School CALUMPANG HIGH SCHOOL Grade Level: 9

DAILY LESSON LOG Teacher MARY ANN D. APOSTOL Learning Area: SCIENCE
Teaching Week WEEK 5 Quarter: 3rd QUARTER
DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
DATE January 6, 2020 January 7, 2020 January 8, 2020 January 9, 2020 January 10, 2020
I. OBJECTIVES
A. Content Standards factors that affect climate, and the effects of changing climate and how to adapt accordingly
B. Performance Standards participate in activities that reduce risks and lessen effects of climate change
Describe certain climatic phenomena that occur on a global level S9ES-IIIf-31
C. Learning Competencies / Explain how latitude, altitude Explain how ocean currents affect Assess prior knowledge
Objectives 3rd QUARTER 3rd QUARTER
and distance from the ocean climate. and experiences about
Write the LC code for each
affect climate. climate change./ EXAM EXAM
SUMMATIVE TEST
2.Climate 2.Climate 2.Climate
2.1 Factors that affect climate 2.1 Factors that affect climate 2.1 Factors that affect
II. CONTENT 2.2 Global climate phenomenon 2.2 Global climate phenomenon climate
2.2 Global climate
phenomenon
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp.136 pp.137 pp.138
2. Learner’s Materials pages pp.166-167 pp.168 pp.170
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Recall the recently finished Recall grade7 lesson about heat Review lesson about
lessons. Ask students about transfer, specifically convection. factors that affect the
B. Establishing a purpose for the
lesson
certain relationships of the Ask students to explain the atmospheric temperature
following: movement of warm and cool air; and climate of a place.
about convection currents.
Students must remember that

C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills#2
*distance of a place from the
sea/ ocean and atmospheric
temperature
Show 5 different photos to
students. (Photos must show
different environments/
communities or humans in
different types of clothing, that
will give the students clues
about the temperature of the
place in each photo.( e.g. photo
showing people in fur coats;
photo showing the peak of a
mountain covered with ice;
photo of a community near the
seashore; photo of tropical
country;) Ask students to infer
whether the place in the photo
is a cold, very cold, warm or
very warm area. Allow them to
justify their answers based on
what they have learned in the
earlier lessons.
Perform Activity 5:
“Temperatures of Different
Cities Around the World”, LM p.
193. Allow them to have a group
discussion and let them answer
Guide Questions 23- 28.
Ask a representative from each
group to present their answers
to the guide questions:
#23. Which city had the highest
temperature?
#24. What factor do you think is
the cause of high temperature in
the city?
warm air or water rises and cool
air/ water sinks. Also recall that
the atmosphere and oceans are
having convection currents;
wherein the direction of fluids is
from warm area towards colder
areas
Ask students : What are the Allow students to perform
different factors that affect the Activity 7:
temperature of a certain place? ”Getting Ready”, LM
(Students expected answer: pp.196-197
altitude, latitude, distance from
the ocean)
Introduce the next topic of the
lesson, another factor that affects
the temperature of a place.
Let students have their groupings Ask five volunteer
and allow them to have a peer students to present the
discussion. Let them perform answers to the questions
Activity 6: “Ocean Currents”, LM (refer to Activity 7)
pp. 194-195. Students will answer
guide questions 29-33.
A reporter from each group will Provide correct answers
present their answers in front of to questions in the bingo
the class card. Relate each
Guide Questions: answered question to
#29. What are the different ocean climate change.
currents that carry warm water?
Give at least three (3)

F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
#25.which city had the lowest
temperature?
#26. What factor do you think is
the cause of low temperature in
that city?
#27. What factor do you think
greatly affects the climate of
Tokyo? Support your answer.
#28. How does the elevation of
Paris affect its climate?
Emphasize important points of
the lesson based on the activity.
Also correct any misconceptions
of students, based on the
reports made.
Concretize the idea that the
temperature of every place on
Earth vary depending on the
latitude, altitude ,and distance
from large bodies of water at
specific months of the year.
Make students remember that
climatic conditions are also
affected by the revolution of the
Earth.
What climatic condition is
experienced at:
1. high altitude areas
2. tropical areas
3. low altitude areas
4. near the ocean
#30. What are the different ocean
currents that carry cold water?
Give at least three (3).
#31. What kind of air does
Greenland current take along?
Explain
#32. How do the Kamchatka
current and Kuroshio current
affect the north eastern part and
southern part of Japan?
#33. How do ocean currents affect
climate?
Important points for discussion: Discuss with students
a. Gyres flow clockwise in the whether climate change
northern hemisphere, while is man- made or not.
counterclockwise in the southern Elicit answers from
hemisphere. This is due to students. Allow them to
Coriolis effect. justify their answers.
b. Ocean currents from the
equator carries warm water and
warm air above them.
c. Ocean currents that move
towards the equator carry cold
water and cold air above them.
d. Ocean currents affect the
temperature of places
e. Ocean current is another factor
that affects the climate of a place.
1. What do you call the loops of Identify the following:
ocean currents? 1. 3R stands for?
a. Convection current 2. Gas released in landfills
b. Upwelling 3. General condition of the
c. Coriolis effect atmosphere within a year
d. Gyre 4. CFC stands for?
 5. far from the ocean 2. The direction of rotation of 5. Which will help
these loops is caused by_____. alleviate climate change,
a. Coriolis effect eating vegetables or
b. Revolution eating meat?
c. Tilting of earth’s axis
d. All of the above
3. If a coastal area is visited by an
ocean current from the equator,
what will happen to the
temperature of the place?
a. Increases
b. Decreases
c. Remains the same
d. Increases, then decreases
4. Ocean currents from the polar
region carry with them ____water?
a. Cold
b. Warm
c. Frozen
d. boiling
5. Kuroshio current comes from
the Phil. sea and goes to South
Japan. What will happen to the
temperature of South Japan?
a. Increases
b. Decreases
c. remain the same
d. Increase, then decrease
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment

B. No. of learners who require additional

activities for remediation.
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared By:
MARY ANN D. APOSTOL
Checked by the G-9 Level
Coordinator:
EFRYL MAE S. DAPAL
Reviewed by the Academic Head:
JULIUS B. BARRIENTOS
Approved by the School Head:
CARLITO V. GILZA