This includes both
the Tropic of Cancer and the Tropic of Capricorn .
b. Temperate climate occurs in places located in the Temperate Zone,
between23.50to66.50 North latitude, between 23.5
0
to 66.5
0
South latitude. Countries located in theseareas
experience winter, spring, summer and winter fall. Because of the tilted axis of theEarth, these
countries receive more sunlight during summer and less sunlight during winter.
c. Polar climate occurs in the Polar Zones of the Earth, located upward from66.50 Northlatitude , and
downward from 66.5
0
South latitude. These regions are always coldbecause
they receive the least sunlight. Energy coming from the sun strikes these places at lowangle, so much of
heat is lost to the atmosphere. The solar energy that reachestheseregion is then reflected by the ice caps,
contributing further to the coldness.
Page 3of 12
(EXPLORE) TROPICAL ZONE

D. Discussing new concepts and practicing new skills #1 WHEN THE SUN'S RAYS
STRIKE
Now that you already know the different types of climate, you will learn about thedifferent factors
that affect climate. These factors include latitude, altitude, distancefromthe ocean, topography and
ocean currents.
In Grade 7, you have learned that the Earth's axis is not perpendicular to theplaneof its orbit. The
shape of the earth resulted in the uneven heating of the earth's surface. The equator receives much of
the radiant energy released by the sun, so placesnear the equator have warm climate. The areas
closer to the poles receive less amount of heat because the angle of sunlight becomes smaller.
As seen in the
figure, the tilt of the earth’s on its axis is 23.5 degrees. Duetothetilting or the earth’s axis and the
shape of the earth, places near the equator receivesmost of the sun’s rays (they receive more
heat making the air temperature higher) andtheamount of heat received by places far from the
equator become less (coldest placesonEarth are found the near poles because they receive less
amount of sun’s rays)
When the area is farther from equator, the air temperature is lower resultinginacold climate.
When the place is closer to the equator, the air temperature is higher whichresults in a warmer
climate.
Page 4of 12
SCIENCE 9 WEEK4 DAY3
E. Discussing new concepts and practicing new skills #2 Some places are warm, while others
are much colder. Tropical countries, suchas the Philippines, are generally hot, while northern
countries, such as Finland, areusually cold. Climate is affected by two major factors: temperature
and precipitation. The temperature characteristic of a region is influenced by another factor
whichisaltitude.
Altitude refers to the elevation or height of something or of a place abovethesea level. To

understand more how altitude affects climate, read the discussionbelow.
THE HIGHER, THE COLDER
Study the table below:

Tacloban 20
Name of Place
Elevation
level (m) Tagaytay 640
Zamboanga 30
Bacolod 10
Baguio 1400 As seen in the table, Baguio is the coldest place. On the other
hand, Taclobanis
Laoag 20
Manila 10 (⁰C)
the hottest place. Baguio has the highest elevation above sea level measuring 1400m, while Manila
and Bacolod have the lowest elevation above sea level measuring 10m.
The higher the altitude, the lower is the air temperature in that place, the colder isthe climate.
The lower the
altitude, the
higher is the air
temperature,
resulting to
awarmer a
climate.
Below is the scattered

graph based on the
data from the table.
Laoag
Tacloban
Bacolod
Tagaytay
Zamboanga
Manila Baguio
Page 5of 12
WHICH COOLS AND HEATS FASTER?
Aside from latitude and altitude, another factor that affects the climate is surroundingbodies of
water. Oceans can also affect the temperature of an area. Oceans regulatethetemperature of nearby lands.
Water in the ocean heats-up and cools-down more slowly thantheland does, due to its high-specific heat
capacity – the amount of heat required to increasethetemperature by 1 degree Celsius. Thus, winds from the
ocean prevent the coastal locationsfrom reaching extremely-hot or cold temperatures.
As a result, coastal locations have cooler summer and warmer winter thanislands. Inland locations
are too far to be regulated by oceans. Most inland areas experiencingcontinental climates, such as the
countries in the Middle-East Asia and Canada, havemoreextreme hot or cold temperatures than regions with
temperate climates.
Imagine that you are standing by the sea, along the shore. During the day, thelandheats up faster
than the water in the sea. The air above land will then become warmaheadof the air above the sea. You
know what happens to warm air: it rises. So the warmer air abovethe land will rise. The air above the sea will
then move in to replace the rising warmair. Thus, the rise of temperature on the land would be moderated.- a
sea breeze.
What will happen at night, when the Sun is is gone? The land and sea will both cool down. But the land will
lose heat faster than the water in the sea. In other words, the sea will staywarmlonger. This time the air
above the sea will be warmer than that above land. The warmair abovethe sea will then rise. Air from land
will move out to replace the rising warmair. Thus, makingthe temperature on land higher. This moving air or
wind from land is called a land breeze.
For places near the ocean, a body of water circulates the warmair and coldair. It absorbs more heat
and can slowly release heat making the change in temperatureof acountry moderate. Oppositely, for
places far from the ocean, as there are nobodiesof water that will moderate the change in
temperature in the location, they canhaveextreme climate.
Page 6of 12
KEY POINTS TO REMEMBER: Effect of Surrounding Bodies of Water to Climate
∙ The soil absorbs heat faster than water.
∙ The soil releases heat faster compared to water.
∙ The slow absorption and release of heat by a body of water greatly affects climate. ∙ Places that
are near the oceans have a moderate climate as the body of water regulatesthe temperature.
∙ Places without a body of water nearby tend to have higher temperature during the day ∙ At night, soil cools
down faster than water, so air temperature above ground is lower thanthat above the sea.
∙ Places that are far from the bodies of water have extreme climates as there are no immediate bodies of
water that will help to circulate the movement of cold and warmair. ∙ Water absorbs more heat in warm days
and slowly in cold days. ∙ Summer – areas that are near a body of water will have moderate temperature
becausewater absorbs more heat.
∙ Winter – surrounding water slowly releases heat causing the cooling effect to becomelesser than
normal in the nearby landmass.
(EXPLAIN)
Effect of Latitude to Climate
∙ As the latitude increases, the smaller the angle of the sun’s rays that strike the surface. ∙ The closer the
area to the equator, the warmer the climate.
∙ The farther the area to the equator, the colder the climate.
Effect of Altitude to Climate

∙ As altitude increases, the temperature decreases.
∙ For every 1,000 m elevation, there is a drop of 6.5⁰C in temperature. ∙ There is less air in higher elevations.
The air molecules are farther apart making themless dense and lighter air cannot absorb much heat, making
the air temperature lower.
Effect of Surrounding Bodies of Water to Climate

∙ Places that are near the oceans have a moderate climate as the body of water
regulatesthetemperature.
∙ Places without a body of water nearby tend to have higher temperature during the day ∙ At night, soil cools
down faster than water, so air temperature above ground is lower thanthat above the sea.
∙ Places that are far from the bodies of water have extreme climates as there are no immediatebodies of water
that will help to circulate the movement of cold and warm air.
SCIENCE 9 WEEK4 DAY4(ELABORATE)

