Quarter Third

GRADE 9
UNIFIED LESSON Learning area Science
PLAN
Teaching date and time Week 5- Day 2

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of:

factors that affect climate, and the effects of changing climate and how to adapt accordingly.
B. Performance The learners shall be able to:
Standards participate in activities that reduce risks and lessen effects of climate change.
C. Learning The learners should be able to:
Competencies / explain how different factors affect the climate of an area. LC Code: S9ES-IIIe-30
Objectives At the end of the session, the learners are expected to:
Write LC code for
• compare the effect of heat on water and land;
each
• explain how distance from ocean affects climate; and
• demonstrate the effect f heat on water and land.
II. CONTENT TOPIC/TITLE: Factors that Affect Climate: Distance of the Ocean
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 147-148
2. Learner’s pp. 188-191
Materials
3. Textbook
4. Additional Extend: https://bit.ly/3dvR1nx
Materials from Extend: https://youtu.be/7fd03fBRsuU
Learning
Resource (LR)
portal

B. Other Learning Curriculum guide, Learner’s Material in Science 9, Teacher’s Guide in Science 9
Resources

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 IV. PROCEDURES (ANNOTATIONS)
PPS Indicators/KRA
Objectives/Rubric
Indicators to be Observed
A. Reviewing previous ELICIT
lesson or
presenting the new ➢ The teacher will review the past lesson: How do latitude and altitude affect climate? INDICATOR 1
lesson to the students by answering this crossword puzzle. Applies knowledge of
content within and across
Let’s Find the Word! curriculum teaching areas.
MOV: The teacher
Direction: Answer the crossword puzzle individually. You will be given five minutes to do reviews the terms in the
this. previous topic and for the
students to enhance his
vocabulary skills.

Key Answer to Crossword Puzzle

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 ENGAGE

B. Establishing a ➢ The teacher will post this comparison table. INDICATOR 1

purpose for the ➢ The teacher will ask volunteer students to be in front to answer the comparison table. Applies knowledge of
lesson The students will be given strips of description and paste it according to its right content within and across
column. curriculum teaching areas.
MOV: The teacher
Are you in the Right Column? introduces a concept
Water Soil within the teaching area.

Strips of description

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 Key Answer
Water Soil
Cools slower Cools faster
Heats slower Heats faster
Higher heat capacity Lower heat capacity

C. Presenting ➢ The teacher will present a simple scenario applying the concept presented in Are you INDICATOR 5
examples/instances in the Right Column? activity. Maintain supportive
of the new lesson ➢ The teacher will lead the share-group discussion. learning environments
that nurture and inspire
Share your Thoughts! learners to participate,
cooperative and
Rica is walking on the beach in a sunny day. As she is walking on the seashore, she goes collaborate in continued
to the sand part and sometimes let her feet feel the water from the sea. She noticed that the learning.
sand is hotter than the water from the sea. MOV: The teacher
What do you think is the reason why the sand is hotter than the water even though they elevates the participation
are in the same surrounding (with the same temperature)? and cooperation of the
students through share-
group discussions.
D. Discussing new EXPLORE
concepts and
practicing new ➢ Learners will do the activity 1. INDICATOR 4
skills ➢ Instructions will follow. Establish safe and secure
# 1
➢ Provided activity sheet will be given by group, with direction to follow and guide learning environments to
questions to answer. enhance learning through
➢ Teacher will give/present the rubric. the consistent
➢ Activity Proper. implementation of
policies, guidelines and
ACTIVITY 1: WHICH HEATS FASTER? procedures.
MOV: In every activity,
Objective: the teacher always
• Explain how distance from the ocean and affects climate. reminds the policies,
• Compare the effect of heat on water and land. guidelines, and procedure
Materials: to follow.
Water, 2 laboratory thermometers, 2 alcohol lamps, soil/sand, 2 beakers, timer, iron stand
and iron clamp (can be substituted with tripod), thick cloth or pot holder

Procedure: INDICATOR 5

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 1. Fill one can with soil/sand. Label them. Maintain supportive
2. Fill another can with water. Label the container. learning environments
3. Prepare the set up. that nurture and inspire
4. Take the initial temperature of the water and soil. learners to participate,
5. Place the set up under the sun. Take the temperature every two minutes, for a total of ten cooperate and collaborate
minutes. in continued learning.
(Caution: Do not allow the tip of the thermometer to touch the bottom of the container.) MOV: The teacher
incorporates group
Time (min.) Temperature of soil (°C) Temperature of water (°C) activity to posit
0 collaboration of the
2
students in a group.
4
6
8
10
Table 1.1: Temperature of soil and water as it heats up.

