School Grade Level 9

Teacher Learning Earth & Space (Earth Science)

Area
Teaching Quarter Third
Dates
Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Content The learners demo nstrate an understanding of volc anoes found in the
Standard Philippines.
Performance
Standard
Learning 1. Describe the diff erent types of volcanoes
Competency 2. Differentiate acti ve and inactive volcanoes
Code: S9ES-IIIa-25 S9ES-IIIa-26 S9ES-IIIa-27
Assess the
mastery level
of the
Pre- Describe different types of Differentiate volcanoes as students on
DAILY TASK Characterize a volcano.
Assessment volcanoes. active and inactive. the topic
characteristics
and types of
volcanoes.
II. Types of volcanoes according Summative
CONTE Pre-test Characteristics of a volcano to cone shapes. Active and Inactive volcanoes Assessment
NT
III. LEARNING R ESOURCES
Teacher’s pp.136
Guide
Learner’s pp.165-166 pp.166
Materials
Additional Pictures of volcanoes
Materials
IV. LEARNING T ASKS
Video presentation about the PICTURE ANALYSIS: Different Video clip presentation of an
volcano kinds of volcanoes. erupting Mt. Mayon.
(Introduction to the topic http://int.search.tb.ask.com/searc https://www.youtube.com/watch?
ELICIT about the volcano) h/AJimage. v=YLUZYzGWbOw
https://www.youtube.com/watc
h?v=Be7o6BYVOzA
 1. What can you 1. What did you see on the 1. What can you say about
say about the video? picture? the video clip?
2. What is a 2. Compare the three 2. Do you think there are
volcano? volcanoes. What can you say also volcanoes that do not
3. Describe a about each volcano? erupt? 3. What do you call
ENGAGE volcano. 3. Are there similarities those volcanoes that are
among the volcanoes? Why? erupting? How about volcanoes
that seemed to erupt and
became quiet for a long period
of time?
Essential Question: Essential Question: Essential Question:
What are the What are the different types of What is the difference between
characteristics of a volcanoes? active and inactive volcano?
volcano?
Working in groups, Working in groups, students will Working in groups, students will
students will follow follow guided activity. Each follow a guided activity. Each
guided activity. Each group is given a reading text group is given a reading text to
EXPLORE
group is given the about the types of volcanoes. discuss the difference between
tasks to characterize a (See attached file) active and inactive volcano.
volcano using a http://www.geography.learnonthe (See attached file)
concept map (refer to internet.co.uk/topics/typesvolcan http://www.preservearticles.com/
LM pp. 165-166) oes.html 2011111717347/classification-
ofvolcanoes-on-the-basis-
ofperiodicity-of-eruption.html
 Publication and Publication and Communicating Publication and Communicating
Communicating Results Results Results

Based on the picture, Key Questions: Key Questions:

give five (5) 1. What are the different 1. What is an active
EXPLAIN
descriptions of a types of volcanoes? volcano? Inactive volcano?
volcano. Present your 2. What do you think is the 2. How will you distinguish
answer in a concept basis active from inactive volcano?
map. of differentiating these
volcanoes?
 3. Describe each type of
volcano.
Key Questions: Key Questions: Key Question:
1. How would you 1. What are the different What is the difference
describe a volcano? types of volcano? between active and inactive
ELABORATE
2. What are the 2. How do they differ volcano?
characteristics of a from each other?
volcano?
Describe the A.Describe the following Differentiate an active volcano
characteristics a volcanoes using the from inactive volcano. (5pts)
volcano. ( 5pts ) description below. Rubrics:
Rubrics: 5 - Differentiated clearly and
5- All characteristics of * are steep sided cones completely.
volcano were present. 4- *with gently sloping sides 4 - Differentiation is complete
only 4 characteristics are *much steeper sides but not clear
EVALUATE present 3 - Differentiation is complete
3- only 3 characteristics are but vague.
present
1. Composite volcanoes
2 - Differentiation is
2 - only 2 characteristics 2. Shield volcanoes incomplete and vague.
are present 3. Dome volcanoes 1 - Irrelevant answer
1 - only 1 characteristic is B. Tell what type of volcano
present 1. Mayon
2. Pinatubo
Give example of Give other examples of Give examples of volcano
volcano/es locally found in volcano found in the that are active or inactive
EXTEND your place and Philippines and identify what found in the country.
describe its/ their type.
characteristics.

V. REMARKS
 VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
• 80%
and Above:
• Below
80%:
Did the remedial
lessons work? No. of
Learners who:
• have
caught up
with the lesson
• continue
to
require
remediation
Which of my teaching
strategies worked
well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor
can help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
Activity Sheets/ Readings Volcanoes, from whose vents there is constant emission of volcanic
materials such as, lava, ashes, lapilli, pumice and gases etc. are called active
Activity Sheet volcanoes. Some of the active volcanoes are continually in eruption, while in
other cases the eruptions are intermittent.
DIFFERENCE BETWEEN ACTIVE AND INACTIVE VOLCANO
According to the PHIVOLCS active volcanoes are that have a record of
eruption within the last 600 years or those that erupted 10,000 years ago based
Active Volcanoes: on analysis of their materials.
 According to Worcester, there are about 500 active volcanoes in
the world today. Besides, there are other active submarine volcanoes
whose number is difficult to determine.
Most of the active volcanoes are found in the Circum-Pacific Belt
which is known as 'the Ring of Fire'. A few examples of active volcanoes
are: Etna and Visuvius, Mount Pelee (Martinique), Mount Karmai
(Alaska), Mount Saint Helens, Nevado Del Ru'z
(Columbia), Mount Unzen (Japan), Mount Pinatubo (Philippines), Mount
Redoubt (Alaska) and Mount Mayon (Philippines).
The Stromboli volcano emits so much fire and incandescent
gases that it is known as 'the Light House of the Mediterranean Sea'.
Besides active volcanoes are found in Alaska, Aleutian Islands,
Kamchatka, the Kurile Islands, Japan, Taiwan, Philippines and the
Moluccas group.
Inactive/Dormant Volcanoes:
There are certain volcanoes which do not show any sign of
volcanic activity for a long time. They are in a state of slumber.
They appear to be extinct.
But all of a sudden there is explosive eruption with the
result that there is unimaginable loss of life and property. Such
volcanoes are said to be of the dormant type. The Vesuvius
volcano is a typical example of a dormant volcano.
According to PHIVOLCS,inactive volcanoes are those
that have erupted for the last 10,000 years and their physical
form is being changed by agents of weathering and erosion
through formation of deep and long gullies.
This volcano which erupted in A.D. 79 remained dormant for more than
1700 years. Then it was in the year 1631 that there was an explosive eruption.
Ever since, it has been intermittently active, though from 1500 to 1631, it
was dormant for a period of 131 years. Even centuries of inactivity do not mean
extinction.
It may be pointed out that when a dormant volcano becomes
active, the eruption is apt to be exceptionally violent, for during the period
of quiet, the lava in the channel has solidified and given rise to an
obstacle which only a great and violent explosion can remove.
It is worth mentioning that violent eruptions of such dormant
volcanoes are generally preceded and accompanied by earthquakes,
some of which have been very destructive. Mount Kilimanjaro is also a
fine example of dormant volcano.
Activity Sheets/ Readings
Activity Sheet
THREE MAIN TYPES OF VOLCANOES?
There are three main types of volcano - composite or strato, shield and dome.
Composite Volcanoes
Composite volcanoes, sometimes known as strato volcanoes, are steep sided
cones formed from layers of ash and lava flows. The eruptions from these
volcanoes may be a pyroclastic flow rather than a flow of lava. A pyroclastic flow
is a superheated mixture of hot steam, ash, rock and dust. A pyroclastic flow can
travel down the side of a volcano at very high speeds with temperatures over 400
degrees celsius. Composite
volcanoes can rise over 8000 feet.
 Shield volcanoes are low with gently sloping sides and are formed from
layers of lava. Eruptions are typically non-explosive. Shield volcanoes
When composite produce fast flowing fluid lava that can flow for many miles. Eruptions
volcanoes erupt they are tend to be frequent but relatively gentle. Although these eruptions
destroy property, death or injury to humans rarely occurs.
explosive and pose a
threat to nearby life and
property. Eruptions Shield volcanoes are
are explosive due to the usually found at
thick, highly viscous lava constructive boundaries and
that is produced by sometimes at volcanic
composite cone hotspots. Examples of
volcanoes. This viscous shield volcanoes include
lava has a lot to do with Mount Kilauea
why they are shaped the and
way they are. The thick lava cannot travel far Maunaloa on Hawaii.
down the slope of the volcano before it cools.
Q
uarter 3 Composite volcanoes are usually found at destructive plate
margins. Examples of Page 6 composite volcanoes include Mount Fuji
(Japan), Mount St Helens (USA) and Mount Pinatubo (Philippines).

