San Pablo Diocesan Catholic Schools System

LICEO DE VICTORIA
Victoria, Laguna
S.Y. 2022-2023

LEARNING PLAN
Unit Title: VOLCANOES FOUND IN THE PHILIPPINES
Curriculum Area: SCIENCE
Grade Level: NINE
Designer: Miss Angelika T. Villanueva

STAGE 1: DESIRED RESULTS

ESTABLISHED GOALS (STANDARDS)

Learners should develop scientific, technological and environmental literacy that would lead to
rational choices on issues confronting them. Having been exposed to scientific investigations related to real
life, they should recognize that the central feature of an investigation is that if one variable is changed ( while
controlling all others ) the effect of the change on another variable can be measured. The context of the
investigation can be problems at the local or national level to allow them to communicate with learners in
other parts of the Philippines or even from other countries using appropriate technology.

Learners should demonstrate an understanding of science concepts and apply science inquiry skills in
addressing real-world problems through scientific investigations.

CONTENT STANDARD: PERFORMANCE STANDARD:

The learners demonstrate an understanding of: The learners should be able to:

● The interior of the earth using information
from volcanoes
● Make informed decisions based on
identified permanent danger zones around
active volcanoes
● Show emergency preparedness before,
during and after a volcanic eruption and
follow advisories regarding alert levels and
calls for evacuation given by responsible
government agencies.

ESSENTIAL UNDERSTANDING ESSENTIAL QUESTIONS

● Volcanoes are part of this world, which prove
that it has a purpose in this system
● The type of volcano also determines a volcano
eruption and type of magma it expels.
● Proper implementation of rules and
regulations in the activities near volcanoes will
protect the locals
● Proper information and emergency
preparedness will help keep communities safe
from volcanic activity
● Despite their effects , volcanoes are important
dynamic on Earth
● What is the role of volcanoes in this earth’s
system?
● What controls the shape of a volcano?
● Why are volcanoes prevalent in certain parts
of the Earth?
● Can we utilize the energy coming from
volcanoes?
● In what ways are volcanoes beneficial to us?

Knowledge/Essential Topics Learning Competencies:

● Lesson 1- Introduction to volcanoes and their
types
● Lesson 2- Volcanic eruption
● Lesson 3- Energy from volcanoes
The learners should be able to:
● Enumerate the different features of a volcano
● Describe the different types of volcanoes and
volcanic eruption
● Differentiate between active and inactive
volcanoes
● Explain what happens when volcanoes erupt
● Illustrate how energy from volcanoes may
be tapped for human use

STAGE 2: ASSESSMENT EVIDENCES

TRANSFER GOALS:

Students in the long run show emergency preparedness before, during and after a volcanic eruption and follow
advisories regarding alert levels and calls for evacuation given by responsible government agencies.

PERFORMANCE TASKS (GRASPS)

.
 DI -DIFFERENTIATED SUMMATIVE ASSESSMENT TASK
GOAL Generate informative material that is focused on what really transpired during
a a phenomenal volcanic eruption dating back to 1900s
ROAL You are part of the Philippine institute of Volcanology and Seismology
(PHIVOLCS ) and you are tasked to launch a campaign on volcano ,
earthquake and tsunami disaster preparedness and risk reduction.
AUDIENCE Audience for this activity is composed of the high school students ( from
freshmen to senior level ), administration , teaching staff and non-teaching
personnel in your school.
SITUATION In response to the government’s call to launch orientation on disaster
preparedness, your school has invited a number of experts from the
PHIVOLCS who will task about the said program. As majority of the
audience come from student population , the PHIVOLCS team is encouraged
to utilize a medium that would catch the interest and the comprehension level
of the students.
PRODUCT/ As part of the team , you have to conduct a research on phenomenal volcanic
PERFORMANCE eruption (e.g Mt. Pinatubo in 1991 ) , Using the gathered data , your team has
to come up with any of the following that would dramatize what happened
during the eruption based on the recorded experiences of the people.

Product 1 : A theatrical dramatization of the eruption which shall be

participated in by select students .

Product 2 : A puppet show

It is also expected that your team should enumerate the Dos and Don’ts during
volcanic eruption.

STANDARD Your product /performance will be evaluated based on the following criteria :
1. creativity / Originality (Theme ,Plot )
2. characterization
3. Appropriate use of storytelling techniques
4. Conventions
5. Audience Appeal

Key Criteria

Rubrics for the Performance Tasks (see Science Link Textbook page 255 )
Other Evidences

● Unit Tests
● Quizzes
● Exercises
● Activity Sheets
● Laboratory Exercises
STAGE 3: LEARNING PLAN
Learning Activities

WEEK 1-4: Topic

EFDT Activities Resources

Explore
 Before starting the lesson the Teacher will bring to the class chocolate bars
(caramel bars with peanuts will be best for this activity).