Guide Questions:
1. What are the initial temperatures of water and soil?
Answers may vary.
2. What is the difference between the temperature of soil and water after six
minutes?
Over the same time interval, temperature of soil rises faster than the water.
3. Which heats up faster, water or soil?
Soil.
E. Discussing new ACTIVITY 2: WHICH COOLS FASTER? INDICATOR 3
concepts and Display proficient use of
practicing new Materials: The same materials with Activity 1. Mother Tongue, Filipino
skills and English to facilitate
# 2
Procedure: teaching and learning.
1. After ten minutes of heating, remove the containers from each tripod. MOV: The teacher let the
2. After removing the containers from the tripods, take the temperatures of soil and students communicate
water. Record your data in the table below. with their own mother
3. Take the temperature of each container every two minutes. You will do this for 10 tongue to have a
minutes. (Caution: Do not allow tip of the thermometer to touch from bottom of the harmonious
container.) communication within the
group.

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 INDICATOR 5
Time (min.) Temperature of soil (°C) Temperature of water (°C) Maintain supportive
0 learning environments
2 that nurture and inspire
4 learners to participate,
6 cooperate and collaborate
8 in continued learning.
10 MOV: The teacher
Table 2.1: Temperature of soil and water as it cools down. incorporates group
activity to posit
Guide Questions: collaboration of the
1. What happens to the temperatures of water and soil after you remove the containers students in a group.
from each tripod?
The temperature decreases or becomes colder.
2. Which cools faster, water or soil?
Soil.

F. Developing Mastery EXPLAIN

(Leads to Formative
Assessment) ➢ The students will post their respective output on the board. INDICATOR 6
➢ The selected reporter will present the group’s work. Establish a learner-
➢ The teacher will then ask the guide questions to the other members of the group. centered culture by using
➢ The teacher will process the answers to the guide questions of explore part. teaching strategies that
1. What are the initial temperatures of water and soil? respond to learners’
Answers may vary. linguistic, cultural,
2. What is the difference between the temperature of soil and water after six socioeconomic and
minutes? religious backgrounds.
Over the same time interval, temperature of soil rises faster than the water. MOV: The students
3. Which heats up faster, water or soil? explain their answers to
Soil. the guide questions and
4. What happens to the temperatures of water and soil after you remove the the teacher will let them
containers from each tripod? explain it to the language
The temperature decreases or becomes colder. which they are
5. Which cools faster, water or soil? comfortable using.
Soil.
INDICATOR 7
Use strategies for
providing timely, accurate
and constructive feedback

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 to improve learner
performance.
MOV: After the
presentation, the teacher
will give feedback to the
students’ work which can
help them improve and
apply it to their next
activity.
ELABORATE

G. Finding practical Let’s Graph It! INDICATOR 1

applications of Applies knowledge of
concepts & skills in Direction: Based on the data tallied on table 1.1 (Temperature of soil and water as it heats content within and across
daily living up) and 2.1 (Temperature of soil and water as it cools down), make a line graph to show curriculum teaching areas.
your data presented. Interpret your graph through answering the guide questions. MOV: The teacher
Materials needed: graphing paper, table 1.1 and table 2.1 elaborates the topic within
the curriculum teaching
Sample of line graph 1.1 area.
70 MOV: The teacher makes
use of using graphs which
60 is related to Mathematics
lessons.
50
INDICATOR 7
40 Use strategies for
providing timely, accurate
30 and constructive feedback
to improve learner
20
performance.
MOV: The teacher will
10
check their own answers
0 and see where they most
have difficulty in
Graph 1.1. Line graph showing the temperature of soil and water as it heats up after 10
minutes. understanding.
Legend: Blue line for soil
Orange line for water

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 Sample graph 2.1
70

60

50

40

30

20

10

Graph 1.1. Line graph showing the temperature of soil and water as it cools after 10
minutes.
Legend: Blue line for soil
Orange line for water

Guide Questions:
1. How does a body of water regulate the temperature of a certain region or country?
A body of water circulates the warm air and cold ai. It absorbs more heat and can
slowly release heat making the change in temperature of a country moderate.
2. Why do some areas that are far from bodies of water have extreme climates?
Because there are no bodies of water that will moderate the change in temperature
in the location.

H. Making The teacher will ask the concluding questions: INDICATOR 1

generalizations and What are the effects of heat on water and land? Applies knowledge of
abstractions about The effect of heat on water is that water moderates the change of temperature content within and across
the lesson whereas, on land, heat tends to make the place hotter or colder. curriculum teaching areas.