Shield Volcanoes
 School Grade Level 9
Teacher Learning Earth & Space (Earth Science) Quarter 3
Area
Teaching Quarter Third
Dates
Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Content Standard The learners demonstrate an u nderstanding of volcanoes found in the Philippines.
Performance
Standard
Learning Explain what happens when vo lcanoes erupt
Competency
Code: S9ES-IIIa-28
Assess the
mastery level of
Describe the effect of high Identify the factors Discuss the the students on
Classify volcanoes as
DAILY TASK temperature to the affecting the volcano’s external parts the topic
active and inactive.
formation of gas. eruptive style. of a volcano. characteristics
and types of
volcanoes.
Factors affecting the External parts Summative
II. CONTENT Classification of volcanoes Under Pressure
volcano’s eruptive styles. of a volcano Assessment
III. LEARNING RE SOURCES
Teacher’s Guide pp.136 pp.137 pp.138
Learner’s pp.166-167 pp.168 p170 pp.169
Materials
Additional
Materials
IV. LEARNING TA SKS
PICTURE ANALYSIS: Video clip presentation of Video clip presentation of Show an ice
Students are given pictures of volcanic eruption. an erupting volcano cream cone to
Kanlaon, Mt. Pinatubo and https://www.youtube.com/wat https://www.youtube.com/w the students.
ELICIT Mt. Mayon. ch?v=A4dRMmxrQMo atch?v=t-gsfdYkZbI
https://www.google.com.ph/se
arch?q=mt.+mayon&source=l
nms&tbm=isch&sa=X&ved=0
 ahUKEwjFrbDeiIrQAhVBzbw
KHYGABpsQ_AUICCgB&biw
=1360&bih=638#tbm=isch&q
=mt.+pinatubo+before+erupti
on&imgrc=BxhNK7a4epWHH
M%3A

1. What can you say 1. What can you 1. What can say 1. What is this?
about the different pictures? say about the video? about the video clip? 2. What are its
2. Are all volcanoes 2. Why volcanoes 2. How does the parts?
located on the same place? erupt? volcano erupt? 3. What land
ENGAGE 3. Are all volcanoes had 3. What causes the 3. What do you forms can you
a record of eruption? eruption of volcanoes? think are the factors compare to this
that affect the eruptive object?
styles of a volcano?

Essential Question: Essential Question: Essential Question: Essential Question:

How can volcanoes be What is the effect of What are the factors What are the
EXPLORE classified? high temperature to that affect the external parts of a
the formation of gas? eruptive style of a volcano?
volcano?
Working in groups, students
will follow guided activity.
Each group is given the tasks
to classify volcanoes as
active or inactive based on
record of eruption. ( Activity
2:
Volcanoes in the Philippines
)
(Refer to LM pp.166-167)
Working in groups, Working in groups, Working in groups,
students will follow students will identify students will discuss
guided activity. Each the factors that affect the different external
the eruptive styles of a parts of the
group is given the tasks volcano? volcano. (Refer to
to describe the effect of
(Refer to LM p.170) Figure 4, LM pp.
high temperature to the 169)
formation of gas.
Activity 3: Under
Pressure (refer to LM
pp. 168-169)
 Key Questions: Publication and Publication and Publication and
1. Are all volcanoes Communicating Results Communicating Communicating
found in the same Results Results
location? Key Questions:
2. Which of the 1. What did you Key Questions: Key Questions:
volcanoes had the most observe in each bottle? 1. What are the 1. What is a
number of eruptions? 2. Explain your factors affecting the summit?
Least number of observation. 3. What is volcano’s eruptive 2. What can be
eruptions? No record of the role of hot water in style? found at the summit?
eruption? the setup? 2. How does each 3. What is a
4. Do you have factor affect the slope? Base?
EXPLAIN 3. How will you volcano’s eruptive
the same
classify the volcanoes style?
observations as in
that have records of soft drinks?
eruptions?
5. Explain your
4. How will you answer.
classify volcanoes with
no record of eruption?
5. In your own
words, differentiate an
active volcano from an
inactive one.
Key Question: Key Question: Key Question: Key Question:
How are volcanoes What is the effect of What are the primary What are the external
ELABORATE classified? high temperature to the factors that affect the parts of volcano?
formation of gas? eruptive style of a
volcano?
 Classify the following as Describe the effect of What are the factors Identify the
active or inactive high temperature to the that affect the eruptive different external
volcanoes. formation style of a volcano? parts of a volcano
of gas? (5pts) and describe
1. Cabaluyan ( inactive)
Rubrics: each. ( 5pts)
EVALUATE 2. Mayon ( active )
5 - Described clearly
3. Taal ( active )
and completely. Rubrics:
4. Kanlaon (active )
4 - Description is 5 - Identified and
5. Tamburok ( inactive)
complete but not clear described all parts.
 3 - Description is 4 - Identified and
complete but vague. described only 2
2 - Description is parts. 3 - Identified
incomplete and vague. all parts but without
1 - Irrelevant answer description. 2 -
Identified and
described only one
1 - None of the
answers mentioned
above
Video clip presentation of a What will happen to One of the eruptions Review your lesson
volcano song. volcanoes when of Mt. Kanla-on, for the summative
https://www.youtube.com/wat temperature is high? spewed out a very test.
ch?v=TSpLXBzzdo0
thick cloud of smoke
EXTEND What is your reflection about
high above the
the song?
sky.How do you
describe its
eruption?