Science Link page

199

And also assigned them the Activity on Investigate Science Link page 214

Science Link page

199-201

Firm Up Answer Try this

Inquiry Lab on
page 217 of
Science Link
Science Link page
Direct 202
Instruction:
Lesson 1-
Introduction to
Volcanoes
 Video Analysis - (965) VOLCANOES | Grade 9 Science Quarter 3 Module 1 -
YouTube

Guide Questions:
1. What is a volcano?
2. What are the parts of a
volcano?
3. What are the classifications of
volcano based on the
frequency of their eruptions?

(965) Volcanoes 101 | National Geographic - YouTube

(965)
VOLCANOES |
Grade 9 Science
Quarter 3 Module
1 - YouTube

See page 221 of Science Link Textbook- Answer What to Do

Name Characteristic Location Additional

Information
Youngest
volcano
(965) Volcanoes
Oldest volcano
101 | National
Smallest Geographic -
volcano YouTube
Most active
volcano
Largest
volcano

Direction Instruction
Lesson 2- Types of Volcanoes - https://www.youtube.com/watch?
v=I1gCzKglilI
 https://
Question: How do different types of volcanoes vary in appearance and
www.youtube.co
eruption ? which among them poses the greatest threat to mankind?
m/watch?
v=I1gCzKglilI

Science Link
page 202-211

Lesson 3- Volcanic Eruption

Science Link
Answer Try this Lab page 228 of Science Link pages 212-219

Deepen
Video Analysis
Link : https://www.youtube.com/watch?v=wRO87b8FoXw https://
www.youtube.co
m/watch?
v=wRO87b8Fo
Xw

Guide Questions:

1. Are all volcanic eruptions alike?

2. What makes volcanic eruptions effusive or explosive?
3. what are the types of volcanic eruptions and styles of volcanic eruptions?

Observe-Infer-Predict
 Lesson 4- Energy from Volcanoes

Science Link
page 220-226

Transfer Video Analysis

https://
www.liveworksheet
s.com/je3022000ua

https://
www.youtube.co
m/watch?
v=sQiBe10A-Xg

Science Link page

218-219
⮚ PERFORMANCE TASK
 LEARNING PLAN
Formation Year 2022-2023

Unit Title: CLIMATE

Curriculum Area: SCIENCE
Grade Level: NINE
Designer: MRS. RAYCELL B. FELIPE

STAGE 1: DESIRED RESULTS

ESTABLISHED GOALS (STANDARDS)

Learners should develop scientific, technological and environmental literacy that would lead to
rational choices on issues confronting them. Having been exposed to scientific investigations related to real
life, they should recognize that the central feature of an investigation is that if one variable is changed ( while
controlling all others ) the effect of the change on another variable can be measured. The context of the
investigation can be problems at the local or national level to allow them to communicate with learners in
other parts of the Philippines or even from other countries using appropriate technology.

Learners should demonstrate an understanding of science concepts and apply science inquiry skills in
addressing real-world problems through scientific investigations.

CONTENT STANDARD: PERFORMANCE STANDARD:

The learners demonstrate an understanding of: The learners should be able to:
 ● Factors that affect climate, and the effects of ● Participate in activities that reduce risks and
changing climate and how to adapt accordingly lessen effects of climate change

ESSENTIAL UNDERSTANDING ESSENTIAL QUESTIONS

● We should all be alarmed and concerned of
the climate-related issues because we can all be
adversely affected by them. Further , we as
humans , are the only ones who can think of
ways to remedy or mitigate tehri effects.
Knowledge/Essential Topics
● Lesson 1- Different factors affecting Climate
● Lesson 2- Global Climate Change
Phenomenon
● Why should we concern ourselves of the
current climate-related issues?
Learning Competencies:
The learners should be able to:
● Differentiate meteorology from climatology
● Enumerate different branches of Climatology
● Discuss the climate classification system
● Explain how different factors affect Climate
● Describe certain climatic phenomena that occur
on a global level

STAGE 2: ASSESSMENT EVIDENCES

TRANSFER GOALS:

Students will be able to independently use their learning to enhance their involvement as well as encourage
others to help mitigate the effects and reduce the risks of climate change.

