School Grade &

Balnasan National High School 9- Gold

Section
DAILY Teacher Learning
LESSON MYLENE B. DELA CRUZ SCIENCE
Area
PLAN Teaching Dates March 20, 2024
& Time Quarter 1

Week No. 7 Day 4 Duration 60 MINUTES

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
A. Content
Standards
B. Performance
Standards
C. Learning Describe certain climactic phenomena that occur on a global level ( S9ES-III-31)
Competency/ies
Write the LC Code for each.
Knowledge:. Describe climate change
D. Learning
Skills: Explain how greenhouse gasses trap heat.
Objectives
Attitudes: Acknowledge the effect of climate change
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Climate Change
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
pp.
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Science 9 LM,
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing Minds On Pre-assessment Graffiti activity. Show what they know.
previous lesson or Provide groups with large sheet of paper and markers. Have group members
presenting the new think for one minute about what they know about climate change. After
lesson. thinking, students have one minute to record what they know or think they
ELICIT (The activities in this section
will evoke or draw out prior concepts of know. Share. Post collection of knowledge on the wall to be added to or revised
as needed.
AWARENESS

or experiences from the students)

B. Establishing a
purpose for the
lesson. The teacher will present a video about Causes and effect of climate change
ENGAGE (The activities in this section
will stimulate their thinking and help them
access and connect prior knowledge as a
jumpstart to the present lesson.)
C. Presenting Teacher will show videos of extreme weather cause by climate change.
examples/instance
s of the new lesson.
 D. Discussing the new ACTION! Whole Class J Group read and share
concepts and 1. Working in groups of three or four students read one article on climate change
practicing new (BLM 1.1,1.2,1.3,1.4). Tell groups to be prepared to explain what they have learned
skills #1. from the reading. Allow students three minutes to record by drawing, labeling or
EXPLORE (In this section, students writing what they have learned in the article using the placemat (BLM 1.5). Next,
will be given time to think, plan,
investigate, and organize collected students will do a round table sharing their visual interpretation of what they have
information; or the performance of the learned. Each member has two minutes to share.
planned/prepared activities from the
student’s manual with data gathering and 2. Following readings have students count off from 1-4 to form new groups. Newly
Guide questions) formed groups should have members who have read different articles. Do a round
table, each member has three minutes to share what they have learned.
3. Group share- Pick one student from each placemat section to share his or her
visual Interpretation of the reading. Teacher circulates to assist and clarify
misconceptions.
4. Cut placemats sections into four, grouping similar article information into a
collage. Post on the placemat sections as a collective collection of ideas and
knowledge gained regarding climate change.
(Indicator 2& 3)
Rubric for Climate Change Reading Activity
Needs
Improvement
Criteria Excellent (4) Good (3) Fair (2) (1)
Understandin - - Shows a - Shows some - Demonstrates
g of Article Demonstrate clear understanding of little
Content sa understandin the article content understanding
comprehensi g of the of the article
ve article content
understandi content
ng of the
article
Visual - Visual - Visual - Visual - Visual
Representatio representatio representatio representation representation
ACTIVITY

n n effectively n somewhat lacks clarity or is unclear or

conveys key conveys key coherence irrelevant
points points

Contribution - Actively - Contributes - Participates in - Does not

to Group contributes to group group discussion contribute to
Discussion valuable discussion with limited input group
insights with relevant discussion
during insights effectively
group
discussion
Engagement - Actively - Engages in - Participates with - Demonstrates
and engages in the activity some engagement minimal
Participation the activity and engagement or
and participates participation
participates adequately
fully
Communicati - - - Communication -
on Skills Communicat Communicat is somewhat Communicatio
es ideas es ideas unclear or n is unclear or
clearly and clearly but ineffective ineffective
effectively may lack
some clarity
Collaboration - - - Collaborates with - Does not
with Group Collaborates Collaborates some difficulty collaborate
Members effectively well with effectively with
with group group group members
members members
Overall Performance Rating:
16-20: Excellent
 E. Discussing the new
concepts and The teacher will present the lesson through powerpoint presentation.
practicing new
skills #2.
F. Developing The teacher will ask , the following questions, to assess the students understanding
mastery base on the result of the activity; Encourage Students participation in the activity.
(Leads to formative 1. Define Climate Change
assessment 3). 2. How do humans contribute to climate change?
EXPLAIN (In this section, students will 3. How do you contribute to climate change?
be involved in an analysis of their 4. Draw a diagram illustrating the greenhouse effect.