V. REMARKS

VI.
REFLECTION
From the evaluation, No.
of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons P
work? No. of Learners
who:
• have caught up
with the lesson
• continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor
can help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
 School Grade Level 9
Teacher Learning Earth & Space (Earth
Area Science)
Teaching Quarter Third
Dates
Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Content Standard Demonstrate an understandi ng of volcanoes found in the Philippines.
Performance Standard
Learning Competency Explain what happens when volcanoes erupt.
Code: S9ES-IIIb-28
Describe the effect of Determine the Identify the types of Relate the volcano’s
temperature, chemical viscosity of some volcanic eruptions. slope to its material
composition and amount liquids. emissions.
DAILY TASK of dissolved gases to the Describe the flow of
viscosity of magma. gas in different
liquids.

Factors affecting the Summative

II. CONTENT Viscosity Types of volc anic eruptions
viscosity of magma Assessment
III. LEARNING RE SOURCES
Teacher’s Guide Page 138 pp. 139-140
Learner’s Materials pp. 170-171 pp. 171-172 Page 173 pp. 174-175
 Factors that affect the
viscosity of magma
http://www.slideshare.net/e
Additional Materials spinorachel/grade-
9module-1-lesson-
11volcanoes-teachers-
guidefor-discussion
 IV. LEARNING TASKS
Video clip presentation: What is the effect of high 1.Compare the flow What are the
Lava flow temperature to the gas between water different types of
https://www.youtube.com/w formation of gas? water and cooking volcanic eruptions?
atch?v=ddzU-rkzKF0 oil.
ELICIT 2.How does lava
(note: cut the video flow in relation to
presentation until 1min dissolved gas
content?
&30s only)

What does the video Video clip presentation/ Are all volcanic What was
show? Pictures: Erupting eruptions the same? considered in
volcanoes Video 1 Why? differentiating the
https://www.youtube.com/w type of volcanic
atch?v=BUREX8aFbMs eruption from the
Video 2 previous lesson?
https://www.youtube.com/w
atch?v=141onYqSPTY What do you think
are the other factors
ENGAGE that can affect the
1.What have you seen in
type of volcanic
the video clips/pictures? eruption?
2.Compare the two
situations/ pictures? (Guide students to
the shape of the
cone or slope as one
factor to be
considered )
 Essential Question: How
do temperature, chemical
composition and the
amount of dissolved
gases affect the viscosity
EXPLORE
of magma?
Working in groups,
students will follow guided
Essential Questions: How Essential Question: Essential Question:
would you determine the What are different How does the slope
viscosity of some liquids? types of volcanic of the volcano
related to its
How does gas flow in eruptions?
material emission?
different liquids?
Working in groups, students Working in groups, Working in groups,
will follow guided students will follow students will follow
guided guided
 activity. Each group is activity. Each group is activity. Each group is activity. Each group is
given the tasks to given the tasks to given the tasks to given the tasks to
describe the effect of Perform Activity 4: Perform the Activity: Perform Activity 5: In
temperature, chemical Viscosity Race. Differentiating Types and Out. Refer to LM
composition and the Refer to LM pp. 171- of Volcanic pp. 174-175.
amount of dissolved 172 Eruptions. Figures: 7,
gases to viscosity of 8, 9
magma. and 10 LM
page 173
(Reading text
Activity Sheet will be
provided by the
teacher)
Key Questions: Key Questions: Key Question: Key Question:
1. What happens to 1. Is your prediction What are the different types 1. Compare the
the viscosity of magma correct? of Volcanic Eruptions? appearances of the cones.
when the temperature is 2. Which volcano has the
2. Which liquid is the
greatest slope?
high? most viscous?How do you
Low? know? 3. Which has the
2. least slope?
How about if the 3. Which liquid is the
chemical composition such least viscous? 4. Explain how the
as silica content is less or type of material extruded
low? High?
4. Explain viscosity in
from a volcano affects the
your own words?
EXPLAIN 3. What will happen to shape of its cone.
the viscosity of magma if
5. Compare how
5. In what way doe
these liquids flow with how
the amount of dissolved the formation of a volcanic
you think lava flows. Why
gases decreases? cone model differ from a
do some types of lava
Increases? real volcano?
travel faster than others?
6. Compare the
movement of the liquid as
the bubbles move on the
surface.
P
 Key Questions Key Questions: Key Question: How does volcano’s
1. How do 1. How would you What are the different slope
temperature, chemical determine the viscosity types of volcanic relate to its material
ELABORATE composition and the of some liquids? eruptions? emissions?
amount of dissolved 2. Compare the
gases affect viscosity flow of gas in different
of magma? liquids?
Multiple Choice: Compare the flow of Matching Type: Match Relate the shape of
Write the letter of liquids from the fastest Column A with Column the cone to the
your answer. 1.If the to the slowest by B materials emitted by
temperature ranking them (1,2,3 1. Plinian the volcano by
increases, viscosity of &4)1 as the fastest and connecting an arrow.
2. Volcanian
magma 4 as the slowest. Col. A-Shape of the
3. Strombolian Cone
a. decreases
4. Phreatomagmatic 1.Steep slope
b. Increases 1. Water ___
5. Phreatic or 2.Perfect slope
c. remains 2. Cooking oil ___
Hydrothermal 3.Broad,
d. not affected 3. Syrup ___
slightlydome
2. When dissolved 4. Honey ____
Column B Col. B -Material
EVALUATE gases
A. Characterized Emitted
increase, viscosity of 5. Compare how by tall eruption
magma A. Non-viscous lava
this liquid flow with columns thjat reach up B. Lava and
a.decreases how lava flows. to 20 km high with pyroclastic deposits
b.Increases pyroclastic flow and C. Lava fragments
c.remains ash fall tephra.
d.not affected B. A stream-driven
3. The more silica eruption as the hot
content, the rocks come in contact
a. more viscous is with water.
the C. A periodic weak
to violent eruption
magma
b. less viscous is characterized by
the fountain lava.
magma D. Excessively
c. magma explosive type of
viscosity remains the eruption of gas and
same pyroclastics.
d. magma is not
affected
 4. The property of E. A violent eruption due to
magma’s resistance to flow the contact between water
is called and magma.
a. volcanic eruption
b. viscosity
c. fluidity
d. Plasticity
5. If the silica content of the
magma decreases, its
viscosity _______ a.
increases
b.decreases
c. remains the same
d. is not affected
Bring the materials found in Bring different pictures of Bring the following materials Study your lesson for the
EXTEND the LM p.171 erupting volcanoes. from the Activity 5 in the LM summative test
p.174.

