Science+9+Module+q3+Sy+2021 22

CAMARINES NORTE COLLEGE INC.
Junior High School Department

Labo, Camarines Norte
S.Y. 2021-2022
LEARNING MODULE
FOR SCIENCE 9
THIRD QUARTER
Content Standard
The learners demonstrate an understanding of:

o volcanoes found in the Philippines
o factors that affect climate, and the effects of changing climate and how to adapt
accordingly
o the relationship between the visible constellations in the sky and Earth’s position
along its orbit
Performance Standard
The learners shall be able to:

• participate in activities that reduce risks and lessen effects of climate change
• discuss whether or not popular beliefs and practices with regard to constellations
and astrology have scientific basis
•
SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

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TABLE OF CONTENTS
Week Page
Activities to be Submitted
Number Number
Activity 1: I am Who You Say I am
Activity 2: Twin but Different
1 Activity 3: Where I Belong
5-7
Activity 4: Organize Me
Activity 5: Identify
Activity 6: Nature Warning 7-9
2 Activity 7: How It is Done?
Self- Assessment Form and Quiz
Activity 8: Article
3 Activity 9: Organize 10-12
Activity 10: Lay-Out
4 THIRD PRELIMINARY EXAMINATION
Activity 11: I am Responsible
Activity 12: My Match
5 Activity 13: My Constellation
12-15
Activity 14: Persuasive Talk
Quiz
Activity 15: Talk from an Expert
6 Activity 16: New Aged Astrology
16-18
Activity 17: Are my Beliefs Reliable?

PERFORMANCE TASK
7
18-19
Exit Ticket
8 THIRD DEPARTMENTAL EXAMINATION
For further understanding, you can also visit www.camarinesnortecollegejhs.com/

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General Reminders
To do Well in this lesson, you need to remember and do the following:
1. Carefully read and follow all the instructions.
2. Answer key is given on the last part of this module for self-evaluation.
3. Read your reference book to answer the activities. Specific pages of book are given as guide.
4. Perform all the activities for you to understand the topic.
5. If there are articles included in the module for your activity. Take time to read.
6. Open and view the indicated videos for supplementary learning. You can copy the link and watch it
directly in YouTube or just visit our official school website. Supplementary materials for learning are
uploaded there.
7. As much as possible, always do the Transfer task on your own.
8. Answer the quiz to measure how much you have learned from the lessons.
9. Always follow the scheduled time indicated on your weekly home learning plan.
10. God bless and enjoy learning.
Module Coverage
Title: You’ll Learn to…
Volcanoes ✓ describe the different types of volcanoes. (S9ES-IIIa-25)
o identify the different types of volcanoes.
✓ differentiate between active and inactive volcano. (S9ES-IIIa-26)
o classify the different features of volcano
Climate ✓ describe certain climatic phenomena that occur on a global level. (S9ES-IIIa-27)
o differentiate meteorology and climatology.
o enumerate the different branches of climatology.
o identify the climates in different places using their location in the globe.
Unit 8-9: Volcanoes and Climate

Have you personally been to Albay or Tagaytay? Have you actually seen Mayon Volcano or Taal Volcano? Have
you ever seen a live volcanic eruption? How did that make you feel? If you haven’t, wouldn’t you want to see an erupting
volcano in full view or at least see a real volcano in person? Have you heard about the damage caused by the eruption of
Mount Pinatubo in Zambales? Volcanic Eruption is not new in the Philippines and we’ve had several eruptions in the
past decades.
In this module, you will find why do a number of a particular type of volcanoes exist in the Philippines. Always
consider this question as you go through; How does the effectivity of the function of Circulatory and respiratory System
be ensured?
References: Science Link 9 pages 216-320