PERFORMANCE TASKS (GRASPS)

Goal Make your own travel brochure or poster advertising a vacation to a specific biome
Role You are a travel agent and you contacted the head of a high school to allow you to have a simple
presentation regarding the biomes of your own choice.
Audience Audience for this activity are the Grade 9 students and their faculty advisers
Situation The Department of Tourism is on its peak of its campaign “It’s More fun in the Philippines. To
support this program, you are tasked to promote the different places in the country and you can
do it by encouraging the Filipinos living in the country and abroad to take a visit and experience
the fun that can only be found in our native land.
Product Make a comprehensive research on any of the following biomes ( desert ,chaparral, tundra, taiga ,
temperate deciduous forest , tropical rainforest , grassland, swamp, cave , freshwater , marine )

After the research, make your own travel brochure or a poster advertising a vacation to your
biome . The material must include the following:
1. the biodiversity in that area
2. the uniqueness of the place
3. the different experiences brought about by biotic and abiotic factors in the biome
Standard Your product/performance will be evaluated based on the following criteria
s 1. display
2. Mechanics and spelling
3. Layout
 4. accuracy of content
5. presentation and audience appeal
Key Citeria

Rubrics for the Performance Tasks

Performance Task 1
CRITERIA Exemplary Satisfactory Developing Beginning
4 3 2 1
All parts are clearly Many parts are Some parts are The parts are not
DISPLAY
labeled clearly labeled clearly labeled clearly labeled
The brochure has no The brochure There are several There are many
mistakes in mechanics contains minor mistakes in mistakes in
and or spelling mistakes in mechanics and or mechanics and or
MECHANI
mechanics and or spelling spelling
CS AND
spelling but such
SPELLING
mistakes do not
significantly the
entire presentation
Layout is Layout is somewhat Layout is
Layout is well organized. Most organized. Most of confusing.
organized. There is components are the components are Components are
consistency in its consistent within not consistent. inconsistent and
LAYOUT
components that allows the publication. Partial Information most of the
the reader too easily Information can be can be located. information are
locate information located. missing

ACCURAC Concepts were Conventional Conventional Conventional

Y OF relevant, accurate and techniques for techniques for techniques for
CONTENT effective in conveying showing thought, showing thought , showing thought ,
the information speech and action speech and action speech and action
are generally are sometimes are not employed
employed. employed
PRESENT The brochure was The brochure was The brochure was The brochure was
ATION presented with an presented with a presented with a presented with an
AND expressive and fluent fluent voice. The choppy voice. The inaudible voice.
AUDIENC voice. The Presenter has Presenter has presenter made an The presenter
E APPEAL strong connection with considerable attempt to establish failed to establish
his /her audience. connection with connection with connection with
his /her audience. his/her audience his/her audience.
through eye
contact.

Total score
Other Evidences

● Unit Tests
● Quizzes
● Exercises
● Activity Sheets
 ● Article Analysis

STAGE 3: LEARNING PLAN

Learning Activities

WEEK 5-7: Topic

EFDT Activities Resources

● Students will perform the Loop Activity on page 234 of the Science Link
Textbook pages 233-

● VIDEO ANALYSIS- https://www.youtube.com/watch? https://

www.youtube.co
v=vH298zSCQzY
m/watch?
v=vH298zSCQzY
Explore Differentiate Weather and Climate
Weather Climate

Direct Instruction
Weather online
Lesson 1 – Different factors affecting climate
exercise for grade
9
ACTIVITY- VOCABULARY EXERCISE (liveworksheets.c
Weather online exercise for grade 9 (liveworksheets.com) om)

Firm Up

After discussion, students will answer WHAT TO DO on page 242 of the

Textbook.
Direction: Using a world map. identify different biomes, choose three
locations and identify factors that greatly affect the climatic condition of
the place. Science Link
Biome Various Factors page 242
( Name Latitude Ocean Wind Elevation Relief Proximity to water
and current
Location )

ACTIVITY-
http://www.littleworksheets.com/worksheets/science/grade5/difftempmc.pdf

http://
www.littleworkshee
ts.com/worksheets/
science/grade5/
difftempmc.pdf

Direct Instruction
Lesson 2: Global Climate Change Phenomenon

Web page Analysis

What are El Nino

and La Nina?
(noaa.gov)
 Process Question:

1. Differentiate El Nino from La Nina?

2. How does this two affects the climate around the world?

ACTIVITY https://
www.pinterest.c
o.uk/pin/
1897142030326
89764/

Web Page Reading - https://www.un.org/sustainabledevelopment/climate-change/ https://

www.un.org/
sustainabledevel
opment/climate-
change/
Deepen

https://
www.climategen
.org/take-
action/act-
 climate-change/
take-action/

https://
www.nationalgeo
graphic.com/
science/article/
121109-maya-
civilization-
climate-change-
belize-science

LINKS: CLIMATE CHANGE AND ITS IMACT ON MAYAN

CIVILIZATION

1. What are the causes and effects of climate change?

 2. why take action against climate change?