V. REMARKS

VI. REFLECTION
From the evaluation, No.
of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons
work? No. of Learners who:
• have caught up
with the lesson
• continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor
can help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
Activity Sheets/ Readings
ACTIVITY: Differentiating Types of Volcanic Eruptions
Objectives:
1. Describe the types of volcanic eruption;
2. Differentiate the volcanic eruption based on magma’s water
content; and
3. Classify volcanoes according to the type of eruption
Materials:
Pictures of the different erupting volcanoes (Refer to LM
p.173)
Manila paper, pentel pens, masking tape
Procedure:
1. Read: Types of volcanic eruptions refer to LM p173.
2. Tabulate the data as shown below:
Cause of
Type of eruption
Volcano Characteristics
Eruption (Magma’s
water content)
ACTIVITY: Factors Affecting the Viscosity of Magma
VISCOSITY is the property of the material’s resistance to flow. It is also
described as the liquid’s thickness and stickiness. The more viscous and
thicker the material is, the greater is its resistance to flow.
Effect of Magma’s Temperature to Viscosity
The viscosity of the magma decreases with temperature. The higher the
temperature of magma is, the lower is its viscosity. As lava flows, it cools
and begins to harden, its ability to flow decreases and eventually stops.
Effect of Magma’s Composition to Viscosity
Magma’s 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.

Effect of the Amount of Gases Contained in Magma to

Viscosity
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 more
viscous a dome or a columnar.
*Lava with low amount of gas as it rises
has high viscosity that piles up at a vent
resulting into a dome.
* Lava with less silica content is too
viscous to travel far, and tends to break up
as it flows
* Lava with less silica content has
less silica content has low viscosity that it
can travel a great distance, forming a thin
sheet.
 School Grade Level 9
Teacher Learning Area Earth & Space (Earth Science)
Teaching Dates Quarter Third

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The Learners demonstrate an un derstanding of Volcanoes found in the Philippines
Performance Standard The Learner participates in activi ties that reduce risks and lessen effects of natural phenomenon such as volcanic eruption.
Learning Competency Illustrate how energy from volca noes may be tapped for human use;
Code: S9ES –IIIc-d-29
Design a scheme to inform
Identify the kind of energy Illustrate how energy from local folks in your
Discuss how volcanic hometown the things to
DAILY TASK that can be generated from volcanoes may be tapped for
eruptions affect society prepare before, during and
volcano human use.
after volcanic eruption
Energy From the Volcano Energy Flowing From Inside Effects of Volcanic Summative
II. CONTENT Performance Task
(Geothermal Energy) the Earth Eruption to Society Test
III. LEARNING RES OURCES
Teacher’s Guide TG p. 141
Learner’s Materials LM p. 176-179
Internet source: Internet source: Text book: Discover
http://www.slideshare.net/nibed http://energy.gov/eere/geother Science K to 12 Edition
itamishra/presentation- mal/how-geothermal- (2014), DIWA Learning
ongeothermal-energy- powerplant-works-simple
System, pp.225-226
24231365?next_slideshow=1
Additional Materials http://energy.gov/eere/geother
mal/how-geothermal-
powerplant-works-simple-text-
version
 https://www.youtube.com/watc
h?v=kjpp2MQffnw
IV. LEARNING TAS KS
Picture Analysis- Meta-strips Picture Analysis: (Effects Mood Setting for the
Geothermal Post the different processes of Volcanic Eruption) preparation of
Power Plants in the involve in the energy designed scheme
ELICIT
Philippines transformation of geothermal
power plant into electricity.

Post the pictures of Let the students work in Show pictures on the Key Questions:
different geothermal groups. Given the meta-strips effects of volcanic 1. Is your place
power plants found of the processes involved on eruption. near a volcano?
in the Philippines how energy is transformed If not, is there a
into electricity. Give time for Key Questions: volcano that
the students to complete the may cause
Key Questions: 1. What can you say
task. damage to your
1. What are common to about the picture?
2. What are the effects of place?
the pictures?
Key Questions: volcanic eruption? 2. Are you
2. What do you call it?
1. What are the different 3. Is there prepared for the
3. Where does it come possible effect/s
processes involved in the
from? advantages/disadvanta of volcanic
geothermal power plant?
ENGAGE 4. How is this operated? How is energy ges? Why? eruption?
transformed? 3. What should
2. Arrange the processes in you do before,
chronological order. during and after
3. What made you conclude a volcanic
that it is the first process? eruption?
The last process? 4. How can you
help in
Let the students present their minimizing the
output after the time allotted. negative effects
of volcanic
eruption?
 Essential Question:
What is geothermal energy?
Power point presentation on
Geothermal energy
http://www.slideshare.net/nibed 1. Animation of how
itamishra/presentation-
ongeothermal-energy-
24231365?next_slideshow=1
EXPLORE
Key Questions:
1. What is geothermal energy? 1. How does thermal energy
2. How is geothermal energy
generated?
3. What is the difference of
EXPLAIN
geothermal power plant from
a geothermal heat pump?
Essential Question: Essential Question: Essential Question:
How is energy from volcano What are the effects How can you help in
tapped for human used? of volcanic eruption? minimizing the
effects of volcanic
eruption?
Show a prototype of how a Discussion on the Your task is to prepare a
geothermal power plant works. effects disaster preparedness
of volcanic eruption scheme on what to do
geothermal power plant
before, during and after
works
volcanic eruption. (Refer
http://energy.gov/eere/geoth
ermal/how- to LM p. 215 for the
geothermalpower-plant- details of the task)
works-simple
2. Text version of how
geothermal power plant
works
http://energy.gov/eere/geoth
ermal/how-
geothermalpower-plant-
works-simpletext-version
3. Geothermal power plant
https://www.youtube.com/wa
tch?v=kjpp2MQffnw
Key Questions: Key Questions: Presentation of the
1. What are the disaster preparedness
converted into mechanical negative effects of scheme by group.
energy? volcanic eruption?
2. How about the mechanical Positive effect?
Support your
energy in the turbine
answer.
transferred into
Note: The responses of
mechanical energy in a
the students to this
generator?
questions is assumed
to be complex
 4. Name some 3. How is electrical energy and results to active
geothermal power generated? participations of
plants in the students.
Philippines.
Process students’ Lecturette: Processes In response to • Why is there a
responses. Correct the involved in Geothermal students’ responses need to have a
misconception of students
Power Plants. Also have the teacher will clarify, disaster
from their output. preparedness
Feedbacking of students’an interaction on how concretize and deepen scheme?
responses and Philippines can improve the understanding on • From the different
interaction. its support of electricity the effects of volcanic presentations you
ELABORATE using geothermal power eruption. have performed,
Lecturette: Discuss the plants as a potential what are the
two ways how geothermal alternative source of realizations you
energy is generated. energy. have made?
Name some geothermal
power plants in the
Philippines.
 Open-ended question Illustrate how electricity is True or False Their output serves as
(5 pts.) generated through a 1. If there is an their
geothermal power. Use a eruption, it is safe to assessment
What is geothermal flow chart to present the leave the main power
energy? switch on and the Refer to the rubric
processes involved. house open.
How is it generated? found on
2. Wear mask LM p. 216
and goggles when
there is an ashfall. 3.
An indication that a
volcano is about to
EVALUATE erupt is the
deformation of the
ground near it.
4. After an
eruption, sweep ash
using water to clean
the area faster.
5. An evacuation
plan should be
prepared during
volcanic eruption.
 Write a short essay about Make a prototype of What are the Review and study your
the advantages and geothermal power plant precautionary lesson to prepare for
disadvantages of using using cheap or measures you must the summative test next
EXTEND
geothermal energy. recyclable materials. observe before, meeting.
during and after
volcanic eruption?