G. Finding practical applications of concepts and skills in daily living POST-ACTIVITY 1:
WAIT, THERE'S MORE ABOUT CLIMATE!
Answer the given question/s based from the picture/s.
The altitude of a place affect theair

temperature. The picture at theleft is
the Mt. Kilimanjaro in Africa witha
height of 5,895 m above sea level.
1. Why is the peak of the

mountain covered by ice?
Page 7of 12
The picture at the left shows tourists

who come to Baguio City whichhasa
an elevation of 1,435mabove sealevel
and annual average temperatureof
16.0 ⁰ C.
2. Why is it that during summer,

many people visit Baguio City?
The picture at the side shows mountain
climbers who posed for a pictureat the
summit the mountain.
3. Why do mountain climbers

wear jackets and thick clothes
when they go up a mountain?
The map below shows how Moscow City in Russia and the British Isles are distant fromthebodies
of water.
4. How does a body of water regulate the temperature of a certain region/country? 5. Between Moscow
and British Isles which is located near the ocean? 6. Between Moscow and British Isles which is located
far the ocean?
Moscow has a record of maximum temperature of 21 ⁰C and minimumtemperatureof -8 ⁰C. Likewise,

the British Isles has a record of maximum temperature of 17 ⁰Cand minimumtemperature of 0 ⁰C.
7. Between Moscow and British Isles which is has moderate climate? 8. Between Moscow
and British Isles which is has extreme climate?
Page 8of 12
Philippines do not experiencea
“White Christmas” or snowy weather
unlike the other nearby countrieslike
Korea, China and Japan. Instead, we
experience only two seasons, namely
dry (or summer) season and wet (or
rainy) season.
9. Why is Philippines’ climatetype

different among the countries
where four seasons (summer,
winter, autumn and spring) is
being experienced annually?
Polar bears are the only mammals

who can survive the cold climateinthe
North Pole for a longer period of time.
10. Why do polar bears needto
have a thick fur and fat bodyto
survive in the North Pole?
H. Making generalizations and abstractions about the lesson ∙ Latitude is marked east-west
parallel to the equator. It describes the distance of alandarea from the equator. Based on latitude, the
earth's surface has three temperaturezones: tropical zones, temperate zones, and polar zones.
∙ As the latitude increases, the smaller the angle of the sun’s rays that strike the surface. ∙ As altitude
increases, the temperature decreases.
∙ Places that are near the oceans have a moderate climate as the body of water regulates the
temperature. Places that are far from the bodies of water have extremeclimates as there are no
immediate bodies of water that will help to circulatethemovement of cold and warm air.
SCIENCE 9 WEEK4DAY5(EVALUATE)
QUIZ #4: TEST YOUR UNDERSTANDING
I. MULTIPLE CHOICE
Read the questions carefully. Choose the letter of the correct answer.
1. Which of the following is TRUE about climate?

A. Climate is the overall condition of an area over a long period of time. B. Climate
refers to day to day condition of the atmosphere.
C. Climate measures rain and temperature.
D. Climate is short- term condition.
2. Which of the following does not affect the climate?

A. Altitude C. longitude
B. Latitude D. surrounding bodies of water
Page 9of 12
3. Why are the coldest places on earth found at the poles? A. great amount of gaseous
particles trap heat from the surface. B. great amount of thermal radiation is received by
these areas.
C. less amount of thermal radiation is received by these areas.
D. less amount of gaseous particles trap heat from the surface.
4. What happens to the temperature of air when altitude increases? A. remains the same
C. increases
B. decreases D. varies
5. Why do mountain climbers bring thick jackets when they go up the mountain? A. The temperature
increases as the altitude increases.
B. The temperature decreases as the altitude increases.
C. The altitude increases as the temperature increases.
D. The altitude decreases as the temperature increases.
6. Why are the coldest places on earth found near the poles ? A. They receive more
amount of heat from the sun.
B. They receive less amount of heat from the sun.
C. They are closer to the equator.
D. The temperature is higher.
7. During summer, many people visit Baguio City because of the cold weather. Which factor contributes to
the cold weather in Baguio City?
A. Altitude C. Topography
B. Latitude D. Distance from the ocean
8. Why do places at the same latitude but different altitudes have different climate? A. amount of
precipitation differs.
B. amount of heat received varies.
C. higher altitudes have lower temperature.
D. higher altitudes have higher temperature.
9. Regions at different latitudes around the world receive different amounts of solar radiation. Polar regions
receive the least amount of solar radiation, while the equator receives themost. How does this most likely
affect the global climate?
A. the global climate is mostly cold
B. the global climate is mostly warm
C. polar regions experience colder climates
D. equatorial regions experience colder climates
10. Seasonal changes in water temperature tend to remain within a narrow range. This is opposed to air
temperature, which tends to fluctuate across a wide range. The relativestability of ocean temperatures
helps to regulate the temperatures of coastal regions. Whycan water remain within a narrow range of
temperatures?
A. It has a high heat capacity.
B.It reflects heat and does not absorb heat.
C. It is mobile and this allows heated water to sink.
D. It is only stable within a small temperature range.
II. FILL IN THE BLANKS WITH THE CORRECT ANSWERS.

1. As the latitude _________________, the smaller the angle of the sun’s rays strike thesurface.
2. As you ascend to higher altitude, atmospheric pressure and temperature _____________.
3. In moist or wet air, there is a drop of _________ in temperature for every 100 meters of elevation change.
4. Places that are near the oceans have a _______________ climate as the body of water regulates the
temperature.
Page 10of 12
5. Places that are far the oceans have a _______________ climate as less body of water regulates the
temperature.
III. Decide whether each statement below is about weather or climate. Classify thembyplacing them
on the table where they belong.
6. Todayʼs high temperature was 370C.

WEATHER CLIMATE
to rain. Boston
per
it is in
7. The average annual rainfall in Zambales is 31.96

inches.
8. Fridayʼs baseball game was cancelled due
9. Michigan averages 150-250 inches of snow
year.
10. The winter season is wetter in Oregan than
Utah.
11. If it is sunny on Saturday, I will go to the park.
12. The Antarctic region is drier than the Arctic region.
13. The forecast called for rain today, but sun tomorrow.
14. Thunderstorm dropped 6 inches of rain on
this week.
15. The desert Southwest is generally hot and dry.
IV. Answer the following on your pad paper.

A. Sea Breeze: Arrange the following scenarios on how sea breeze (day time) takesplace in
order by putting numbers 1-5.
______1. The rise of temperature on the land would be moderated ______2. During the day,
the land heats up faster than the water in the sea. ______3. The air above the sea will then
move in to replace the rising warmair. ______4. The warmer air above the land will rise.
______5. The air above land will then become warm ahead of the air above the sea.
B. Land Breeze: Arrange the following scenarios on how land breeze (night time) takesplace in
order by putting numbers 1-5.
______1. The air above sea will then become warm ahead of the air above the land. ______2. The
warmer air above the sea will rise.
______3. The temperature on the land during night time becomes higher. ______4. The land will
lose heat faster than the water in the sea ______5. Air from land will move out to replace the rising
warm air.
(EXTEND)
J. Additional activities for application or remediation
POST-ACTIVITY 2: TEMPERATURE OF CITIES AROUND THE WORLD(Write your
answers on your pad paper.)
Objective:
∙ Explain how latitude, altitude and distance from ocean affects climate
City Altitude
(m)Temperature (⁰C) October 4, 2013
High
Paris 30.0 23
Beijing 43.7 24
Cairo 74.1 31
Berlin 36.0 15
Denver 1609.3 7
Manila 13.1 30
Tokyo 20.1 21
Vienna 19.1 -1
Warsaw 11
Page 11of 12
Procedure:
1. On the table above are the low and high temperatures of some cities in the worlddatedOctober 4,
2013.
2. On the world map, locate the two warmest and coldest cities in the table.
∙
Vienna
∙ Berlin
Atlantic
∙ Warsaw
∙ Denver ∙ Paris
Ocean
∙ Beijing ∙ Tokyo
Pacific Ocean
Pacific
∙ Cairo
EQUATOR EQUATOR EQUATOR

∙ Manila Indian
Ocean Ocean
Pacific Ocean Atlantic Ocean
3. Determine what affects the regional temperature for each city. 4. Record your
findings then answer the following questions.
Guide Questions:
1. Which city has the highest temperature? (1 point)
2. What factors do you think is the cause of high temperature in that city? (3 points) 3. Which city
had the lowest temperature? (1 point)
4. What factor do you think is the cause of low temperature in that city? (1 point) 5. What factor do you
think greatly affects the climate of Tokyo? Support your answer.(2 points)
6. How does the elevation of Paris affect its climate? (2 points)
Page 12of 12
THIRD QUARTER WEEK5 DAY1
I. OBJECTIVES
The learners should be able to explain how different factors affect the climateof an area.
-explain how topography and ocean current affects climate
- differentiate windward and leeward sides of a high land
II. CONTENT: FACTORS AFFECTING CLIMATE

A. References
1. Teacher’s Guide pages: pp. 148-151
LESSON 5: TOPOGRAPHY AND OCEAN CURRENT
IV. PROCEDURE
(ELICIT)
A. Reviewing previous lesson or presenting the new lesson In the previous lesson, the 3 factors
affecting the climate were discussed. As a recall, read the following concepts below.
1. Climate is the general 3. The farther the areato

2. When the place is closer
condition of atmosphere in a the equator, the colder the
to the equator, the air
certain area over a long climate is.
temperature is higher.
period of time.
4. As the latitude
increases, the smaller
5. Air temperature
the angle of the sun’s rays that strike the
6. There is less air in higher
elevations.
decreases as the
surface. altitude increases.
7. Places that are near the

oceans have a moderate
8. Land heats up faster
climate as the body of
than water.
water regulates the
temperature.
10. Water absorbs more

9. The soil releases heat
faster than water. heat in warm days and slowly in cold days.
Page1of 9
(ENGAGE)
Study the vocabulary words and their meaning below.
1. CLIMATE- It is the overall condition of an area over a long period of time.