Or visit our website: www.camarinesnortecollegejhs.com
Unit Concept Map

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WEEK 1
What to do before? Try to answer the following questions and see if you find it right
as you finish studying the unit. You don’t need to pass the pretest. You can write your
answer on your old notebook for your future reference.
Identification: Identify the correct term that corresponds to the description. Write your answer on your
old notebook.
1. (Composite, Cinder) volcano is the simplest type of volcano.
2. (Mountain, Volcanic) dome is a round, steep-sided mound that is formed by small, bulging
masses of lava.
3. (Throat, Summit) is the entrance of a volcano.
4. The day-to-day temperature and precipitation activity in the atmosphere is called (climate,
weather).
5. (Latitude, Altitude) is the geographical coordinate that specifies the north-south position on the
surface of Earth.
Answer Key for Pretest is located on the last section of this module. You
can self-assess your answer and see how much you know the lesson.
WEEK 1 (Explore)
Use Old notebook
Exercise A: 4 Pics 1 Word
Direction: You will identify the word in each item using the four pictures shown as a clue.
Process Questions:
1. What are the words you found out from the 3 sets of pictures?
2. How can you relate picture 1 and 2 to picture 3?
3. Do you think the study about picture 2 and 3 is relevant? Why?
4. How does participation in disaster mitigation and reduction lessen the effects of
volcanic eruption and climate change in the community?

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Use 1 whole sheet of paper
Exercise B: IRF Chart
Direction: Write down your initial ideas pertinent to the question by filling in the unshaded column.
Summarize your answer, your thoughts and ideas in the first column of the IRF Chart. Note: You will not
submit this yet. However, you need to keep this until you answer the final column.
END OF EXPLORE
You gave your initial ideas on volcanoes and climate by answering the first column of
the IRF Chart.
On the following tasks, you will learn other concepts that will help you in performing
your task on the last section of this module. Be informed that on the latter part, you will
try to participate in a meaningful activity that promotes risk reduction of the effects of
volcanic eruption and climate change by creating Advocacy Campaign.
WEEK 1 (Firm Up)

In this section you shall:
✓ describe the different types of volcanoes. (S9ES-IIIa-25)
✓ differentiate between active and inactive volcano. (S9ES-IIIa-27)
✓ certain climatic phenomena that occur on a global level. (S9ES-
IIIa-27)
Key Concepts
Volcanoes are a sight to behold. But

even with their magnificent natural beauty,
they can cause severe damage to properties
and harmful effects to our environment like
the ones that happened to our country in the
past. Have you ever wondered why we have a
lot of volcanoes in this country or how these
volcanoes were formed? Why do a number of
a particular type of volcanoes exist in the
Philippines? Let’s start this module by
gathering your ideas about volcanoes.
Use 1 whole intermediate paper
Activity 1: I am Who You Say I am

Direction: You will give the name and describe the different types of volcanoes based on the given
pictures below. You can refer to pages 223-227 of Science Link Book (if any).

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Now, here is to help you more in your learnings. You can watch the video entitled: “Types
of Volcanoes”. Have Fun!
https://youtu.be/4a4ZBL9Gafk
Activity 2: Twin but Different

Direction: Using the Versus Template below, you will give the similarities and differences of active and inactive
volcano. You can refer on pages 228-229 of Science Link Book (if any).

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Activity 3: Where I Belong?
Direction: You will tell the kind of eruption that is being described in each item. Reference: Science Link
Book pages 232-238 (if any).
1. Typically they are effusive eruptions, with basaltic magmas of low viscosity, low content of gases, and high
temperature at the vent.
2. It is a type of volcanic eruption with relatively mild blasts, having a Volcanic Explosivity Index of about 1 to 2.
3. It is a type of volcanic eruption characterized by a dense cloud of ash-laden gas exploding from the crater and
rising high above the peak.
4. These are named for the destructive eruption of Mount Pelée on the Caribbean island of Martinique in 1902.
5. It is also known as Vesuvian eruption.
6. Is an explosive style of volcanic eruption that takes place in shallow seas or lakes when rapidly rising and
fragmenting hot magma interacts explosively with water and with water-steam-tephra slurries.
7. It is a volcanic eruption which take place beneath the surface of water
8. These are those of ice-covered volcanoes, result in the interaction of magma with ice and snow, leading to
meltwater formation, jökulhlaups, and lahars.
9. These are steam-driven explosions that occur when water beneath the ground or on the surface is heated by
magma, lava, hot rocks, or new volcanic deposits.
10. This is also called as glaciovolcanism.