V. REMARKS

VI.
REFLECTION
From the evaluation, No.
of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons
work?
No. of Learners who:
• have caught up with
the lesson
• continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?
 School Grade Level 9
Teacher Learning Earth & Space (Earth Science)
Area
Teaching Quarter Third
Dates
Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Content Standard factors that affect climate , and the effects of changing climate and how to
adapt accordingly
Performance participate in activities th at reduce risks and lessen effects of climate
Standard change
Learning Competency Explain how different fact ors affect the climate of an area.
S9ES – IIIc-d-29
Code:

Pre-assessment Explain how altitude Explain how distance Differentiate windward Summative
affects climate. from the ocean affects and leeward side Assessment
Explain how climate.
DAILY TASK
latitude affects Explain how
climate. Compare the effect of topography affects
heat on water and land climate
2.Climate
II. CONTENT 2.1 Factors that affect cli mate
2.2 Global climate pheno menon
III. LEARNING R ESOURCES

Teacher’s Guide Pp. 18-20* Pp. 20-22* P. 23-24* Pp. 24-26*

Learner’s Materials Page 28-31* Page 30-33* Page 34-37* Page 38-39*
IV. LEARNING T ASKS
 Can you recall out Can you still recall during Do you still remember our How does the distance
topic about the 8th grade, how typhoons topic in grade 7? About from the ocean affects
Philippine formed? the change in the climate of a
environment on temperature of land and
particular region/place?
ELICIT module 1 in grade water throughout the
7? day?
1. What is a 1. Which heats up
latitude? faster, soil or
water?
 2. And what is a 2. Why is it that water
longitude? heats up slowly
compared to soil?
Show a picture of Show pictures of Baguio Video clip: Jumbled words
the Earth. Let the City “Oceans Affect Our Weather LEEWARD
students mark the 1. Why is Baguio and Climate” WINDWARD
latitude and known as the https://www.youtube.com/wa TOPOGRAPHY
longitude on the summer capital of tch?v=ZPoD3jssJBg
picture. CLIMATE
the Philippines? 1. What is convection?
1. Which one is 1. Are you familiar
2. What do you feel 2. Where do the warm air
the latitude? with those
when you are in from northern and words?
Why did you
ENGAGE the top of the southern hemisphere 2. Can you give any
say so?
mountain? go?
2. Now how idea about those
3. When warm air rise up,
about the terms/words?
longitude? what replaces it?
Why?
3. Give the
names of
each
latitudes?
Essential Question: Essential Question: Essential Question: Essential Questions:
How latitudes How altitude affects How distance from the ocean How does windward
EXPLORE affects climate? climate? affects climate? differ from leeward?
How does topography
affect climate?
Group activity: Group activity: Group activity: Group activity:
Perform activity #1 Perform activity #2 Activity #3 Activity #4
“When the Sun’s “The Higher the Colder” “Which cools and heats “Which should I choose,
Rays faster?” Windward or Leeward?”
Strike.” Key questions:
1. Which place is the Key questions: 1. What happens to
Key questions: coldest? 1. What are the initial water vapor as it rises
1. How much is the 2. Which place is the temperatures of water and over the mountain?
tilt of the earth’s hottest? soil?
axis?
 2. Which part 3. Based on the data, 2. What is the 2. Which side of the
of the earth what is the difference between the mountain experiences
receives most of relationship temperature of soil and low temperature? 3.
the sun’s rays? between altitude water after 6 minutes? Which side of the
3. Why does and temperature of 3. Which heats up mountain experiences
the amount of heat a place? faster, water or soil? high temperature?
receive by places
far from the equator
become less?
Group reporting: Group reporting: Group reporting: Group reporting:

Key questions: Key questions: Key questions: Key questions

1. Compare the 1. Compare the 1. What happens to 1. Which side of the
location of elevation/altitude of the temperatures of water mountain experiences
Japan to the Baguio and and soil after you remove high temperature?
location of the containers from each 2. What happens
Zamboanga with
the tripod? when air becomes
its temperature.
Philippines, 2. Which cools faster, warmer and drier as it
2. Do you think the
is there a water or soil? moves down the
EXPLAIN altitude of the
possibility leeward side?
place affects the
that we can climate?
experience
snow? How?
2. Do you think
the latitude
of a place
affects
climate?
How?
 Key questions: Key questions: Key questions: Key questions:
1. Why it is if a 1. Why do 1. How does a body 1. What is the
certain place mountain of water regulate difference between
is closer to climbers wear the temperature of leeward and windward?
a certain 2. How does
ELABORATE the equator jackets and region/country?
has a tropical thick clothes topography affect
2. Why do some climate?
seasons? when they go areas
up the that are far from bodies
mountain?
 2. And why it is 2. How does of water have
if a place altitude affects extreme climates?
away from climate?
the equator
has a colder
temperature?
1. Describe the People living in Kanla-on 1. Explain how Direction: choose the
lines of latitude. experience low distance from the letter of the correct
2. Explain how temperature compared to ocean affects answer.
latitudes people living in Bacolod. 2. climate. 1. Which of the
affects the Explain why. Compare the effect following correctly
climate. of heat on water describes the
and land windward and
leeward side of a
3pts- correct and
high land?
complete answer
2pts- correct but I. It faces the wind
incomplete and has low
answer. 1pt- temperature.
incorrect answer II. It is the area in
which the wind
EVALUATE blows.
III. It is the area
where there is no
cloud formation.
IV. It is an area
where no
precipitation
happens
a. I, II
b. I, II, II
c. III, IV
d. I, IV
2. Which term best
describes the area of
high land that is
situated away from
the wind?
a. Land breeze
b. Windward
 c. Leeward
d. Sea breeze
3. Why are grassland and
desert plants found in
leeward side of the
mountain?
a. Because
temperature
is high and less
precipitation
occur.
b. Because
formation of
clouds always
happen in this
area
c. Because the area
is facing to where
the wind blows.
d. Because the
temperature is
low.