3. What can we do to help mitigate the effects of climate change?

Goal Make your own travel brochure or poster advertising a vacation to a specific biome
Role You are a travel agent and you contacted the head of a high school to allow you to have a s
presentation regarding the biomes of your own choice.
Audience Audience for this activity are the Grade 9 students and their faculty advisers
Situation The Department of Tourism is on its peak of its campaign “It’s More fun in the Philippine
support this program, you are tasked to promote the different places in the country and yo
do it by encouraging the Filipinos living in the country and abroad to take a visit and expe
the fun that can only be found in our native land.
Product Make a comprehensive research on any of the following biomes ( desert ,chaparral, tundra,
temperate deciduous forest , tropical rainforest , grassland, swamp, cave , freshwater , marin
Transfer
After the research, make your own travel brochure or a poster advertising a vacation to
biome . The material must include the following:
1. the biodiversity in that area
2. the uniqueness of the place
3. the different experiences brought about by biotic and abiotic factors in the biome
Standard Your product/performance will be evaluated based on the following criteria
s 1. display
2. Mechanics and spelling
3. Layout
4. accuracy of content
5. presentation and audience appeal
 LEARNING PLAN
Formation Year 2022-2023

Unit Title: STARS AND CONSTELLATIONS

Curriculum Area: SCIENCE
Grade Level: NINE
Designer: MRS. RAYCELL B. FELIPE

STAGE 1: DESIRED RESULTS

ESTABLISHED GOALS (STANDARDS)

Learners should develop scientific, technological and environmental literacy that would lead to
rational choices on issues confronting them. Having been exposed to scientific investigations related to real
life, they should recognize that the central feature of an investigation is that if one variable is changed (while
controlling all others) the effect of the change on another variable can be measured. The context of the
investigation can be problems at the local or national level to allow them to communicate with learners in
other parts of the Philippines or even from other countries using appropriate technology.

Learners should demonstrate an understanding of science concepts and apply science inquiry skills in
addressing real-world problems through scientific investigations.
CONTENT STANDARD: PERFORMANCE STANDARD:

The learners demonstrate an understanding of: The learners should be able to:
● The learners demonstrate an understanding of the ● The learners shall be able to discuss whether or not
relationship between the visible constellations in the sky popular beliefs and practices with regard to
and Earth’s position along its orbit. constellations and astrology have scientific basis.

ESSENTIAL UNDERSTANDING ESSENTIAL QUESTIONS

● The distance of the sun and the stars to the
Earth makes life possible on our planet
● The system that governs stars and
constellations also gives data on Erath’s time,
date and direction
● Stars look different because of their
temperature, luminosity, and stage of their life
cycle. They have different colors based upon
their stage in the life cycle.
● How do stars affect the conditions of life on
our planet?
● Why do we need to study the constellations?
● How do we know the type of a star (young
versus old , loss mass versus big mass , hot
or cold ) by looking at an H_R diagram ?
● What factors determine the characteristic of
stars?

Knowledge/Essential Topics Learning Competencies:

● Lesson 1- Characteristics of stars
● Lesson 2- Arrangement of stars in a Group
● Lesson 3- Changing position of Constellations
The learners should be able to:
● Name the position of a constellation changes in the course
of a night
● Identify the factors affecting the position of constellations
● Describe the characteristics of stars
● Generalize that the relationship between constellations
and Earth’s position along orbit affects people’s belief and
practices
● Show which constellations may be observed at different
times of the year using models.

STAGE 2: ASSESSMENT EVIDENCES

TRANSFER GOALS:

Student will be able to independently use their learning to analyze and verify , through science , common
astrological beliefs and practices in order to promote awareness and critical thinking.
PERFORMANCE TASKS (see page 281)

Learning about space can be boring at some point. While others find it fascinating and interesting. It is
inevitable that some might be uninterested and unengaged. however, if a magazine is readily available, it can
serve as an additional sour e of facts and concepts for students who are learning about space and stars.

Your task is to make a magazine containing facts and concepts about stars and constellations. Because
magazines are produced in a more creative manner as it has various sections that highlights important
information, it is intended to make the learning of these concepts easy and enjoyable. It can be used to make
learning facts and concepts about stars and constellations in a different perspective aside from the traditional
way of learning through textbooks.