Activity 4: Organize Me
Direction: You will complete the graphic organizer by differentiating meteorology and climatology and
giving the branch of climatology. You can refer on your Science Link Book pages 258-268 (if any).
WEEK 2 (Firm Up)

Activity 5: Identify
Direction: You will identify the factor referred to by the descripted climate. You can refer on your Science
Link Book pages 269-274 (if any).
1. It referred to the closeness or nearness of the bodies of water.
2. These are the regions located at 66.5 0N to the North Pole.
3. It refers to as the tropical zone and the torrid zone.
4. It refers to the zones in the range of latitude between 40 0N and 60/70 0N.
5. It is the continuous, predictable, directional movement of seawater driven by gravity,
wind (Coriolis Effect), and water density.

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Activity 6: Nature Warning
Direction: You will describe the effects of climate change in different parts of the world. You can refer on
your Science Link Book pages 275-283 (if any).
Picture Place Your Own Description
Greenland
1.
Australia
2.
Philippines
3.
Japan
4.
America
5.
In this unit’s performance task, you will present an advocacy campaign as your participation in natural risk
reduction and mitigation.
Before accomplishing the performance task, it is important that you will follow the tasks below.
o First, identify the important steps in making effective advocacy campaign and its purpose.
o Second, you will organize your thoughts on the definition of disaster, risk, reduction and mitigation.
o Third, layout the parts of the chosen presentation.
Let’s start with the activity on the next page.

Activity 7: How It Is Done?
Direction: Identify the steps in making an effective advocacy campaign being described below.
Choose your answer from the words inside the box.
1. Make a statement that gets your audience’s attention right away, perhaps using a dramatic fact. This is your
lead-in and should be only a sentence or two.
2. Describe the problem, who it affects, it impact

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3. .Look for facts that are relevant to your audience
4. make sure the example is relevant to your audience
5. Show your audience how this interest fits with what they care about, want or need. Learn what you can about the
person
6. Clearly state what you want the person to do.
Map of Conceptual Change
Initial Revised Final

open with statement that engages the audience present the problem
provide facts about the problem share a story or give an example
make your request connect the issue to the audience
Self- Assessment Form

Direction: Before answering the quiz, check first the level of your understanding by doing the self-
assessment form below.
I can I’m I
I can… do getting need
this there help!
identify the different types of volcanoes.
different types of volcanoes.
differentiate between active and inactive volcano
classify the different features of volcano.
differentiate meteorology and climatology.
enumerate the different branches of Climatology.
identify the climates in different places using their location
in the globe.
describe certain climatic phenomena that occur on a global
level.
END OF FIRM-UP
How was it? I hope you are still okay 😊 Since you already know the basic concepts
needed, answer the short quiz below. Good luck.
To measure your accomplishment on the different learning targets, you

will answer the given quiz for you. Write your answer on a one whole
intermediate paper.
A. Identification: Identify what is being referred to in each item.

______1. It is the scientific study of the origin and arrangement of the lithosphere.
______2. At these boundaries, plates are moving away from one another.
______3. It is also known as pyroclastic cones, are the smallest and the simplest type
of volcano.
______4. These are also called stratovolcanoes, are cone-shaped volcanoes built from
many layers of lava, pumice, ash, and tephra.
______5. It is electrical power generated from geothermal energy.
______6. It is the state of the air and atmosphere at a particular time and place: the
temperature and other outside conditions.
______7. It is the weather conditions prevailing in an area in general or over a long period.
______8. It is an area of land with a similar climate that includes similar communities of
plants and animals.
______9. It is the geographical coordinate that specifies the north-south position of a point
on the surface.
______10. It is the term used to described the reduction or loss of plant and animal species

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WEEK 3 (Deepen)

