Republic of the Philippines

Department of Education
REGION V - BICOL
SCHOOLS DIVISION OFFICE OF ALBAY
MALINAO NATIONAL HIGH SCHOOL
BALZA, MALINAO, ALBAY

DETAILED School Malinao National High Grade Level Grade 9

LESSON School
PLAN Student Teacher Irica Mae G. Ciervo Learning Area Science
Date April 2, 2024 Quarter 4th Quarter
Time 6:30 am to 11:30 AM Checked by Maila V. Aquino
I. OBJECTIVES
A. Content The learners demonstrate understanding of volcanoes found in the Philippines
Standard
B. Performance The learners should be able to participates in activities that reduce risks and
Standard lessen effects of natural phenomenon such as volcanic eruption
C. Learning Describe the different types of volcanoes and volcanic eruption
Competencies
II. CONTENT
Topic Volcanic landforms and eruptive styles
Sub - Topic
Specific Objectives At the end of the lesson, the learners must be able to:
 identify the volcanic landforms
 describe the effect of high temperature to the formation of gas and
 determine the eruptive styles

III. LEARNING
RESOURCES
References
Teacher’s Guide Science Teacher’s Guide pages 137-138
Learner’s Material Pages Science Learner’s Module pages 168-170
Additional Materials
from Learning Resources
(LR) portal
Other Learning
Resources
IV. PROCEDURES
Students Activity Teachers Activity
Preliminaries A. Greetings

Good morning, Class! Good morning, Sir!

B. Prayer

Let us all stand and start the day with a prayer. Student A:
Student A, kindly lead the prayer. Let us pray.
Thank you, Student A. Amen.

C. Classroom Management
Before you take your seats, please look under
your chairs if there is any piece of trash and
throw it properly at the garbage bin. Also,
please align your chairs.
(The students will check
under their chairs if there are
pieces of trash. Throw it and
align their chairs properly.)

D. Checking of Attendance

E. Checking of Assignments
Do we have any assignments? Monitor will check the
attendance.
A. ELICIT Recall the lesson about the introduction of
(3 mins) volcano.
 Ask student about the definition of volcano. Student 1
A volcano is a rupture in the
Earth's crust that allows
magma, gas, and ash to
escape. They can vary from
gentle domes to explosive
mountains, often found at
tectonic plate boundaries.
Eruptions can produce lava
flows, ash clouds, and
pyroclastic flows, impacting
both the environment and
nearby communities.
Very good!

How about the types of volcanoes?

Anyone from the class?

Student 2
Yes? Volcanoes vary: Shield (e.g.,
Mauna Loa) have gentle
slopes, stratovolcanoes (e.g.,
Mount Fuji) are tall and
explosive, cinder cones (e.g.,
Paricutin) are small and steep,
lava domes (e.g., Mount St.
Helens) form from thick lava,
and calderas (e.g.,
Yellowstone) are large crater-
like depressions.

B. ENGAGE Introduce the topic by showing pictures of

(5 mins) volcanoes with different shapes and the parts of
volcano.

Show pictures of volcanoes with different

shapes;

Student 1
Ask them about the difference between the Shield Volcano: Look for
picture shown. images of broad, gently
sloping volcanoes with a
 wide base

Student 2
Stratovolcano: Search for
tall, steep-sided volcanoes
with a conical shape

Student 3
Cinder Cone Volcano: Find
images of small, steep-sided
volcanoes formed from
ejected volcanic debris

Student 4
Lava Dome: Look for
rounded mounds formed by
the slow extrusion of viscous
lava

Student 5
Caldera: Search for large,
crater-like depressions
formed by the collapse of a
volcano's summit.

Shield volcanoes, characterized by broad and

gently sloping profiles, often emit flowing lava
during eruptions. Stratovolcanoes, with tall and
steep-sided cones, are known for their potential
for explosive eruptions, producing ash and
pyroclastic flows. Cinder cone volcanoes
display small and steep-sided cones formed
from ejected volcanic debris. Lava domes
appear as rounded mounds resulting from the
slow extrusion of thick lava. Calderas are large
crater-like depressions formed by the collapse
of a volcano's summit.