2. CORIOLIS EFFECT- It is the effect of the Earth’s turning on the direction of the wind, whichisto the right
in the northern hemisphere and to the left in the southern hemisphere.
3. GYRES- It is the circular patterns formed by surface currents.

4. LEEWARD SIDE- It is the side of the mountain that receives less amount of precipitation.
5. OCEAN CURRENT- It is a continuous, directed movement of sea water generated by anumber of forces
acting upon the water.
6. PRECIPITATION- It refers to any liquid or frozen water that forms in the atmosphere andfallsto the Earth.
7. RAINSHADOW- It is the dry region on the leeward side.

8. TOPOGRAPHY- It refers to the surface features of an area.
9. WINDWARD SIDE- It is the side of the mountain that receives most of the precipitation. 10.
WEATHER- It is the day to day condition of the atmosphere.

C. Presenting examples/instances of the new lesson Topography is another factor affecting climate.
Study the picture and read the informationgiven.
Topography is a part of geoscience that studies the land and its shape and features. It focuses on
the study of natural and artificial characteristics of the land. The topography of aregion can greatly affect the
climate. One of the topographic features of an area is mountain. Mountainous areas greatly affect the
amount of precipitation in a certain region. Mountainscan cause a physical barrier to rain clouds. As you
noticed, the picture shows the two sidesof the mountain. One side is facing the wind and has low
temperature. Clouds are formingheredue to the condensation of water vapor. This formation of clouds
develops to become rain. Onthe other side of the mountain, there is no cloud formation. The temperature is
high andprecipitation does not happen. This results in the formation of a dry and warmregion.
(EXPLORE)
D. Discussing new concepts and practicing new skills #1 To have a deeper understanding how
topography affects the climate, read the informationbelow.
Page2of 9
Mountain ranges act as barriers
to the flow of air across the surface of the
earth. There ar 2 sides of a mountain;
windward and leeward side. The area in
which the wind blows is called the
windward side. Here, the wind is
blocked by the mountain, forcing it to
move upward. As it moves up, the water
vapor condenses and forms clouds. This
will result in precipitation on the
windward side. The air moves down
towards the opposite region called
leeward side. The cold air mass starts to
absorb heat and becomes warm and dry.
As a result, the area near the leeward
side becomes dry and has less
precipitation. The dry region on the
leeward side is called rain shadow.
Vegetation in this region includes desert plants and
grassland.
WINDWARD VS LEEWARD
The first picture shows the west side of Andes mountain while the second picture shows theeast side of the
Andes Mountain.
A. Windward side B. Leeward side
Windward Side Leeward Side
Air Moist Air Dry Air
Temperature Cold Hot
Amount of Precipitation High Precipitation Low Precipitation
Vegetation More vegetation Less vegetation
SCIENCE 9 WEEK5DAY3E. Discussing new concepts and practicing new skills #2
Study the map below and read the given information to find out how ocean currentsaffect the
climate.
Page3of 9
The picture above shows different loops or gyres of surface currents around the world. It Gyres are the
circular patterns formed by surface currents. In the northern hemisphere, thecurrent flows in a clockwise
direction. On the other hand, in the southern hemisphere, thecurrent flows in counterclockwise
direction. These clockwise and counterclockwise of oceancurrents are caused by the Coriolis Effect. Ocean
currents that flow away fromthe equator carries warm water. The air above the warm water has higher
temperature. When oceancurrents that bring cold water move towards a coastal region, the temperature of that
areadecreases as warmer air from the land flows to the sea resulting in a cold climate. Whenwarmocean
currents that take along warm water go to a land mass, the temperature of that placeincreases as warmer air
above the water flows inland, resulting in a warm climate.
The ocean currents have an important role in changing the climate of a certain area. They affect the
temperature of the nearby land mass. Warm currents that move fromtheequator towards the poles carry
warm water. On the other hand, cold currents that travel from the poles towards the equator carry cold
water. When ocean current carries coldwater, the air above it becomes colder. When this ocean current
moves toward the coastal region, thetemperature of that area becomes lower. For example, (see the picture
above) the southwestern parts of Singapore and Indonesia have lower temperature because of thecoldair
brought by West Australian Current. On the other hand, the ocean current that carries warmwater makes the
air warmer. When this current goes toward a land mass, the temperatureof that place becomes higher. For
example, (see the picture above) the warm Kuroshio Current that comes from the northeastern part of the
Philippines brings warm water. This raises thetemperature of places in the southeastern part of Japan.
Therefore, ocean currents that bringalong cold water inland make the climate cold. On the other hand, ocean
currents that takealong warm water to coastal areas make the climate warm.
(EXPLAIN)
The topography of an area can influence the weather and climate. Topography istherelief of an area.
If an area is close to a body of water it tends to make milder climates. Mountainous areas tend to have more
extreme weather because it acts as a barrier to air movements and moisture. One side of mountain can be
dry while the other side is full of vegetation.
https://msnucleus.org/membership/html/k6/wc/weather/2/wcwe2_2a.html#:~:text=The%20topography%20of%20an%20area%20can%20influence%20the
%20weather%20and%20climate.&text=Mountainous%20areas%20tend%20to%20have,physical%20barrier%20to%20rain%20cl ouds.
Page4of 9
As the horizontal currents are moving south or northwards, they carry with themcool or warm water
over an extended distance. It is the displaced water that affects the air, by warmingor cooling it, thereby
transferring the same effect to the land surface over which it blows. Thisishow ocean currents affect climate.
https://www.blueplanetaquarium.com/blog/education/climate-change-how-ocean-currents-affect-climate/
(ELABORATE)
G. Finding practical applications of concepts and skills in daily living To find out more about
topography and ocean current, read the following information.
A. Hawaiian Islands
As Easterly tradewinds move across the islands, they bring rain to the windward sides.
An island’s windward side faces the prevailing, or trade, winds, whereas the island’sleeward side
faces away from the wind, sheltered from prevailing winds by hills and mountains. Once the damp air
makes landfall on an island, it ascends hills and mountains to formcondensation, clouds, and precipitation.
As the air moves to the other side of the island, it warms up and dries out. Thus, an island’s windward side
is wetter and greener than its drier leeward side.
The Hawaiian Islands have damp windward sides and drier leeward sides most of thetime as a
result of the Pacific Ocean’s northeasterly trade winds. Windward locations aregenerally lush and green.
Famously sunny beaches like Oahu’s Waikiki and Maui’s Waileaarefound on the islands’ more sheltered
leeward sides.
https://www.koleaestate.com/hawaii-vacation-windward-leeward/
B. Humboldt Current
The Humboldt Current is an ocean current that flows northwards along the westerncoastline of
South America and into the Southeast Pacific Ocean.
The currents affect both people and marine life. First, upwelling caused by thesecurrents brings
nutrients to the water surface. These nutrients are usually instrumental inthegrowth of phytoplankton, which is
the primary source of food for most of the animals in themarine ecosystem. Secondly, these currents have
been very useful in the fishing industry inSouth America. The current results to approximately 19% of the total
marine fish caught worldwide.
These currents have a major influence on some of the South American countries. For instance, the
cool breeze and the cool effects experienced in Ecuador, Peru, and Chile aredueto this current. Furthermore,
the arid climate experienced in the Peruvian coastline, andthe Atacama in Chile, are as a result of the
Humboldt Current.
https://www.topperlearning.com/doubts-solutions/how-does-humboldt-current-effect-the-climate-of-the-south-american-coast-vrcy0doo
Page5of 9
C. Global Impact
Currents are an integral and dynamic part of the world's oceans–they help determine thecharacteristics and
behaviour of seawater, and the distribution and abundance of marinelife. But currents are surprisingly
important to landlocked creatures like us as well because theypartially regulate the global climate and govern
the productivity of fishing grounds.
Upwelling, the rise of deeper water to the surface, occurs only on 10% of the ocean. But that small area
makes up half of the world's fisheries. The cool, nutrient filled water in upwellingcurrents support blooms of
algae and seaweed, the base of the food chain for many clams, crustaceans, and fish. Herring, anchovy,
and sardines, three of the most widely harvestedfish, are especially concentrated in upwelling zones. Such
sea life is an increasingly large component of man's food supply.
Currents play an important role in the Earth's climate system. Overall, ocean currents moderatethe planet's
temperature extremes. Warm flows, like the western boundary currents, carry heat from the tropics toward the
poles. Cold flows, such as the eastern boundary currents, bringcooler temperatures to low latitudes. On a
regional scale, some areas are even more stronglyaffected. Because Western Europe is bathed in warm
waters and winds coming east acrosstheAtlantic, its climate is much warmer and milder than other areas at the
same latitude, suchasnorthern Canada and Alaska.
Although the ocean currents that affect climate are large and vigorous, scientists are beginningto suspect that
they are surprisingly easy to disrupt. It is possible that global warming couldseverely alter current patterns, at
least in the short term. If there is more rainfall in the NorthAtlantic, and significant melting of glacial and sea
ice, a layer of warm fresh water couldformat the sea surface. This layer could block the formation and sinking
of cold salty water there, andturn off the global conveyer belt.
Once the conveyer belt, and its northward pull on warm surface currents, shuts down, averagetemperatures
in much of Europe would plunge 10-20°F. Unlike many other causes of climatechange, catastrophic cooling
due to the loss of the global conveyer belt could be quite rapid, taking just a few years or decades.
H. Making generalizations and abstractions about the lesson
∙ Topography- Mountainous areas greatly affect the amount of precipitation in acertainregion (windward
size and leeward side)
∙ Ocean Currents- when ocean current carries cold water, the air above it becomescolder. When this
moves towards a coastal region, the temperature of the area becomeslower. Ocean currents carrying
warm water makes the air warmer. When thesecurrentsgo towards a land mass, the temperature of
that place becomes higher.
(EVALUATE)
QUIZ #5: TEST YOUR UNDERSTANDING (Write your answers on your pad paper.)
I. MULTIPLE CHOICE
Read the questions carefully. Choose the letter of the correct answer.
1. Which of the following is TRUE about climate?