Activity 8: Article
Direction: Read the article given below and answer the questions that follow. Remember that as you
read this, you can always highlight significant information or jot down notes using your notebook.
Feature: An eruption of air pollution

https://airqualitynews.com/2021/11/19/feature-an-eruption-of-air-pollution/
Air Quality News explores the impact that volcanic eruptions are having on our atmosphere.
If the past 18 months haven’t already been enough to handle, late last month, La Palma, Spain experienced its
first volcanic eruption in over 50 years. The eruption of the Cumbre Vieja volcano, which began in late September,
has so far seen the forced evacuation of over 6,000 residents and the destruction of 1,300 homes and
buildings. The eruption itself isn’t particularly surprising, at any one time there are around 40 active volcanoes
and for billions of years, geological processes like volcanic eruptions have controlled the atmosphere and the state
of our climate. However, what is different about this specific eruption is its close proximity to the general
population of La Palma. When we see pictures of the Cumbre Vieja eruption or other eruptions of a similar
magnitude, we see ash-covered skies and rivers of lava flooding the land. However, according
to Sævar Helgi Bragason, an expert in air quality and climate for the Icelandic Environment Agency: ‘Generally
speaking, the lava itself is not really an issue, it’s the gas pollution emitted from the volcano that is by far the
biggest safety concern for everyone in the area.’ Volcanoes emit a cocktail of chemicals, but one pollutant that is
a major cause for concern is Sulphur dioxide (SO2). Like with other more commonly known pollutants, SO2 is
associated with a wide range of health impacts, from respiratory issues such as asthma and bronchitis to
cardiovascular and lung disease. Dr Anja Schmidt, an expert in the impact that volcanic eruptions have on air
quality at the University of Cambridge analyzed the air pollution impact of the 2014 Bárðarbunga eruption in
Iceland and found that the volcano emitted 12,000 tons of SO2 per day, this is three times more than all European
industries combined. In another study led by Dr Schmidt in collaboration with the University of Iceland, the
researchers found that at the time of the eruption, incidents of respiratory disease rose by a quarter and the
incidence of asthma medication dispensing increased by a fifth. ‘This is the first study to convincingly show that
there is a direct link between respiratory health and the presence of volcanic pollution,’ Dr Schmidt tells Air
Quality News. The Cumbre Vieja eruption in La Palma is still ongoing and the complete air pollution picture is
yet to be fully understood, however recent satellite images published by the European Space Agency revealed
that SO2 emissions from the eruption were moving over the Atlantic Ocean towards Central America. As the
molten lava from the Cumbre Vieja eruption has flowed into the ocean, Spanish authorities have warned of the
potential health impacts from exposure to ‘laze’ pollution. Laze occurs when hot molten lava comes into contact
with ocean water, forcing the water to evaporate and creating magnesium salts that mix with the steam. According
to the U.S Centers for Disease Control and Prevention (CDC), breathing in laze pollution may damage the lungs.
This damage is caused by the dangerously corrosive hydrogen chloride, which is a product of the laze. Hydrogen
chloride creates an accumulation of fluid in the lungs, referred to as pulmonary edema, which results in fatigue,
chest pain, and coughing. In severe cases, laze can be fatal to both humans and marine life. The heat from the
volcanic lava can boil fish in the ocean and leave them floating on the surface of the water. While there is nothing
that can be done to reduce or prevent the pollution from volcanic activity, a lot can be done to prepare in order to
minimize the health impacts when a volcanic eruption inevitably occurs. As a country known for its volcanic
activity, the Icelandic Government now has specific devices in place to measure volcanic pollution, this
information is then sent to a live feed which warns the general public if any spikes in air pollution do occur.
However, it is not just the countries that are home to these volcanoes that need to prepare.
During the 2014 eruption, researchers found that pollutants were being transported more than 3,000 kilometers
from Iceland. Following on from this, Dr Schmidt has been working with the UK Government to update the
National Risk Register. This means that similar to acts of terrorism, heatwaves or pandemics, the UK now has a