ANALYSIS
exploration. Their understanding is
clarified and modified because of
reflective activities)/Analysis of the
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
G. Making
generalization and
abstraction about
the lesson.
ELABORATE (This section will give
students the opportunity to expand and
ABSTRACTION
5. What does GHG stand for? How do humans produce GHGs?
6. Why is it important to take actions against climate change?
7. What could you do to combat climate change?
8. List the impacts of climate change in a chart form.
9. What is mitigation? How can we mitigate climate change?
10. List 3 things you can do to mitigate climate change.
11. How are we adapting to the impacts of climate change?
12. List 3 things you can do to adapt to climate change.
(Indiacator 1, 2, 6 & 7)
What is Climate Change?
The word climate means the long-term weather patterns for a particular area.
On Earth we have different climates depending on how far away you are from
the equator and other factors like the movement of the ocean and the Earth’s
tilt. Regions closest to the equator tend to have very hot climates whereas
regions nearest to either of the poles have very cold climates.

solidify / concretize their understanding

of the concept and / or apply it to real –
WHY IS CLIMATE CHANGE HAPPENING?
world situation) Climate change is happening because of human activities. When we burn fossil fuels
(oil, natural gas and coal) for energy in our homes, to power our cars and factories, we
release carbon dioxide, a type of greenhouse gas, into the atmosphere. We also
release a lot of carbon dioxide from our farming practises, making cement and by
cutting down forests which would naturally suck up carbon dioxide from the
atmosphere. These greenhouse gases absorb heat from sun and radiate it back down
to Earth. The higher concentrations of greenhouse gases we have, the warmer our
planet gets, changing the Earth’s climate and affecting every part of our world.

H. Finding practical Teacher will ask the following question;

application of 1. How has your perception of climate change evolved throughout this lesson?
concepts and skills Possible answer: Throughout these lessons, the understanding of climate change
in daily living. would likely evolve from a basic awareness of the phenomenon to a deeper
comprehension of its causes, impacts, and possible solutions. Initially, I might start
with a foundational understanding of climate change as a concept influenced by
human activities and natural processes. As the lessons progress, I would delve into
the complexities of greenhouse gas emissions, the interconnectedness of
ecosystems, and the far-reaching consequences of climate change on both natural
and human systems.
2) What role do you think education plays in addressing climate change awareness?
Possible answer: Education plays a crucial role in addressing climate change
awareness by providing individuals with the knowledge, skills, and understanding
needed to comprehend the complexities of the issue. Through education, people can
learn about the science behind climate change, its causes, and its impacts on the
environment and society. Furthermore, education empowers individuals to take
action by promoting sustainable behaviors, encouraging critical thinking, and
fostering a sense of responsibility towards the planet. By integrating climate change
education into school curricula and raising awareness through various educational
platforms, we can cultivate a generation of informed and environmentally conscious
citizens who are equipped to contribute to solutions and advocate for positive
change
3) Share one action you can take to contribute to mitigating climate change.
Possible answer:
4). How can we incorporate the traditional ecological knowledge of the indigenous
APPLICATION

community in Northern Samar into our scientific understanding of climate change,

and how might this integration enhance our ability to address environmental
challenges effectively?
( Indicator 1 & 3;)
SOLO Integration
 I.
Evaluating

ASSESSMENT
learning.
EVALUATION (This section will Students performance in the activity will be the basis in assessing students learning.
provide for concept check test items and
answer key which are aligned to the
learning objectives - content and
performance standards and address
misconceptions – if any)
J. Additional
activities for

ASSIGNMENT
application or
remediation.
EXTEND (This sections give situation
that explains the topic in a new context ,
or integrate it to another discipline /
societal concern)

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learner who
caught up with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?
NOTE: Procedure is adapted/adopted from DLP 2017 of DepEd-Division of Lapu-Lapu City as reference.

Prepared by: Checked by:

MYLENE B. DELA CRUZ MEL T. SALUIB

Subject Teacher JHS Dept. Head

Noted by:

RAMON E. LOBOS, JR
School Head