A. Climate is the overall condition of an area over a long period of time. B. Climate
refers to day to day condition of the atmosphere.
C. Climate measures rain and temperature.
D. Climate is short- term condition.
Page6of 9
2. Which of the following does not affect the climate?
A. Altitude C. Longitude
B. Latitude D. Ocean current
3. What is the area where the wind blows?

A. Gyre C. Rain shadow B. Leeward side D. Windward side
4. . These clockwise and counterclockwise of ocean currents are caused by the ______. A. Coriolis
effect C. Leeward
B. Gyre D. Location of an area
For numbers 5-6, study the picture below.

The arrows below show the prevailing wind that flows over a mountain. Point A and Brepresent locations
on opposite sides of the mountains.
5. Which location is most likely to receive very little to no precipitation and formdry or warmregion?
A. Location A C. Both location Aand B B. Location B D. None of the above
6. Which location experiences low temperature?

A. Location A C. Both location Aand B B. Location B D. None of the above
7. Which of the following refers to the surface features of an area? A. Climate C. Ocean
current
B. Gyres D. Topography
8. Which of the following refers to the circular patterns formed by surface currents? A. Climate C. Ocean
current
B. Gyres D. Topography
9. How do warm water currents affect the coastal areas along which they flow? A. They create greater
rainfall along the coast.
B. They create unusually cool climates for the latitude.
C. They create unusually warm climates for the latitude.
D. They make the coastal climate coler than the inland climate.
10. Which of the following is NOT TRUE about ocean current? A. The ocean current
that carries warm water makes the air warmer.
B. The ocean currents affect the temperature of the nearby land mass. C. When ocean
current carries cold water, the air above it becomes colder. D. When ocean current
carries cold water, the air above it becomes warmer.
II. Read each statement carefully. Write LW if it refers to leeward side and WWif it refers towindward.
_____1. Faces the wind.
_____2. A dry area on the side of a mountain.
_____3. Clouds are forming here due to the condensation of water vapor. _____4.
Opposite of the leeward side.
_____5. Climate is warmer and drier.
_____6. Opposite of the windward side.
_____7. Faces away from the wind.
Page7of 9
_____8. Precipitation falls.
_____9. It forms rain shadow.
_____10. Has less precipitation.
III. Study the map below

A. What are the different ocean currents that carry warm water? Give five (5) examples. 1.
2.
3.
4.
5.
B. What are the different ocean currents that carry cold water? Give five (5) examples. 1.
2.
3.
4.
5.
(EXTEND)
POST-ACTIVITY 1: FACTORS AFFECTING CLIMATE (Write your answers on your padpaper.)
I. FACT OR BLUFF. Write FACT if the statement is true and BLUFF if not.
1. Places closer to the equator have colder climate.

2. Places closer to the poles receive less sunlight.
3. Water releases heat faster compared to soil.
4. As altitude increases, the temperature increases.
5. Places without a body of water nearby tend to have higher temperature during the day. 6. The are in
which the wind blows is called the leeward side.
7. The dry area on the leeward side of a mountain is called rain shadow. 8. The area in
the windward side is dry and receives less precipitation.
Page8of 9
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks) 9. Ocen currents that flow away from the equator
carries warm water. 10. The clockwise and counterclockwise of ocean current are caused by Coriolis effect.
II. Given the pictures, identify the factors affecting the climate and explain how they affect theclimate.
FACTORS EFFECT/S ONCLIMATE
1.
2.
3.
4.
5.
Page9of 9
THIRD QUARTER WEEK6DAY1
I. OBJECTIVES
The learners should be able to describe certain climatic phenomena that occur on a global
level.
- describe climate change,
- identify the causes and effects of climate change,
- distinguish between global warming and greenhouse effect,
- describe certain climatic phenomena that occur on a global level,
- determine some preventive and control measures to help reduce the harmful effects of climate
change.
II. CONTENT: LESSON 6: CLIMATE CHANGE

A. References:
1. Teacher’s Guide pages: pp.151-156
- https://energystar.zendesk.com
- https://wonderopolis.org/wonder/what-is-el-nino
- http://www.environ.ie/en/.access 2009
- http://worldglobalwarmingprevention.blogspot.com - https://climatekids.nasa.gov/climate-
change-meaning/
- https://www.stumagz.com/5-ways-students-can-help-save-the-environment/ LESSON 6:
CLIMATE CHANGE
IV. PROCEDURE
(ELICIT)
A. Reviewing previous lesson or presenting the new lesson In the previous lesson, you have
learned the factors affecting climate. Read theparagraph to recall the important concepts of the lesson.
Climate is the overall atmospheric condition of a place for a period of 30yearsor more. Climate
is influenced by latitude, altitude, distance from bodies of water, ocean currents, and
topography.
The closer the place is to the equator, the warmer the climate; the farther theplace is from
the equator the colder the climate. Air temperature decreases whenaltitude increases. Bodies of
water help regulate the climate of a certain area. Mountainranges affect the formation of
precipitation. Ocean currents will either cool or warmthe air above them. Cold currents bring cold
water while warm currents take alongwarm water.
(ENGAGE)
Below are some quotations from Barrack Obama, the former president of USAand Greta
Thunberg, a well-known young climate change activist. Read andanalyzetheir statements
Page 1 of 9
SCIENCE 9 WEEK6 DAY2C. Presenting examples/instances of the new lesson “CLIMATE CHANGE: AN
OVERVIEW”
There are lots of factors that contribute to Earth’s climate leading to climatechange. However,
scientists agree that the Earth has been getting warmer in the past 50to100years due to human
activities. Human activities such as burning fuel to power factories, cars and buses are changing the
natural greenhouse. These changes causetheatmosphere to trap more heat than it used to, leading to a
warmer Earth.
You might see CLIMATE CHANGE as a future threat — a prediction about what mayhappen in the
distant future. But do you know that scientific data shows that the Earth’s climateis already changing? And do
you know that people and communities are already beingaffectedby these changes?
In this lesson, you will learn about climate change, its causes and howit affectsusand other living
things in our environment. You will also learn the difference betweengreenhouse effect and global
warming and how these two are related withclimatechange.
To give you a short background, climate change describes a change in theaverageconditions —
such as temperature and rainfall — in a region over a long periodof time. NASA scientists have observed
that the Earth’s surface is getting warm, and many of thewarmest years on record have happened in the past
20 years!
Climate change is a global issue and problem. You may not be aware of it, but theevidences are just
around us. Leaders and climate change activists around the globe havebeenvery vocal about this existing
issue. You can voice out your thoughts too! To share your insightsabout climate change, do the next activity.
(EXPLORE)
D. Discussing new concepts and practicing new skills #1 “CLIMATE CHANGE:
WHO IS TO BE BLAMED?”
As we have discussed earlier, climate is the