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plan in place to deal with the potential pollution impact from volcanic eruptions overseas. As part of this
preparation, the Met Office now has a UK-wide light detection and ranging (LIDAR) network, which uses satellite
information to provide data on ash-cloud and volcanic pollution. ‘Countries are well aware of the potential
impacts of volcanic pollution on human health and so there is no excuse not to prepare,’ says Dr Shmit. ‘I think
governments are doing as good a job as they can at the moment to communicate with the public, but really it’s
about education, it’s about telling the public about the impact that air pollution can have on their health and
informing them of the precautionary measures that they need to take.’ However, Sævar expressed concern that
while the governments do know the extent of the health impacts, the public is still largely unaware. ‘I think that
people tend to look away or turn a blind eye,’ says Sævar, ‘The information is out there, but because the pollution
normally only lasts a day or two the public don’t think they are in grave danger and so they choose not to think
about it. But what they don’t know is that just because this pollution isn’t causing them any serious harm right
now it could still lead to health complications further down the line.’ Alongside the pollutants that are emitted
from volcanic eruptions, volcanoes are also a source of carbon dioxide (CO2) emissions. According to a study
published in 2019, volcanic activity is estimated to be responsible for around 280 – 360 million tons of CO2 per
year. This might sound like a lot, but to put this into perspective humans emit around 36 billion tons of CO2 per
year. According to Sævar, humans take around three days to release the same amount of CO2 as every volcano
on earth. ‘An eruption in Iceland earlier this year emitted about 10,000 tons of CO2 per day,’ he explains. ‘This
eruption would need to continue at this level for two to three years just to equal the amount of CO2 released by
humans in one year.’ Volcanoes can also actually help to mitigate the impacts of industrial emissions by having
a cooling impact on the planet. ‘If the ash from the volcano is blown into the surface of the stratosphere it can act
as a mirror, radiating the sun’s rays back into space,’ explains Sævar. The most famous example of this is with
the eruption of the Pinatubo volcano in the Philippines in 1991. According to some estimates, the eruption
decreased world temperatures by about 1°C over the two years following the eruption. Although there is no doubt
that volcanic eruptions are a serious source of air pollution, Sævar has been quick to point out that any spike is
usually very short-lived. ‘Fortunately for us, volcanic eruptions are usually not very long lasting, they usually
erupt for only a few weeks or months. So, in the end they do stop emitting all these pollutants,’ he tells Air Quality
News. ‘Volcanic eruptions are part of nature, we have no control over them, but what we do have control over is
industrial pollution and so our focus must be on strengthening regulation to reduce the pollution and emissions
from man-made sources.’
Questions
1. Explain what happens when volcano erupts.

2. What do you think are the positive results of volcanic eruption?
3. Can volcanic eruptions contribute to climate change? How?
4. Do you think volcanic eruptions can benefit the community? In what way?
5. How does participation in disaster mitigation and reduction lessen the effects of
volcanic eruption and climate change in the community?
Conclusion:
I understand that participation in risk reduction and mitigation activities can

__________________________________________________________________________________________
__________________________________________________________________________________________

Activity 9: Organize!
Direction: You will organize your thoughts on the definition of disaster, risk, reduction and mitigation
using the graphic organizer below.

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Activity 10: Lay Out
Direction: In this module’s performance task, you will create and Advocacy Campaign. To start their
task, they are required to present the lay-out of their Advocate. It must show the content given on the
template below.
Map of Conceptual Change
Initial Revised Final
END OF DEEPEN
In this section, the discussion was about volcano and climate change disaster
preparedness and risk reduction. What new realization do you have about the topic?
Now that you have a deeper understanding of the topic, you are ready to proceed to the
next part and be prepare for your third preliminary examination.
WEEK 5 (Transfer)
Your goal in this section is to apply your learning to real life situation. You will be given a
practical task which will demonstrate your understanding.
Before doing the performance task, check out first if you were able to accomplish the
task targets by answering the self-assessment form below.
I can I’m I
do need
I can… this
getting
there help!
identify the parts of advocacy campaign