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 How does distance from the ocean affects the climate of a certain place? MOV: The teacher
Oceans regulate the climate of the areas near it. Hence, those places that are far elaborates the topic within
from the oceans tend to have extreme climate. the curriculum teaching
area.

I. Evaluating Learning EVALUATE

I. Direction. Fill in the Venn diagram below by comparing the effect of heat on water and INDICATOR 7
land. Each category must have at least three ideas or points. (See attached rubrics for Venn Use strategies for
diagram) providing timely, accurate
and constructive feedback
to improve learner
performance.
MOV: The students are
given the chance to test
their understanding in the
topic discussed.

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 Key answer:

II. Answer the question into three to four sentences only. (See attached rubrics for essay)
Why do places near the water have moderate climate compared to places far from the
bodies of water which have extreme climates, even though they are on the same latitude?
The climate of the place is influenced by the surrounding bodies of water. Places that are
near the ocean have moderate climate as the body of water regulates the temperature of the
area. Warm air moves out from land to sea, slowing down the rise of air temperature above
land. Hence, the places without a body of water nearby tend to have higher temperature and
colder temperature.
J. Additional activities EXTEND
for application or
remediation ✓ The teacher will ask the students to read additional article and watch a video for INDICATOR 7
deeper understanding: Use strategies for
Recommended for reading: https://bit.ly/3dvR1nx providing timely, accurate
Recommended for watching: https://youtu.be/7fd03fBRsuU and constructive feedback
to improve learner
performance
MOV: Students will
improve their
performance through
continued learning.

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 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?

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Grade and Section:_____________________
Name of the Group: ____________________
Rubric for Assessing Group Activity Performance

Standard Unsatisfactory Satisfactory Outstanding Points Given

(1 pt) (2 pts) (3 pts)

Content and Poor presentation of ideas is Very Good presentation of ideas is Excellent presentation of
Knowledge observed observed ideas/thought is observed

Cooperation Members of the group are not Members of the group are Members of the group are
and Team responsible and not focus on the occasionally responsible and focus responsible and focus on the task
Work task given. on the task given given

Neatness & The output is not organized. And The output is organized. And the The output is neatly organized.
Orderliness the workplace is messy before and workplace is occasionally messy And the workplace is clean
after the activity before and after the activity before and after the activity

Time Members of the group do not finish Members of the group finished Members of the group finished
Management on time. ahead of time, with complete ahead of time, with complete and
answer. correct answer.

Total Points

Signature of the Rater: ________________________

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Name: ______________________________
Grade and Section:_____________________

Rubric for Assessing Venn Diagram

Standard Strong Grasp Progressing Not Evident Points Given
3 points 2 points 1 point
Text support All statements are Most statements are Few or none of the
of supported by the supported by the concept statements are supported
comparison concept presented. presented. by the text.
statements
Placement of All statements noting Most statements are placed Few statements are placed
statements similarities are placed I in the correct circle, but in the correct circle.
within the the center circle and all student mixed up a few
Venn diagram statements that note statements.
differences are placed
in the correct circles.
Number of Student is able to make Students is able to make 3- Students make few
quality five or more 4 comparison statements in comparison statements in
statements comparison statements each circle. each circle.
in each circle.
Total Points
Signature of the Rater: ________________________

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Name: ______________________________
Grade and Section:_____________________

Rubric for Assessing Essay

Standard Unsatis- Needs Improvement Satisfactory Outstanding Points Given
factory (2 pts) (3 pts) (4 pts)
(1 pt)
Content Content is incomplete, Content is not Content is accurate, major Content is comprehensive
major points are not comprehensive, major points are stated, specific and accurate, major points
clear, specific examples points are addressed but examples are used. are stated clearly and are well
are not used. not well supported, and supported, content is clear,
specific examples do not specific examples are used.
support the topic.
Organization Organization detracts Organization is not easy to Organization is mostly Organization is clear and
from the question, follow, transition needs clear and easy to follow, easy to follow, transitions are
writing is disjointed improvement, conclusion transitions are present, logical and maintain the flow
and lacks transition. is missing. conclusion is logical. of though throughout the
question, conclusion is
logical and follows from the
question.
Focus Minimal expression of No apparent point but Apparent point made about Sharp, distinct controlling
the question. there is evidence of the the question asked with point made from the question
question asked. sufficient awareness. asked with evident
awareness.
Total Points
Signature of the Rater: ________________________

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 ACTIVITY 1: WHICH HEATS FASTER?