long-term average weather condition in a given
place. Any long-term significant change in weather
patterns such as changes in temperature,
precipitation, wind, and humidity is called climate
change.
Climate change describes a change in the

average conditions — such as temperature and
rainfall — in a region over a long period of time.
Page 2 of 9
For example, 20,000 years ago, much of the United States was coveredinglaciers. In the
United States today, we have a warmer climate and fewer glaciers
Earth’s climate has constantly been changing — even long before humanscameinto the
picture. However, scientists have observed unusual changes recently. For example, Earth’s average
temperature has been increasing much more quickly than theywouldexpect over the past 150 years.
“CO2” IS THE REASON!
Scientific evidence paints a clear picture: climate change is happening, it iscaused in large
part by human activity, and it will have many serious and potentiallydamaging effects in the decades
ahead. The primary cause is greenhouse gas emissionsfrom cars, power plants and other human-made
sources—rather than natural variationsinclimate. These emissions include carbon dioxide — the main
greenhouse gas —whichhasreached a concentration level in our atmosphere that the Earth has not seen for
morethan400,000 years.
Carbon dioxide is a greenhouse gas. Too much greenhouse gas makes Earthtoowarm. Over the last
century, humans have burned coal, oil, and gasoline in our cars, trucks, planes, trains, power plants, and
factories. Burning such fossil fuels produces CO2 as awasteproduct. Putting so much new CO2 into the air
has made Earth warmer. If we continueonour current path, we will cause even more warming. The
information in this graph is aclear evidence of climate change!
“THE GREENHOUSE EFFECT AND GLOBAL WARMING:

WHAT’S THE DIFFERENCE?”
The picture below shows the greenhouse effect. Light from the sun passes throughtheatmosphere
and is absorbed by the Earth’s surface, warming it. Greenhouse gases, likecarbondioxide, act like a blanket,
trapping heat near the surface and raising the temperature. It isa natural process that warms the planet.
But human activities are increasing the amount of greenhouse gases and trapping more heat!
Greenhouse gases stay in the atmosphere for a long time. Although plantsandtheocean absorb
carbon dioxide, they cannot keep up all the extra carbon dioxidethat people have been releasing. So,
the amount of carbon dioxide in the atmosphere hasbeenincreasing over time.
Other greenhouse gases that contribute to climate change are: methane, producedbywaste and
garbage; nitrous oxide from chemical fertilizers and animal manure; fluorinatedgreenhouse gases, which are
man-made gases composes of sulfur hexafluoride (SF6) andhalocarbons such as chlorofluorocarbons
(CFCs).
Page 3 of 9
Up until about 150 years ago, human activity did not produce many greenhousegases. That changed
as forests were cleared to make way for cities and farms, and as important inventions and industrial
innovations, like the widespread use of electricity andcars, transformed the way we live. These inventions
and innovations demand energy. Burningfossil
fuels — coal, oil, and natural gas — has become an important source of that energy. Burningfossil
fuels releases carbon dioxide and other greenhouse gases into the atmosphere.
Today in the United States, electricity and transportation (cars, trucks andplanes) are responsible
for almost 60 percent of carbon dioxide emissions. The rest comesfromagriculture, industry – such as
factories that make products we use – and fromenergyweusein our homes and businesses.
As global carbon emissions increased, global temperature also increases. If wecontinue our
current path, and emit more and more greenhouse gases, the temperatureof theEarth will rise a lot – maybe
as much as 5 degrees Celsius by 2100. However, if we reduceouremissions, the temperature of the
Earth will still rise but we might be able tokeeptherise below 2 degrees Celsius.
NOTE: The greenhouse effect refers to the retention of heat intheatmosphere by

greenhouse gases, including water vapor, carbon dioxide, methaneandnitrous oxide. Due to
increasing levels of greenhouse gases in the atmosphere, partiallyasa result of human industrial
activity, progressively more heat is being trapped, resultinginaphenomenon commonly referred to
as global warming. Specifically, global warmingrefersto the rise in average global surface and
ocean temperatures.
What is the difference between global warming and climate change?Although people tend to use these
terms interchangeably, global warming is just oneaspect of climate change. “Global warming” refers to
the rise in global temperatures due mainlytothe increasing concentrations of greenhouse gases in the
atmosphere. “Climate change”refers to the increasing changes in the measures of climate over a long
period of time.
Climate change can have impacts on plants, animals and environment. Impactsonplants may include
some species of plants that bloom earlier than it is expected, lossof species and habitat degradation.
Whereas animals may experience habitat degradation, earlier laying of eggs and migration than usual
among birds and may affect hibernationof some animals. Rising sea level, melting of ice caps, heavy
rainfalls, and cooler windfromHanging Amihan are effects of climate change to environment.
SCIENCE 9 WEEK6 DAY3E. Discussing new concepts and practicing new skills #2
Each of the past four decades has been warmer than the previous one. Accordingtothe National
Oceanic and Atmospheric Administration, 2016 was the warmest year onrecord, and the six warmest
years have all been since 2010. 2019 was the second-hottest year everrecorded.
Rising global temperatures threaten human health, increase the risk of sometypesof extreme
weather, and damage ecosystems. And as the oceans
warmand polar icecapsmelt, sea levels are rising,
endangering coastal
areas. These impacts are already being felt today,
and groups like the poor, elderly, and those living in
conflict areas are especially vulnerable.
In addition to the ways climate change