Key Citeria

Rubrics for the Performance Tasks

RUBRIC FOR STARS AND CONSTELLATIONS MAGAZINE: AID FROR LEARNING STARS AND
CONSTELLATIONS IN AN EASY WAY
CRITERIA Exemplary Satisfactory Developing Beginning
4 3 2 1
● All learning ● Most ● Few ● No learning
issues were learning learning issue was
addressed issues were issues were addressed
● Three or more addressed addressed ● No
hypotheses ● Two ● One hypothesis
were presented hypotheses hypothesis was present
FINAL ● High quality were was present ● No final
PRODUCT final product present ● Low quality product
● Roles were final
somewhat product
defined
● Fair quality
final
product
● Problem ● Problem ● Problem ● Problem
summary, summary, summary, summary,
learning issues learning learning learning
and additional issues and issues and issues and
information additional additional additional
were well information information information
presented were were poorly were not
WRIITNG ● Hypotheses presented presented presented
ASSESSM were well ● Hypotheses ● Hypotheses ● Hypotheses
ENT presented were were poorly were not
● Solution and presented presented presented
defense were ● Solution ● Solution and ● Solution and
well presented and defense defense
defense were poorly were not
were presented presented
presented

COLLAB ● Individual ● Individual ● Individual ● Individual

ORATION worked well worked did not interfered
with the group acceptably work well with the
● Individual with the with the group
communicated group group ● Individual
well with the ● Individual ● Individual did not
group communica did not communicat
● Individual ted communicat e at all with
carried out his acceptably e well with the group
or her with the the group ● Individual
 responsibilities group ● Individual did not
● Individual attempted attempt to
mostly but failed to carry out his
carried out carry out his or her
his or her or her responsibiliti
responsibili responsibilit es
ties ies

SCORES 24-27 = ABOVE AVERAGE; 15-23 = AVERAGE, 7-14 = BELWO AVERAGE; 0-6 = FAIL

Other Evidences

● Unit Tests
● Quizzes
● Exercises
● Activity Sheets

STAGE 3: LEARNING PLAN

Learning Activities

WEEK 8-9: Topic

EFDT Activities Resources

Film Showing

The teacher will show a video of stars and constellations, their

characteristics, compositions and direction.
Explore
Guide Questions:
1. What is a constellation? How are they named?
2. In what ways can constellation be useful to people?
3. What are some of the beliefs and practices about constellations and
astrology?

Firm Up
Direct Instruction:

Lesson 1- Characteristics of Stars

(976) Stars 101 |
Video Analysis -
National
(976) Stars 101 |
Geographic -
National Geographic -
YouTube
YouTube
Note : Remind your
students to take down
notes as they watch
this short video
 Lesson 2- Arrangement of Stars

⮚
⮚
⮚
⮚
⮚
⮚
⮚ https://
⮚ brainly.ph/
⮚ question/
⮚ 16643846
⮚
⮚
⮚
⮚
⮚
⮚
⮚
⮚
⮚
⮚
⮚
⮚
⮚
⮚
⮚
⮚
Answer INQUIRY LAB page 268 of the Textbook -Observing
Constellations in the Night Sky

The students will answer this Activity – STAR HUNTING

Note: You can download a copy of this on this link
-https://brainly.ph/question/16643846
 (976)
Another Video is available to give more information about stars - Constellation
(976) Constellation Location: Crash Course Kids #31.2 - YouTube Location: Crash
Course Kids #31.2
- YouTube

https://
An interactive application about constellation is available on this link - mrnussbaum.co
https://mrnussbaum.com/interactive-constellation-sky m/interactive-
This will give students knowledge about the constellation. constellation-sky

Deepen
 How does
astrology work? |
Science Questions
with Surprising
Answers
(wtamu.edu)

Guide Questions:

1. Is astrology scientific? Justify your answer.

2. Based on your answer in the previous question, how would you persuade people The Mythology of
to believe or not believe in what astrology tells them about their lives? the Constellations
(comfychair.org)

The Mythology of the Constellations (comfychair.org)

Transfer TASK:

Create a google slide presentation that includes the following:

-Name of Constellation
-Illustration
-Location
-Time Visible
-Origin (story behind) their assigned constellation.

TASK:
Create a 3D Model of your chosen constellation using any recyclable art
materials.
 Criteria :
1. creativity – 5
2. overall Model-5
3. Impact -5

Prepared and Submitted by:

MS. ANGELIKA T. VILLANUEVA

Subject Teacher

Checked by:

MRS. LEONIDA V. BAUTISTA

Academic Coordinator

Noted by:

MS. ANTONETTE A. LARONA

School Principal