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determine the efficient way in making
advocacy campaign
make a lay out for my advocacy campaign
present able to present an advocacy campaign
that shows my participation in natural risk
reduction and mitigation.
Follow the instructions given for your selected output

Activity 11: I Am Responsible
Our country commonly experiences natural disasters like volcanic eruption. We cannot deny the fact that some
Filipino families lack the knowledge on how to ensure the safety of their family and end up dying. As an advocate
of MDRMM, you are given a task to conduct a campaign showing how every family will can participate in natural
risk reduction and mitigation and explaining its importance. You can select ONE from the choices below.
Option 1: Multimedia
o The students can create a 2-minute video, song presentation, PowerPoint, video advertisement or vlog
showing how they will participate in natural risk reduction and mitigation and explaining its importance
Option 2: Artist Advocate
o The students can create poster, doodle art or slogan showing how they will participate in natural risk
reduction and mitigation and explaining its importance
Option 3: Journalist
o The students can create a feature article, editorial or open letter showing how they will participate in
natural risk reduction and mitigation and explaining its importance
You will be graded based on these standards: Accuracy of Content, organization of ideas, creativity and
presentation.
Unit 10: Stars and Constellations

Have you ever watched the clouds drift by on a summer day? It is fun to look at the clouds and imagine they have shapes
familiar to you. One may look like a face. You may see a cloud that resembles a rabbit or a bear. People long time ago
did much the same thing with patterns of stars in the sky. They name certain groups of stars called constellation, after
animals, and characters in mythology of familiar objects.
From Earth, a constellation looks like a group of stars that are relatively close to one another. In most cases, the stars in
a constellation have no relationship to each other.
In this module, you will find why do some people are being influenced by superstitious beliefs. Always consider this
question as you go through; “How do scientific literacy and superstitious belief influences decision making and lifestyle?”
Unit Coverage
Topic You’ll learn to…
Stars and Constellation ✓ describe the arrangement of stars in group (constellation) than can be seen
in different places on Earth.
o identify some stars based on their characteristics
✓ infer that the arrangement of stars in a group does not change.
o explain how scientific literacy and superstitious belief influences
decision making and lifestyle.
Unit Map

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What to do before? Try to answer the following questions and see if you find it right
as you finish studying the unit. You don’t need to pass the pretest. You can write your
answer on your old notebook for your future reference.
IDENTIFICATION: Identify the terms being referred to in each item. Write your answer on your old notebook.
1. It is a fixed luminous point in the night sky which is a large, remote incandescent body like the sun.
2. It is a group of stars forming a recognizable pattern that is traditionally named after its apparent form or
identified with a mythological figure.
3. It is a constellation that is the most conspicuous of the northern constellations.
4. It is a region of space having a gravitational field so intense that no matter or radiation can escape.
5. It is the Latin word for serpent or dragon.
6. It is a celestial object of very small radius (typically 18 miles/30 km) and very high density, composed
predominantly of closely packed neutrons.
7. It is a massive and extremely remote celestial object, emitting exceptionally large amounts of energy,
and typically having a star-like image in a telescope.
8. It is a celestial object, thought to be a rapidly rotating neutron star, that emits regular pulses of radio
waves and other electromagnetic radiation at rates of up to one thousand pulses per second.
9. It is a star that suddenly increases greatly in brightness because of a catastrophic explosion that ejects
most of its mass.
10. It is a space telescope that was launched into low Earth orbit in 1990 and remains in operation.
Answer Key for Pretest is located on the last section of this module. You
can self-assess your answer and see how much you know the lesson.
WEEK 5 (Explore)
In this unit we will talk about stars and constellation. Here, we will determine whether or
not you believe horoscopes and other superstitious beliefs regarding the stars. Are you
ready to discover whether those beliefs in stars are true?
Let’s begin.
Exercise A: Arrange Me Please
Direction: Determine the different terminologies that are necessary in this unit by arranging the jumbled
letters below.
1. TSAR -
2. RINOO -
3. SULPAR -
4. ITECSLOLTNAON -
5. USN -