threatens humans, many species of wildlife around
the globe are facing challenges to their ways of life
that, if they are not able to adapt quickly
to the new conditions under climate
change, could cause them
Page 4 of 9
to go extinct. The American pika, a potato-sized relative of the rabbit, could be the first NorthAmerican
mammal to go extinct due to climate change, as warmer temperatures pushthecreature into higher and
higher altitudes, where eventually they will run out of space.
TWO CYCLICAL EVENTS: EL NIÑO AND LA NIÑA
Aside from the impacts of the climate change that we are experiencing, we still havetwocyclical
events that we encounter- El Niño and La Niña. Please refer to Science 9 Learner’sModule pages 205-
206.
El Niño is an abnormal and lengthy warming in the eastern part of thePacificOcean. This natural
phenomenon occurs at irregular intervals of two to seven years andlast for nine months or two years at most.
Usually, it starts at the end of the year or duringChristmasseason that is why; it is termed as El Niño which
means ”Christ child”.
Normally, as trade wind moves from east to west, it collects warmair. But whentradewind is weakened, it
causes the piling up of warm surface water and making the part of thePacific Ocean warmer leading to El
Niño phenomenon. This happens when the upwellingof colder water is blocked by the large quantities of
warm surface water. El Niño will most likelybring severe drought. It is believed that it causes stronger
thunderstormdisturbanceandmassive storms. It also causes the decrease in the population of some
species.
La Niña is the opposite climatic disturbance to El Niño. It may last for nine totwelvemonths but in
some cases, it lasts for two years. This event is triggered by the coolingof theeastern of the Pacific Ocean.
That is why, it is sometimes called cold Pacific. Trade windsthat move from east to west are strengthened.
Upwelling of colder water intensifies. Movingair brings along too much water vapor. When it reaches the land
mass such as Philippines, precipitation is experienced. There would be an increase of rainfall in some
areasinthePhilippines. For instance, areas that experienced severe drought which caused by El
Niñomayencounter above normal rainfall. But in some cases, areas that experience dry seasonwill bedrier
than normal conditions.
(EXPLAIN)
Study This! Read the key concepts. Please refer to Science 9 Learner’s Modulepages 200-
205.
∙ In the stratosphere, a thin layer of ozone is present. This layer is important as it protectsthe earth from
the harmful rays (ultraviolet rays) of the sun.
∙ The accumulated gases in the atmosphere are called “greenhouse gases” whiletheincrease in
temperature is known as the greenhouse effect. The greenhouse effect isanatural phenomenon. It
balances and regulates the world’s temperature and makeslifepossible on earth.
∙ Global warming leads to changes in rainfall patterns, a rise in sea level, andawiderange of
impacts on plants, wildlife, and humans.
∙ Any long-term significant change in weather patterns such as changes in temperature, precipitation,
wind, and humidity is called climate change.
∙ Climate change can have impacts on plants, animals, and environment. Impacts onplants may include
some species of plants that bloom earlier than it is expected, lossof species and habitat
degradation.
∙ Rising sea level, melting of ice caps, heavy rainfalls, and cooler wind fromHanging Amihan are
effects of climate change to environment.

(ELABORATE)
Did you know that you can help in preventing climate change? Healing theplanet starts in your
garage, in your kitchen, and at your dining-room table. Here are fivelittlethings you can do to help save our
planet.
Page 5 of 9
1. Use Reusable Bags. Plastic grocery-type bags that get thrown out end up in lakesandlandfills or in
other parts of the environment. These can clog sewage pipesanddrainage canals and ultimately
pollute the water bodies into which sewagewater ispumped into. Also, it takes a while for the bags
to decompose. Whether youareshopping for food, clothes or books, use a reusable bag.
2. Recycle. Recycling is such a simple thing to do, but so many people don’t do it. Lookfor recycling cans
near trashcans. Instead of throwing recyclables in the trash withyour non-recyclables, make a point to
take an extra step to locate recycling cans aroundyour campus. Always separate biodegradable and non-
biodegradable wastes.
3. Save Electricity. Use energy-efficient light bulbs instead of regular bulbs. They last longer, which will
save you a bit of money too. Make sure you turn off lights, theTV, andother appliances when you
are not using them. Lower your air conditioning or whenit is not necessary. I know this is hard to do
with the excruciating heat this summer, but it is necessary.
4. Save Water. Water is wasted more frequently than we can see. Turn off the faucet asyouare brushing
your teeth. Don’t turn your shower on until you’re ready to get inandwash your hair. Limit your water
usage as you wash dishes. Changing old habitswill be extremely good for the environment.
5. Walk or cycle. Driving is one of the biggest causes of pollution. If you want to useyour car, ask yourself
the following question: do I really need my car? Walk or use your bicycleif the journey is a short
one.
It's high time each and every one of us took action. It's our planet, and it's our responsibility to
take care of it. We've damaged it enough. Climate change is reversible, wejust need enough
motivated people doing the right thing.
H. Making generalizations and abstractions about the lesson
Greenhouse Effect: when the atmosphere contains too much of Carbon Dioxide(CO 2), Methane (CH4),
Chlorofluorocarbons (CFCs), and Nitrous Oxide (N 2O), thewhole atmosphere and the earth
becomes hotter like it does in a greenhouse. The atmosphere holds on to too much heat,
instead of letting it escapeinto
space.
Global Warming: is an average increase in the Earth's temperature, which can contributeto changes in
global climate patterns. Global warming can occur froma varietyof causes, both natural and human. Today,
"global warming" commonly referstothe warming that can occur as a result of increased emissions of
greenhousegases from human activities. (https://energystar.zendesk.com)
Climate Change: refers to any significant changes in climate (such as temperature, precipitation, or wind)
lasting for an extended period (decadesor longer). Climate change may result from: natural causes
(changes in thesun'sintensity, changes in ocean circulation, etc.) human activities (burningfossil fuels,
deforestation, urbanization, etc.) (https://energystar.zendesk.com)
Two Cyclical Events: El Niño happens when the temperature in eastern Pacificrisesabove normal.
La Niña occurs when the temperature in easternPacificdecreases below normal.
(EVALUATE)
Page 6 of 9
QUIZ #6: TEST YOURSELF
Test I. MULTIPLE CHOICE: Choose the letter that corresponds to the correct answer.
1. Which of the following is NOT a greenhouse gas?

A. Carbon dioxide C. Methane
B. Nitrous oxide D. Sulfur oxides
2. What might happen if there is too much carbon dioxide in the atmosphere? A. The temperature on Earth may go up, so
there will be global warming. B. The temperature on Earth may go down, so there will be global cooling. C. The temperature
may go down and the sea level may drop.
D. The temperature may stay the same and there may be fewer droughts.
3. What is greenhouse effect?

A. It is the process of cutting trees.
B. It is the contamination of water.
C. It is the melting of the polar ice caps.
D. It is a natural process that keeps the Earth warm.
4. What is the main reason for melting of ice sheets?

A. Global warming
B. Noise pollution
C. Increase in the oxygen content
D. Decrease in carbon dioxide content
5. Which of the following shows the effect of climate change? A. Rising of sea level C. Coastal erosion in some species B.
Deforestation D. Siltation of bodies of water
6. The cause of the vast majority of climate change can be attributed to: A. Volcanoes C. Burning of fossil fuels B. Cattle
farming D. Crop production
7. Which is the best practice to reduce the effect of climate change? A. Livestock raising C. Organic farming B. Burning of
fossil fuels D. Car manufacturing
8. Which of the following phenomena would indicate the presence of climate change? A. Increase in the size of glaciers C.
Coral reefs dying B. Colder and longer winters D. All of these
9. Which of the following helps in decreasing global warming? A. Keep your freezer door open.
B. Keep your air conditioner on high.
C. Burning forests to make room for cattle.
D. Turn off your lights when you are not using them.
10. Reducing the amount of future climate change is called:

A. Adaptation C. Mitigation
B. Geo- engineering D. None of these
11. Why are forests important for mitigating climate change? A. Trees provide building materials.
B. Trees are an important food source.
C. Forests serve as a sink in the carbon cycle.
D. Leaves of trees reflect all sunlight away from the Earth Page 7 of 9
12. Which of the following human activities does NOT release carbon dioxide into the atmosphere?
A. Fishing C. Deforestation B. Driving D. Burning fossil fuels
13. Which of the following is NOT a negative effect of global warming? A. Loss of coastal areas C.
New infectious diseases B. Larger fish population D. Species extinction
14. Episodes of ocean warming that affect the eastern tropical Pacific are called A. La Ni ña C. EL Niño
B. Monsoons D. Coriolis Force
15. La Niña event could be characterized as which of the following? A. Colder Pacific
Ocean waters in the western Pacific.
B. Colder Pacific Ocean waters in the eastern Pacific.
C. Warmer Pacific Ocean waters in the eastern Pacific.
D. Increase in the Thunderstorms along the west coast of the Americas.
16. Which of the following would be responsible for an El Niño event? A. Weak westerlies
B. Weak trade winds
C. Strong trade winds
D. Strong westerlies
17. Which condition happens during La Niña phenomenon? A. Trade wind

becomes stronger.
B. Upwelling of cold water is blocked.
C Air pressure in the western Pacific increases.
D. Air pressure in the eastern Pacific decreases.
18. Which of the following is involved in an El Niño event?