Objective:
• Explain how distance from the ocean and affects climate.
• Compare the effect of heat on water and land.
Materials:
Water, 2 laboratory thermometers, 2 alcohol lamps, soil/sand, 2 beakers, timer, iron stand and
iron clamp (can be substituted with tripod), thick cloth or pot holder

Procedure:
1. Fill one can with soil/sand. Label them.
2. Fill another can with water. Label the container.
3. Prepare the set up.
4. Take the initial temperature of the water and soil.
5. Place the set up under the sun. Take the temperature every two minutes, for a total of ten
minutes.
(Caution: Do not allow the tip of the thermometer to touch the bottom of the container.)

Time (min.) Temperature of soil (°C) Temperature of water (°C)

0
2
4
6
8
10
Table 1.1: Temperature of soil and water as it heats up.
Guide Questions:
1. What are the initial temperatures of water and soil?

2. What is the difference between the temperature of soil and water after six
minutes?

3. Which heats up faster, water or soil?

Page 15 of 18
 ACTIVITY 1: WHICH HEATS FASTER?

Objective:
• Explain how distance from the ocean and affects climate.
• Compare the effect of heat on water and land.
Materials:
Water, 2 laboratory thermometers, 2 alcohol lamps, soil/sand, 2 beakers, timer, iron stand and
iron clamp (can be substituted with tripod), thick cloth or pot holder

Procedure:
1. Fill one can with soil/sand. Label them.
2. Fill another can with water. Label the container.
3. Prepare the set up.
4. Take the initial temperature of the water and soil.
5. Place the set up under the sun. Take the temperature every two minutes, for a total of ten
minutes.
(Caution: Do not allow the tip of the thermometer to touch the bottom of the container.)

Time (min.) Temperature of soil (°C) Temperature of water (°C)

0 Answer may vary. Answer may vary.
2 Answer may vary. Answer may vary.
4 Answer may vary. Answer may vary.
6 Answer may vary. Answer may vary.
8 Answer may vary. Answer may vary.
10 Answer may vary. Answer may vary.
Table 1.1: Temperature of soil and water as it heats up.
Guide Questions:
1. What are the initial temperatures of water and soil?
Answers may vary.
2. What is the difference between the temperature of soil and water after six
minutes?
Over the same time interval, temperature of soil rises faster than the water.
3. Which heats up faster, water or soil?
Soil.

Page 16 of 18
 ACTIVITY 2: WHICH COOLS FASTER?

Objective:
• Explain how distance from the ocean and affects climate.
• Compare the effect of heat on water and land.
Materials:
Water, 2 laboratory thermometers, 2 alcohol lamps, soil/sand, 2 beakers, timer, iron stand and
iron clamp (can be substituted with tripod), thick cloth or pot holder

Procedure:
1. After ten minutes of heating, remove the containers from each tripod.
2. After removing the containers from the tripods, take the temperatures of soil and water.
Record your data in the table below.
3. Take the temperature of each container every two minutes. You will do this for 10
minutes. (Caution: Do not allow tip of the thermometer to touch from bottom of the
container.)

Time (min.) Temperature of soil (°C) Temperature of water (°C)

0
2
4
6
8
10
Table 2.1: Temperature of soil and water as it cools down.

Guide Questions:
1. What happens to the temperatures of water and soil after you remove the containers from
each tripod?

2. Which cools faster, water or soil?

Page 17 of 18
 ACTIVITY 2: WHICH COOLS FASTER?

Objective:
• Explain how distance from the ocean and affects climate.
• Compare the effect of heat on water and land.
Materials:
Water, 2 laboratory thermometers, 2 alcohol lamps, soil/sand, 2 beakers, timer, iron stand and
iron clamp (can be substituted with tripod), thick cloth or pot holder

Procedure:
1. After ten minutes of heating, remove the containers from each tripod.
2. After removing the containers from the tripods, take the temperatures of soil and water.
Record your data in the table below.
3. Take the temperature of each container every two minutes. You will do this for 10 minutes.
(Caution: Do not allow tip of the thermometer to touch from bottom of the container.)

Time (min.) Temperature of soil (°C) Temperature of water (°C)

0 Answer may vary. Answer may vary.
2 Answer may vary. Answer may vary.
4 Answer may vary. Answer may vary.
6 Answer may vary. Answer may vary.
8 Answer may vary. Answer may vary.
10 Answer may vary. Answer may vary.
Table 2.1: Temperature of soil and water as it cools down.

Guide Questions:
1. What happens to the temperatures of water and soil after you remove the containers from
each tripod?
The temperature decreases or becomes colder.
2. Which cools faster, water or soil?
Soil.

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