Explain briefly:
How does topography
(mountain) affect
climate?
Rubric:
3pts- correct and
complete answer
2pts- correct but
incomplete answer.
1pt- incorrect answer
 Define what is an In your notebook. Explain Define leeward and Review/study the past
Altitude is. how distance from the windward. lessons and prepare for
EXTEND ocean affects climate? a summative
assessment.
 V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
• 80% and Above:
• Below 80%:
Did the remedial
lessons work? No. of
Learners who:
• have caught up
with the lesson
• continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor
can help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
 School Grade Level 9
Teacher Learning Earth & Space(Earth Science)
Area
Teaching Quarter Third
Dates

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard Learners demonstrate an underst anding of the factors that affect c limate, and the effects of changing climate and how to
adapt a ccordingly.
Performance Standard Learners shall be able to participat e in activities that reduce risks a nd lessen effects of climate ch ange
Learning Competency Describe certain climatic phenomena that occur on a global level
Code: S9ES-IIIf-31
Explain how latitude,
altitude and distance from
the ocean affect climate.
DAILY TASK
II. CONTENT Climate
III. LEARNING RE SOURCES
Teacher’s Guide p. 149-150
Learner’s Materials p.193
Additional Materials
IV. LEARNING TA SKS
Recall the recently finished
lessons. Ask students
about certain relationships
of the following:
*Latitude of the place and
Atmospheric temperature
ELICIT
*Altitude and temperature
S9ES-IIIf-31 S9ES-IIIf-31 S9ES-IIIf-31
Assess prior knowledge Demonstrate how
and experiences about closed spaces trap Summative
Explain how ocean climate change.
heat. Explain how Assessment
currents affect climate.
greenhouse gases
trap heat.
Climate Climate Climate
p. 150- 151 p.151- 152 p. 152- 153
pp.194- 195 pp. 196- 198 pp. 198- 200
Recall grade7 lesson Review lesson about Review lesson about
about heat transfer, factors that affect the climate change. Also
specifically convection. atmospheric ask students to recall
Ask students to explain temperature and the different layers of
the movement of warm climate of a place. the atmosphere and in
and cool air; about which layer that
convection currents. weather and climate
Students must occur?
remember that warm air
or water rises and cool
air/ water sinks.
 *distance of a place from Also recall that the
the sea/ ocean and atmosphere and oceans
atmospheric temperature are having convection
currents; wherein the
direction of fluids is from
warm area towards
colder areas
Show 5 different photos to Ask students : What are Allow students to Pose a simple situation
students. (Photos must the different factors that perform Activity 7: to students: On a warm
show different affect the temperature ”Getting Ready”, LM and dry day, Jen was
environments/ communities of a certain place? pp.196-197
or humans in different left by her dad inside
types of clothing, that will the car. She noticed
(Students expected
give the students clues answer: altitude, that the air conditioner
about the temperature of latitude, distance of the car was not
the place in each photo.( working well. Then she
from the ocean)
e.g. photo showing people
started to feel warm
in fur coats; photo showing
the peak of a mountain Introduce the next topic and she started to
ENGAGE covered with ice; photo of a of the lesson, another sweat a lot. *Let us try
community near the factor that affects the to understand the
seashore; photo of tropical temperature of a place. situation of Jen by
country;) Ask students to performing an activity.
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: Let students have their Ask five volunteer By group, let students
“Temperatures of Different groupings and allow students to present the perform Activity 8 “ It’s
Cities Around the World”, them to have a peer answers to the Getting Hot In Here”,
questions (refer to pp.198-199 of
LM p. 193. Allow them to discussion. Let them
Activity 7) Learner’s
EXPLORE have a group discussion perform Activity 6: Module
and let them answer Guide “Ocean Currents”, LM
Questions 23- 28. pp. 194-195. Students
will answer guide
questions 2933.
Ask a representative from A reporter from each Provide correct Ask a representative
each group to present their group will present their answers to questions in from each group to
answers to the guide answers in the bingo card. Relate present the result of
questions: front of the class each answered their experiment and
#23. Which city had the Guide Questions:
highest temperature? question to climate answers to guide
#29. What are the
#24. What factor do you change. questions.
different ocean
think is the cause of currents that carry
high temperature in warm water?
the city? Give at least three
#25.which city had the (3)
lowest temperature? #30. What are the
EXPLAIN
#26. What factor do you different ocean
think is the cause of currents that carry
low temperature in cold water? Give at
that city? least three (3).
#27. What factor do you #31. What kind of air
think greatly affects does Greenland
the climate of Tokyo? current take along?
Support your answer. Explain
#28. How does the #32. How do the
elevation of Paris Kamchatka current
affect its climate? and Kuroshio
current affect the
 north eastern part
and southern part
of Japan?
#33. How do ocean
currents affect
climate?
 Emphasize important Important points for Discuss with students Discuss with the entire
points of the lesson based discussion: whether climate class the correct
on the activity. Also correcta. Gyres flow change is man- made answers to the guide
any misconceptions of clockwise in the
students, based on the or not. Elicit answers questions to eliminate
northern hemisphere,
reports made. while counterclockwise from students. Allow misconceptions. Allow
in the southern them to justify their students to identify the
Concretize the idea that the hemisphere. This is due answers. greenhouse gases in
temperature of every place to Coriolis effect. the atmosphere. Allow
on Earth vary depending b. Ocean currents them to see the
on the latitude, altitude from the equator carries relationship of the
,and distance from large warm water and warm
increase in amount of
ELABORATE bodies of water at specific air above them.
months of the year. c. Ocean currents greenhouse gases to
that move towards the the general
Make students remember equator carry cold water atmospheric
that climatic conditions are and cold air above temperature of Earth
them.
also affected by the
d. Ocean currents
revolution of the Earth. affect the temperature of
places
e. Ocean current is
another factor that
affects the climate of a
place.
 What climatic condition is 1. What do you call the Identify the following: 1. Describe
experienced at: loops of ocean 1. 3R stands for? greenhouse gases
1. high altitude areas currents? 2. Gas released in 2. Why is the
2. tropical areas a. Convection landfills temperature inside
3. low altitude areas current the tank warmer?
3. General
4. near the ocean b. Upwelling condition of the 3-4. Cite two
c. Coriolis atmosphere greenhouse gases
5. far from the ocean
effect within a year 5. What will happen to
EVALUATE
d. Gyre 4. CFC stands for? Earth’s atmospheric
2. The direction of 5. Which will help temperature if the
rotation of these alleviate climate amount of greenhouse
loops is caused gases continue to
by_____. change, eating
increase?
a. Coriolis
effect
b. Revolution
 c. Tilting of vegetables or
earth’s axis eating meat?
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. Remains the
same
d. Increases,
then
decreases
Review assignment: Research through the Review assignment: Prepare for a
(Grade7 Lesson) What are internet: (Lesson in Grade 7) summative test.
the three different ways of Identify 5 gyres of What are the five
heat transfer? What is the ocean currents that layers of the
process of heat transfer carry warm water and atmosphere?
EXTEND that occurs only in fluids? five gyres of ocean In which layer that
(water and air) What is the currents that carry cold the weather and
direction of heat transfer water climate changes
among molecules of air/ occur?
water? Warmer to cooler
or cooler to warmer?