A. Warmer ocean waters remaining in the eastern Pacific Ocean.
B. Warmer ocean waters moving west across the Pacific Ocean.
C. Colder ocean waters moving east across the Pacific Ocean.
D. Colder ocean waters moving west across the Pacific Ocean.
19-20 TRUE or FALSE:

19. Human activity is adding additional greenhouse gases to the amount that are in theatmosphere
naturally.
A. True B. False
20. Global warming is caused only by natural factors.

A. True B. False
Test II. MATCH MAKING: Match each term in column A to the statement that it best exemplifies
in column B. Write the letter of the correct answer.
AB
1.Climate Change A. General condition of the atmosphere in acertain area over a long period of time.
2.Greenhouse gases B. The warming of the planet that results whenheat is trapped by Earth’s atmosphere
3. Climate C. Long term changes in climate including average temperature and rainfall.
4.Greenhouse effect D. The observed and ongoing rise in the Earth’saverage temperature that is contributing
to
climate change
5.Global Warming E. Molecules in the atmosphere that absorbheat and reradiate it back to Earth
Page 8 of 9
(EXTEND)
POST-ACTIVITY 1: BE AWARE, BE IN-CHARGE!
(Draw on your Oslo/bond paper)
Enrichment Activity:
Create your own poster depicting the concepts in the lesson on the causes, effects, andmitigation (to reduce
harmful effects) of climate change. Use a separate sheet of Oslo/longbondpaper to be attached on your
answer sheet. You may use different drawing andcoloringmaterials. Write five (5) sentences describing your
poster. The poster will be graded basedonthe criteria given on the rubrics.
CRITERIA/ 5 4 3
DESCRIPTION
Presentation The The The poster

postercommunicates
poster
clearly some indirectly
communicatesthe important ideas communicates
mainand of the
stronglypromotes idea the idea
awareness. and slightlypromotes hardly promotes
awareness
Accuracy All graphics Most graphics Some
awareness and in
Relevance
the Content the poster
in theare
are accurate
of and poster
accurate and related
to the are accurate
related the topic.
topic.
Explanation The poster

The poster
is Poster is
issomehow
described described
thoroughly described clearly.
clearly. and
thoroughly and
clearly.
Attractivenes The poster isexceptionally

The poster isattractive
The poster isacceptably
s/visual
impact attractive attractive
terms of design,layout, in
andneatness. design, layout though
and neatness.
be a bit messy.
POST-ACTIVITY 2: MY PLEDGE TO CHANGE

Make your own environmental resolution! Make a pattern drawing of your own twohandsand write
your 10 promises to mother earth to help lessen the causes and effects of climatechange in each finger of
the hand. (10 points)
Page 9 of 9
THIRD QUARTER WEEK7 DAY1
I. OBJECTIVES
The learner demonstrates an understanding of the relationship between thevisibleconstellations
in the sky and Earth’s position along its orbit.
The learners should be able to show which constellations may be observedat different
times of the year using models.
1. identify the different characteristics of stars,
2. differentiate apparent brightness from absolute brightness,
3. explain how rotation and revolution of the Earth affects the movement of thestars through
the night and the different star patterns throughout the year and4. explain how early people
used the constellations.
II. CONTENT: STARS

A. References
1. Teacher’s Guide pages: 159 - 162
2. Learner’s Material pages: 211 – 225

www.tcoe.org
https://solarsystem.nasa.gov/solar-system/sun/overview/
https://earthsky.org/space/proxima-centauri-our-suns-nearest-neighbor LESSON 7:
CONSTELLATIONS
IV. PROCEDURE
(ELICIT)
A. Reviewing previous lesson or presenting the new lesson In grade 8, you have learned about
NEOs or Near Earth Objects. An exampleof these are comets. Study the image below to recall the
parts of a comet.
(ENGAGE)
Aside from comets, meteors, and asteroids, stars are also one of the spectacular components
in our galaxy. In this lesson, you are going to know more about starsandconstellations!
Page 1 of 12
I know you are familiar with the song “Twinkle Twinkle Little Star”. Can you sing it?
Twinkle, twinkle, little star
How I wonder what you are
Up above the world so high
Like a diamond in the sky
Twinkle, twinkle little star
How I wonder what you are
DID YOU KNOW THAT…
“Twinkle, twinkle, little star…” is a real song, but stars do not actually twinkle. As thelight of a star
travels into your realm of vision turbulences in Earth’s atmosphere cause disturbances in the light’s path,
creating the illusion that a star is twinkling!

(please refer to Science 9 Learner’s Module page 213)
There are billions of stars in our galaxy. Some of them are seen with our nakedeyeinaclear
night sky. But which stars are closest to the Earth? The nearest star in our planet istheSun. It is
considered as a yellow-dwarf star. It is the center of our solar system. TheSunisahot ball of glowing
gases. It keeps our planet warm enough for living things to thrive. It givesuslight so we can see.
The second nearest star in our planet is the Proxima Centauri. At 4.2 light yearsaway, Proxima
Centauri is the nearest star to the sun, but as it is so small and dimit cannot beviewedwith the naked eye. Stars
like our sun exist for a few billion years, red dwarfs likeProximaCentauri burn their fuel at a much lower rate
and can therefore exist far longer. Thestar Proxima Centauri was discovered in 1915 by the Scottish born
astronomer Robert Innes.
When we look at the night sky, we see thousands of stars. In reality, thereareapproximately
400 billion stars in our galaxy, and there are about 170 billion galaxies. Apersoncan see only about
3,000 stars on the average.
Stars form when clouds of gases (mainly hydrogen) are pulled together by gravitational forces.
Atomic explosion occurs inside stars. They are also hot inside that they emit heat andlight.
CHARACTERISTICS OF STARS:
Stars differ in
1. Size 2. Color 3. Brightness
Stars and their size
Stars can have

different sizes. Some
stars are similar in
size to the earth, they
are called dwarf-
stars. When stars
are bigger than earth,
they are called giant-
stars.
Page 2 of 12
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks) TYPES OF STARS (according to size)
1. Red Giant – these stars are at least 10x the
diameter of the sun. They are also old stars.
Example of these is Aldebaran. The sun will
swell into a Red Giant when it
is old!
2. Super Giant – these are the largest of all stars

and are a hundred times more luminous. Theywill
eventually explode as a Super Nova or formBlack
Holes. Examples are Betelgeuse,
Rigel, and
Polaris.
3. Dwarf Stars – These stars are less luminous and very

dense because they are made mostly of carbon. They have tightly packed nuclei.
Dwarf stars are the remains of a red
giant that ran out of fuel. Most are red/orange/yellow in color. White dwarf is the
exception to the color. A common
example is our very own Sun which is a yellow dwarf star.
STARS AND THEIR COLORS

The color of stars varies from red star, yellow star, and blue star. Red stars are thecoldest and blue
stars are the hottest.
Color of star depends on surface temperature.

1. Blue - hottest stars. Ex. Rigel in Orion; Mintaka
2. White - Ex. Sirius in Canis Major, Vega in Lyra;
3. Yellow - medium stars ex. Sun
4. Red - coolest stars. Ex. Betelgeuse in Orion, Antares the heart of Scorpio,
Aldebaranin Taurus
The table below shows that the color of the star indicates its surface temperature.
Star Color Surface Temperature inCelsius
Sun Yellow 5,700
Proxima Centauri Red 2,300
Epsilon Iridani Orange 4,600
Vega White 9,900
Sirius White 10,000
Alnilam Blue 27,000
(EXPLORE)
D. Discussing new concepts and practicing new skills #1
Stars and their brightness