Exercise B: IRF Chart
Direction: In the previous activity, you were asked to arrange the letters to get the terms needed in this
module. Now, you will use those words to come up in an idea to answer the question below. Write your answer on
the first column “INITIAL”.
“How do scientific literacy and superstitious belief influences decision making and lifestyle?”
INITIAL REVISED FINAL

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END OF EXPLORE
You gave your initial ideas on scientific literacy and superstitious belief. Now let us find
out the answer by doing the activities on the next section.
WEEK 5 (Firm Up)

o describe arrangement of stars in group (constellation) that can be seen in
different places on Earth.
Activity 12: My Match

Direction: You will match the characteristics of stars in column A to its name in column B. Reference
Science Link 9 pages 294-303.
COLUMN A COLUMN B
1. It is about 20 km in diameter with a mass of about 1.4 times that of our a. binary stars
sun. b. cepheid stars
2. It is a pulsating star which brightness and temperature vary according to c. neutron star
a regular pattern. d. red dwarf stars
3. These are stars of unequal magnitude bound together by mutual e. Rigel
gravitational force.
4. These are the coolest stars in the universe
5. It is a young blue white star and one of the most luminous of all stars
Activity 13: My Constellation

Direction: You will describe the group of stars by completing the table below. Reference: Science Link
9 pages 304-311.
Constellation Pattern Number of Families Families Involved
1. Orion
2. Cassiopeia
3. Ursa Major
4. Libra
5. Capricorn

Activity 14: Persuasive Talk
Direction: You will explain whether or not you are convinced with the different Philippine commercial
lines given below.
1. If you love it, buy it <3.
2. Straight na natural at di mahal.
3. Super Cheesy bites! Ever!
4. Open a coke, Open Happiness.
5. We find ways.

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WEEK 6 (Firm Up)
Revising IRF Chart
Direction: Based from the initial learning that you got, revised your thoughts by answering the REVISED
column.
INITIAL REVISED FINAL
SELF-ASSESSMENT FORM: BEFORE YOU PROCEED TO THE QUIZ, CHECK FIRST YOUR NDERSTANDING ABOUT
THE TOPIC BY DOING THE SELF-ASSESSMENT FORM BELOW.
I can I’m I
do need
I can… this
getting
there help!
identify some stars using their characteristics.

describe arrangement of stars in group (constellation)
that can be seen in different places on Earth.
END OF FIRM-UP
How was it? I hope you are still okay 😊 Since you already know the basic concepts
needed, answer the short quiz below. Good luck.
To measure your accomplishment on the different learning targets, you

will answer the given quiz for you. Write your answer on a one whole
intermediate paper.
MATCHING TYPE
Direction: You will match the description in COLUMN A to its corresponding term in COLUMN B.
COLUMN A COLUMN B
1. These are stars which suddenly become very bright. a. Apus

2. These are stars which explodes violently. b. long period
3. These are the remnants of massive stars that collapsed. variables
4. These are stars whose bright and dim periods last for 150 days or c. Mensa
more. d. Neutron stars
5. These are neutron stars flickering with radio pulses. e. Novae
6. serpent bearer f. Ophiuchus
7. birds of paradise g. Pegasus
8. winged horse h. pulsars
9. Table Mountain i. Pyxis
10. ship’s compass j. Supernovae

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WEEK 6 (Deepen)
o Infer that the arrangement of stars in a group does not change.
Activity 15: Talk from an Expert

Direction: You will read the statement below and answer the given questions
GUIDE QUESTIONS:
1. Based from the given statements above given by different astronomers/ scientists, do you think the stars are
fixed? Why?
2. What is the arrangement of stars in the sky?
3. Why can’t we see similar star’s position everyday?
4. Who among the five astronomers do you believe the most when it comes to stars? Why?