V. REMARKS

VI.
REFLECTION
From the evaluation, No.
of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons
work? No. of Learners
who:
• have caught up
with the lesson
• continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor
can help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
 School Grade Level 9
Teacher Learning Earth & Space (Earth Science)
Area
Teaching Quarter Third
Dates

Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

Content Standard Factors that affect climate, and th e effects of changing climate and how to
adapt accordingly.
Performance Standard Participate in activities that reduce risks and lessen effects of climate change.
1. Explain how different factors aff ect the climate of an area.
Learning Competency
2. Describe certain climatic pheno mena that occur on a global level.
S9ES – IIIe – 30
Code:
S9ES – IIIf – 31
Interpret the relationship Calculate one’s Discuss the impacts Plan ways on how to
of personal carbon of climate change. inform or educate
carbon dioxide and Summative
emission. Take an fellow students on
DAILY TASK temperature. Assessment
action to lessen the the impacts of
effect of climate climate change.
change.
2.1 Factors that affect climate.
II. CONTENT
2.2 Global climate phenomena.
III. LEARNING RE SOURCES
Teacher’s Guide p.153 p.154-156 p.156 p.156-157
Learner’s Materials p.201-202 p.202-204 p.205-206 p.207-208
Additional Materials
 IV. LEARNING TA SKS
What are examples of What is the What is carbon What is a climate
greenhouse gases? relationship of carbon emission? change?
dioxide to
ELICIT What are the sources of temperature? How can you help What causes climate
greenhouse gases? lessen the carbon change?
emission in the
environment?
 Bar graph analysis of The teacher will post Present a picture As a student, how
global temperature and a question on the showing emission of will you inform your
carbon dioxide. (The board “Am I a climate carbon from fellow students about
automobiles.
students will give their hero or a climate the effects of climate
observation) culprit? change?
What bad effects
ENGAGE does too much
carbon emission will
bring to our health
and to the
environment in
general?
Perform Activity 3: “Climate Hero or a Discuss: Impacts of Group Activity:
CO2 is the Reason! Climate climate change Task: To come up
LM pp.201-202 Culprit?” 1. Melting of glaciers with a presentation
(Please refer to that covered the land that can disseminate
Learners Material pp caused the sea level and educate their
202 – to rise. 2. Heavy fellow students about
Rainfalls 3. the impacts of
204) Abnormality in the climate change and
reproduction of some on how to reduce its
plants and animals. effects.
EXPLORE 4. Cold winds
affecting the climate Group 1 – A comic
of the country and sketch
destroying some Group 2 – A jingle or
crops and farms. 5. a song
El Nino
Group 3 – News
6. La Nina casting
Group 4 – Poster or
slogan
Group 5 – Poem
 Guide Questions: Guide Questions: Guide Questions: Note: Give ample
1. How much is the 1. Which 1. What are the time to the students
increase in the member has the impacts of climate to plan and
temperature from 1880 highest carbon change in our world? prepare for their
to 2010? footprint? 2. What are the presentation
2. What happened 2. Which ways on how to
EXPLAIN to the amount of carbon member has the lessen its effects?
dioxide from 1880 to lowest carbon
2010? footprint? 3. What is
the average carbon
footprint of the
group?
 3. What is the relationship
between the amount of
carbon dioxide and global
temperature? 4. When was
temperature at its highest
and its lowest?
Carbon dioxide – is a gas
that is produced when
people and animals
breathe out or when certain
fuels are burned and that is
used by plants as energy.
Temperature – is a
measurement that
indicates how hot or cold
something is.
When Industrial Revolution
ELABORATE began more emissions of
carbon dioxide and other
greenhouse gases
threatened all living things,
Burning of fossil fuel is one
of the main sources of
carbon dioxide emission.
As the amount of carbon
dioxide increases the
global temperature
increases too.
4. What is your
highest source of
carbon emission?
5. What is your
lowest source of carbon
emission?
Each of us contributes Climate change can
to carbon emission. You bring great changes in
realize that you are our world.
either a climate hero or
a climate culprit. Because of climate
change several
Anyone can be a calamities are
contributor in changing happening, like floods,
our climate. heavy rainfall and
severe typhoons.
Climate is always
changing. It has shown Climate change could
how much it could affect leave great destruction
and great loss of lives.
our lives.
Climate change could
destroy crops of
farmers, thus resulting
to low crop production.
In addition, climate
change could result to
El Niño and La Niña.
 How is carbon dioxide As a student how can Identify the following
related to temperature? you help lessen the situations as to the
effects of climate effect of climate
change? What actions change.
will you do? Write TRUE or FALSE
1. Increasing
global
temperature
2. Destruction of
properties and
loss of lives due
EVALUATE to frequent
occurrences of
typhoons.
3. Increase crop
production
4. La Nina and El
Nino
5. Earthquakes
resulting from
tectonic
movements
Write at least 3 ways to What are the impacts of Make a research on
reduce CO2 emission. climate change? the impacts of climate
EXTEND change to man and to
Identify the effects of the environment.
climate change.

V. REMARKS

VI.
REFLECTION
From the evaluation, No.
of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons
work? No. of Learners
who:
• have caught up
with the lesson
• continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor
can help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
 School Grade Level 9
Teacher Learning Earth & Space(Earth Science)
Area
Teaching Quarter Third
Dates

Week No. 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard Factors that affect climate, and th e effects of changing climate and how to
adapt accordingly.
Performance Standard Participate in activities that reduce risks and lessen effects of climate change.
Learning Competency Describe certain climatic phenome na that occur in a global level.
Code: S9ES-111e-31
Design a scheme on Presentation of the Critiquing of the Dissemination of Output
information Design Output Information Assessment
DAILY TASK dissemination of the
impacts of climate
change.
II. CONTENT 2.2 Global Climate Phenomenon
III. LEARNING RE SOURCES
Teacher’s Guide TG p.207
Learner’s Materials LM p.157
Additional Materials
IV. LEARNING TA SKS
Cite a specific example of What plan did you make How well did you make Presentation of outputs:
ELICIT
an impact of climate change for your presentation? your design? Group 1-Comic sketch
Designing a scheme on Practice/ Preparation of Practice/ Preparation of Group 2- Jingle or song
information dissemination the presentation the presentation Group 3-Newscasting
ENGAGE on the impacts of climate Group 4-Poster and
change. slogan
Group 5- Poem
 Group 1-Comic sketch Presentation of the design Critiquing of the output.
Group 2- Jingle or song
Quarter 3
Group 3-Newscasting
Group 4-Poster and slogan
EXPLORE Group 5- Poem

Presentation of outputs will be

scored based on scoring rubric.
(Please refer to LM p.157)

V. REMARKS

VI. REFLECTION
From the evaluation, No.
of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons
work? No. of Learners who:
• have caught up
with the lesson
• continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?