How about difference between the caldera and Student 6

crater? Did they have a similarities and Calderas and craters are
differences? both volcanic features, but
they differ in size and
formation. Calderas are large
crater-like depressions
formed by the collapse of a
volcano's summit after a
major eruption or magma
chamber emptying, such as
Yellowstone Caldera. Craters
are smaller depressions
formed at the summit or on
the flanks of a volcano during
eruptions or through other
volcanic processes, like those
seen on Mount St. Helens.
 Alright! Very good students.

Calderas are large, crater-like depressions from

major volcanic collapses, while craters are
smaller depressions formed during eruptions or
other volcanic activities.

C. EXPLORE Okay so now, let’s do the activity 3 entitle

(10 mins) “Under Pressure”

Materials
 Two 300 ml bottled soft drinks (must
be sealed before using)
 Two 300 ml bottled cooking oil
 Two identical small basins
 Hot water

Procedure Students will participate in

1. Half fill basin A with hot water and the activity.
basin B with cold water
2. Put one bottled soda in basin A and
another one in basin B. Wait for three
minutes.
3. Slowly unscrew the caps from the
bottle in each basin and observe.

Guide Question
Q7. What did you observe in each bottle?
Q8. Explain your observation.
Q9. What is the role of hot water in the setup?

What if we use another liquid such as oil

instead of soft drinks? Will we have the same
observation? Let’s find out in the next
procedure.

4. Replace the hot water in basin A

5. Put one of the bottled cooking oils in
hot water and the other one in cold
water. Wait for three minutes.
6. Slowly unscrew the caps and observe.

Guide Questions
Q10. Do you have the same observation as in
the soft drinks?
Q11. Explain your answer.

After doing the activity, students will answer all

the guide questions.
D. EXPLAIN
(10 mins) Now, let’s answer the guide questions.

Who can answer Q7?

What did you observe in each bottle? Student 1

In each bottle, as pressure
was applied, distinct changes
were observed. The first
bottle showed an increase in
pressure, causing it to expand
and ultimately burst due to
the inability to contain the
pressure buildup. The second
bottle demonstrated the
opposite effect, collapsing as
pressure was applied due to
its flexible and compressible
nature.

In short, A fizzing sound was heard followed by

the rushing out of bubbles from the bottle
dipped in hot water. There was also a sound
heard in the bottle placed in cold water but not
as much as much as in bottle A.
Student 2
Next number. Based from our observation,
Q8. Explain your observation. there was accumulated gas
inside the bottle.

Okay very good!

Student 3
Let’s answer Q9. In the setup, hot water serves
as a heat source to increase
Q9. What is the role of hot water in the setup? the temperature and
subsequently the pressure
inside the bottles. As the
water heats up, it transfers
thermal energy to the air
trapped within the bottles,
causing the air molecules to
move more rapidly and
increase in pressure. This
increase in pressure simulates
the conditions of increased
pressure that occur within
Earth's crust, mimicking the
effects of tectonic forces on
geological structures.

As the hot water increases the temperature of Student 4

the soda drink inside the bottle. As the The observations with hot
temperature increases, more gas is accumulated water in the setup may
inside the bottle. This causes the frizzing sound. resemble those seen with soft

Q10. Do you have the same observation as in
the soft drinks?
The observation in the bottle of cooking oil is
not the same as in the soda drinks.
Very good. Last number.
Q11. Explain your answer.
Precisely, there was not much gas released in
the bottled cooking oil because of its
composition. Soda drink is carbonated. The
high temperature released the gas from the soda
drinks.
E. ELABORATE
(5 mins)
F. EVALUATE
(10 mins)
drink bottles under pressure.
Heating the contents
increases pressure inside,
potentially causing
expansion, deformation, or
even bursting, depending on
factors like bottle material
and design.
Student 5
In both cases, pressure or heat
changes affect the bottles'
behavior. Applying pressure
to soft drink bottles can cause
them to expand, contract, or
burst, while heating them
with hot water increases
internal pressure, leading to
similar outcomes.
 G. EXTEND Assignment

V. REMAKRS
VI. REFLECTION
A. No. of students
who earned 80%
in the
evaluation.
B. No. of learners
who required
80%
additional
activities for
remediation who
scored below
80%.
C. Did the remedial
lesson work?
No. of learners
who have caught
up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help resolve?
G. What innovation
or localized
material did I
use/discover
which I wish to
share with other
teachers?

Prepared by:

Irica Mae G. Ciervo

Student Teacher

Checked by:

Mrs. Maila V. Aquino

Cooperating Teacher