The brightness of a star as seen from the Earth depends on two factors: 1) distance
and
2) actual brightness (or absolute brightness) of the star.
Page 3 of 12
⮚ Apparent Brightness - is the brightness of a star as seen from the Earth. It dependsonhow far
away a star is from Earth.
⮚ Absolute Brightness - is the brightness the star would have if all stars were thesamestandard
distance from Earth
Observe the image above. Compared to the Sun, Sirius is about 27 times as powerful asthe Sun, but
Rigel has the power of many thousands of Suns. In terms of distance fromtheEarth, Rigel is almost 100 times
farther away than Sirius. In terms of apparent brightness, Siriusis about twice as bright as Rigel. Sirius looks
very bright when viewed from Earth becauseit iscloser to Earth!
SCIENCE 9 WEEK7DAY3E. Discussing new concepts and practicing new skills #2
Constellations are imaginary groups of star. In the 2nd century A.D., Ptolemy listed48constellations
and the names of which are still in use. The ancient astronomers named theconstellations after personalities
and creatures from their mythologies. Many of these constellations have names that can be traced back to
early Babylonians and Greek civilizations, but nearly all cultures have different names for the constellations.
Today, 88 constellations are recognized. Astronomers divided the sky into 88 sectionswe call
constellations covering the sky.
One common example of a constellation

is:
1. ORION – also called “The Hunter”

and prominent during winter. It is called
“Balatik” by Filipinos which is a trap for
hunting wild pigs. Orion’s belt is called
Tatlong Maria Or Tres Marias
Page 4 of 12
THREE TYPES OF CONSTELLATION
1. Circumpolar Constellation are

constellations that never disappear below
horizon and can be seen all year round.
Examples are Ursa Major, Ursa Minor,
Cassiopeia, Draco, and Cepheus
2. Seasonal Constellations are
constellations that can
only be seen
during specific time of
the year.
3. Zodiacal Constellations- They

are constellations that lie alongthe
plane of ecliptic (path of thesun).
The ecliptic is defined by the
circular path of the Sun acrossthe
sky, as seen fromEarth. The
passage of the Sun throughthe
zodiac is a cycle that was usedby
ancient cultures to determinethe
time of year. Examples areTaurus,
Gemini, Leo, Aquarius, Sagittarius,
etc.
By observing Sun’s movement and position in the sky, we can tell what time of theday it is. When it
seems to rise in the east, it is morning. When it is above us, it is noon. Whenit seems to move towards the
west, it is afternoon. At night, stars are used to tell the time. Just like the Sun, stars also seem to move
from East to West.
INTERESTING FACT! While the rotation of the earth on its axis causes theapparent nightly
movement of the stars across the sky, the revolutionis responsible for the fact that we can see
different parts of the sky at different partsof the year!
FEATURED STAR: THE POLARIS
Polaris, commonly known as North Star, is the brightest star in the constellationUrsaMinor (Little
Dipper). It is very close to the north celestial pole, making it the current northernpole star. Because it
lies nearly in a direct line with the axis of the Earth's rotation "above" the
Page 5 of 12
North Pole, Polaris stands almost motionless in the sky, and all the stars of the Northernskyappear to
rotate around it!
A star trail is a type of photograph that utilizes long exposure times to capture theapparent motion of
stars in the night sky due to the rotation of the Earth. The figure belowisanexample of star trail captured in our
very own Mt. Pulag in Benguet.
Polaris as viewed
fromthe Philippines
(Quezon City) Photo
Credit: Anthony
Urbano
Photo Credit: Norman P. Aquino
FUN FACT! To locate the Polaris, face North and locate the Big Dipper. Two stars(Merak and
Dubhe) in the Big Dipper are called pointer stars because they seemto point toPolaris!
An observer from Earth will be able to see the stars that are on the night side. Thestarson the same
side as the sun cannot be seen because sunlight overpowers all the star lights. During summer in the
Philippines, the constellations of Orion and Taurus are NOT visibleat night. They will be visible again as the
cold season begins. During this time,Scorpius will not beseen in the night sky.
Page 6 of 12
As the Earth revolves aroundits
orbit, the stars that were concealedbythe
bright light of the Sun in the previous
months will appear in the night sky.
(EXPLAIN)
Read and study the following Key Concepts!
∙ Stars form when clouds of gases (mainly hydrogen) are pulled together by gravitational forces.
∙ Stars differ in many ways such as size, brightness, and color.
∙ The color of stars varies from red star, yellow star, and blue star. Red stars are thecoldest and blue
stars are the hottest.
∙ The brightness of a star as seen from the Earth depends on two factors: distance andactual brightness
(or absolute brightness) of the star.
∙ Constellations are imaginary groups of star. Today, 88 constellations are recognized. An example of a
constellation is Orion or “The Hunter”. It is also called “Balatik” in other areas of the country.
∙ The three types of constellations are Circumpolar, Seasonal and Zodiacal Constellations.
∙ The revolution of the earth around the sun is responsible for the fact that we canseedifferent parts of
the sky at different parts of the year.
SCIENCE 9 WEEK7DAY4(ELABORATE)
While constellations were associated with religion, they also have practical uses. Beforethe calendars,
people had no way of determining when to sow or harvest except by lookingat these patterns in the sky.
Ancient people developed a way to remember the patterns by givingthese patterns names and stories. For
example, in the northern hemisphere, the constellationOrion indicates the coming of cold season.
The constellations made it easier for them to recognize and interpret patterns inthesky. For
example, Gemini is seen in the Philippines during the months of April and May. Farmers interpreted the
appearance of Gemini as the end of planting season and it signifiedrich harvest.
Page 7 of 12
The table below shows how the Matigsalug Manobo of Bukidnon used the stars andconstellations in
relation to their agriculture.
Another use of constellations was in navigation. The Polaris is widely used in navigation because it
does not change its position at any time of the night or year. Also, onecanfigure out his/her latitude just by
looking at how high Polaris appears in the night sky. Thisallowed sailors to find their way as they sail across
the seas.
Page 8 of 12

Compiled Sipacks For THIRD Quarter

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Republic of the Philippines

BRGY. LOURDES, CITY OF SAN FERNANDO, PAMPANGA

Republic of the Philippines

WEEK LESS DATES

3 3 ENERGY FROM VOLCANO

4 FACTORS AFFECTING CLIMATE:(LATITUDE, FROM

Address: PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga

Activity No. _____

▪ identify and describe the parts of a volcano

▪ classify volcanoes as active and inactive volcanoes

▪ name some active volcanoes in the Philippines, and

LESSON 1: WHAT IS A VOLCANO?

III. LEARNING RESOURCES

____4. There are no volcanoes around the Pacific ring of fire.

✔ Located in the provinceof

✔ This volcano is locatedin

2. Summit – highest point of the volcano.

10. Magma - molten rocks still under the ground.

I. Identify the parts of the volcano being described.

4. An opening on the surface where volcanic materials are

5. It is formed when a part of the wall collapses following

Slope Lava Vent Taal Cone Eruption Volcano Ash

Figure 2. Concept Map of Volcano

Dust, Ash and Rock

4. What is the difference between lava and magma?

PHILIPPINES (Write your answers on your pad paper.)

Kanlaon 26 September 2020 4.

Mayon 49 July 2020 5.

Pinatubo 2 July 1992 6.

Taal 34 September 2020 8.

Volcanoes that has no record of eruption Volcanoes that has

erupted 1 to 5 times Volcanoes that has erupted 6 to 10 times

Types of Volcanoes According to Shape

∙ Lava that comes out is less sticky.

∙ Because the lava is runnier, it travels farther

2) CINDER CONE VOLCANOES

Examples: Taal Volcano in the Philippines

3) COMPOSITE VOLCANOES (STRATO VOLCANOES)

Examples: Mount Fuji in Japan

CINDER CONEVOLCANOES 5) 8) 11)

Your family moved to a peaceful community which is known to have a volcanoandyouwant to

H. Making generalizations and abstractions about the lesson Read This:

∙ Volcanoes are classified according to

a. emits hot gases

https://wordart.com/0vbg7v6lw8wa/volcano Source: https://wordart.com/mrgij09q91a7/volcano

Word All Most Some

Number 15- 20are 10 5

Spelling There are are 1-

Creativity/ The Student's Student's

SCHOOL PAMPANGA HIGHTEACH

Activity No. _____

LESSON 2: VOLCANIC ERUPTION

III. LEARNING RESOURCES

B. Other Learning Resources:

6. ______________ 7. __________________ 8. ________________b. Identify the part of the

volcano pointed by the arrow.

WHAT IS VOLCANIC ERUPTION?

HOW DO VOLCANOES ERUPT?

An eruption starts with the formation of magmafrom

EX: PRESSURE COOKER

How is volcanic eruption predicted?

Hazards of Volcanic Eruption

A. Phreatic or Hydrothermal – is a stream-

6. 7. 8. ____b. Identify the part of the