School Grade Level 9

Teacher Learning Earth & Space(Earth Science)
Area
Teaching Quarter Third
Dates

Week No. 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The relationship between the visib le constellations in the sky and earths position along its orbit.
Performance Standard Discuss whether or not popular be liefs and practices with regards to constellations and astrology have
scientific basis.
Infer the characteristics of Infer that the Observe that the Show which
stars based on the arrangement of stars in a position of constellation constellations may be
Learning Competency characteristics of the sun. group changes in the course observed at different
(constellations) does not of a night. times of the year using
change. models.
Code: S9ES-IIIg-32 S9ES-IIIh-33 S9ES-IIIi-34 S9ES-IIIj-35
Relate color with
Explain why some
temperature of a star. Group stars together Describe the apparent
constellations are not Summative
DAILY TASK Explain the factors that in a recognizable motions of stars at
seen at certain Assessment
may affect the brightness pattern night
months
of a star
II. CONTENT Characteristics of a Star Constellations
III. LEARNING RE SOURCES
Teacher’s Guide pp. 160 pp. 160-161 p.161
Learner’s Materials pp. 214-215 p.216 p.217
Additional Materials
IV. LEARNING TA SKS
Let the students sing the What are the What are What is a constellation?
song. “ Twinkle, twinkle characteristics of a star? constellations? Name What constellations do
little star” How does the color of a some of them. you know?
ELICIT star relate with its
temperature? What
factors influence the
brightness of a star?
 What information does the
song give?
How is star described in the
song?
ENGAGE What other descriptions can
you describe about a star
aside from the song you have
sung?
Essential Question:
What are the characteristics
of a star?
Working in groups, students
EXPLORE will perform the Activity 1:
Characteristics of Stars and
will follow Guided Activity
from the LM pp.214-215.
By group, students will
present their answers using
manila papers by following
guide the questions:
1. What is the color of the
filament as you dim the bulb?
2. What is the color of the
EXPLAIN filament as you turn the
switch at full power?
3. What happens to the
temperature of the filament
as
Have you observe the sky
at night?
Have you seen stars that
form patterns or shapes of
object in night sky?
What do you call these
group of stars?
Essential Question:
What are the groups of
stars that seem to form
patterns/ figures/ images
in the night sky?
Working in groups,
students will perform
Activity 2: Patterns in the
Sky and will follow Guided
Activity from
LM p.216
By group, students will
present their answers
using manila papers by
following guide the
questions:
1. What figure/
pattern you have traced/
formed?
2. What are the
stories of these figures/
patterns?
3. What are your
bases for coming up with
this figure?
Essential Question:
What direction do
stars move?
Working in groups,
students will perform
Activity 3:
Apparent Movement of
the Stars through the
Night and
will follow Guided Activity
from LM p.217
Compare the position of
the stars in the sky. What
do you notice?
Are the stars visible at 7
pm still visible at 11 pm in
their “original position”?
Why is this so?
How do the stars move?
Describe the movement
of the stars in the night
sky.
Are all constellations be
seen at the same time or
month of the year?
Essential Question:
Why are some
constellations cannot be
seen in the same month
of the year?
Working in groups,
students will perform the
Activity 4: Different Star
Patterns through the
Year and follow Guided
Activity from LM p.218-
221
By group, students will
present their answers
using manila papers by
following the guide
questions: 1. Compare
the photographs? What
do you notice?
2. Why are some
constellations visible in
March but not visible in
September?
 the bulb becomes brighter Q4. How is the motion of 3. What constellations are
and brighter? stars similar to the motion prominent during winter?
of the Sun? Fall? Summer? Spring?
1. What is one of the What do you call stars that How do the stars move? Why are not all
characteristics of a star? group together and seem Describe the movement constellations be seen at
2. How does color relate to form images or patterns of the stars in the night the same time?
ELABORATE with the temperature of a sky.
or figures in the sky?
star?
3. What two factors affect
the brightness of a star?
Choose the letter of the best Name the constellation How do stars appear to Multiple Choice: Choose
answer. Use the table below formed by the group of move in the night sky? the correct answer and
that presents information stars below. (5pts) write the letter only.
about stars A, B, C, and D. 1.) 1.The following
constellations can be
Star Color observed prominently in
A June EXCEPT_____.
B Yellow A. Bootes
C White B. Draco
D Blue C. Hydra
1. Which star is D. Orion*
the hottest? a. Answer: Cygnus (Swan)
2.Leo can only be
EVALUATE A
observed in the month of
b. B 2.) __.
c. C A. March*
d. D B. June
2. Which star is C. September
very similar to
our sun? a. A D. December
3.Ursa Major can be
b. B Anser: Cepheus ( King ) observed in the
c. C months of
d. D A. March and June*
B. June and
September
 3. Which is the coolest 3.) C. September &
star? December Quarter 3
a. A D. December and March Page 49
b. B 4. Whichstatement best
c. C explain why some
4. What 2 factors affect the constellations like Cygnus is
brightness of the star? visible to an observer in
Manila in September but not
visible in March?
A. Earth’s spins on its
Answer: Ursa
Major (Big
axis.
Bear)
B. Earth orbits the sun.*
C. Cygnus spins on its
4.)
axis
D. Cygnus orbits the
Earth.
5. Constellation Pisces
changes position during the
night. Which motion is
Answer:Cassiopeia (Queen) mainly responsible for this
change in position?
A. Revolution of earth
around the sun*
B. Rotation
of earth on its
axis.
C. Revolution of Pisces
around the sun.
D. Rotation of Pisces on
its axis.
 Do all stars have the same Prepare and bring Prepare and bring the Study your lessons for
brightness? Why? the materials materials needed for the summative test.
needed for the the Activity 4.
Activity 3.
Using the software
In preparation for the Stellarium, let the
next day’s activity the students explore the
students will be Night Sky for a certain
assigned to observe the date.
night sky at 7pm until 9 Identify one
pm. constellation and
Do the following: follow its movement
EXTEND a. Focus on one star through a period of
and mark the position of time.
that star at 7pm by
choosing a reference Stellarium can be
point nearby it. Then downloaded at:
http://www.stellarium.org/
follow up or monitor the
position of that same
star after 1 hour &
2.hours. Record & bring
your observation in the
class for your next
activity.

V. REMARKS
 VI. REFLECTION
From the evaluation, No.
of Learners who earned:
• 80% and Above:
• Below 80%:
Did the remedial lessons
work? No. of Learners
who:
• have caught up
with the lesson
• continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor
can help me solve?
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?