Activity 16: New Aged Astrology
Direction: Read the portion of an article below and answer the CER able.
LINK: https://www.theatlantic.com/health/archive/2018/01/the -new-age-of-

astrology/550034/
People tend to turn to astrology in times of stress. A small 1982 study by the psychologist Graham Tyson found
that “people who consult astrologers” did so in response to stressors in their lives—particularly stress “linked to
the individual’s social roles and to his or her relationships,” Tyson wrote. “Under conditions of high stress, the
individual is prepared to use astrology as a coping device even though under low-stress conditions he does not
believe in it.”According to American Psychological Association survey data, since 2014, Millennials have been
the most stressed generation, and also the generation most likely to say their stress has increased in the past year
since 2010. Millennials and Gen Xers have been significantly more stressed than older generations since 2012.
And Americans as a whole have seen increased stress because of the political tumult since the 2016 presidential
election. The 2017 edition of the APA’s survey found that 63 percent of Americans said they were significantly
stressed about their country’s future. Fifty-six percent of people said reading the news stresses them out, and
Millennials and Gen Xers were significantly more likely than older people to say so. Lately that news often deals
with political infighting, climate change, global crises, and the threat of nuclear war. If stress makes astrology
look shinier, it’s not surprising that more seem to be drawn to it now.
Nicholas’s horoscopes are evidence of this. She has around 1 million monthly readers online, and recently snagged
a book deal—one of four new mainstream astrology guidebooks sold in a two-month period in summer 2017,
according to Publisher’s Marketplace. Anna Paustenbach, Nicholas’s editor at Harper

17
One, told me in an email that Nicholas is “at the helm of a resurgence of astrology.” She thinks this is partly
because Nicholas’s horoscopes are explicitly political. On September 6, the day after the Trump administration
announced it was rescinding DACA—the deferred-action protection program for undocumented immigrants—
Nicholas sent out her typical newsletter for the upcoming full moon. It read, in part:
The full moon in Pisces ... may open the floodgates of our feelings. May help us to empathize with others ...
May we use this full moon to continue to dream up, and actively work toward, creating a world where white
supremacy has been abolished.
Astrology offers those in crisis the comfort of imagining a better future, a tangible reminder of that clichéd truism
that is nonetheless hard to remember when you’re in the thick of it: This too shall pass.
CER Table
Essential Question The New Age of Astrology

Claim: (What can you say about the article that you have read?)
Evidence: (What specific evidence from the article supports your claim?)
Reason: (What can you say about the article that you have read?)
I understand that ___________________________________________________

Activity 17: Are My Beliefs Reliable?
Direction: Complete the table by giving your own beliefs regarding horoscopes and tell whether your beliefs are
reliable of not.
Name:
Birthday Zodiac Sign:
(Narrative of your personal experience were you believed what your horoscope says)
(Are your beliefs reliable? Why or Why not?)
WEEK 7 (Transfer)
Your goal in this section is to apply all your leaning to a real-life situation. You will be
given practical tasks that will demonstrate your understanding. Happy Learning!.
Performance Task:
Every year, there’s a new release of horoscope for every zodiac signs. These horoscopes that can be seen on
televisions and printed advertisement like newspapers and magazines including in the radio broadcasts affects lot
of Filipinos when it comes to luck and future. Sometimes, people depend their future on what the horoscope says.
Your task here is to select one activity that will respond to the needs of the Symposium.
Option 1: Multimedia
o You can create a song presentation, PowerPoint, persuasive video or vlog showing the facts about
the different superstitious belief on constellations and effects of horoscope in their life.
Option 2: artist Advocate
o You can create poster, doodle art or slogan showing facts about the different superstitious belief
on constellations and effects of horoscope in their life.

18
Option 3: Journalist
o You can create a feature article, editorial or open letter showing facts about the different
superstitious belief on constellations and effects of horoscope in their life.
END OF TRANSFER
In this section you learned more that plants can really manufacture their own food and
energy. You also discovered from the activities that the increase of temperature in the
environment can affect the process as well as human beings.
Exit Ticket
Direction: Before you finally leave this module, take time to accomplish the exit ticket below. Make sure that you
answer it honestly.
How well did you understand the lesson?
Things that I Learned from this module…
Things I found Interesting…
What topic is still confusing you?
Question that you wanted to ask…

19
Answer Key for Science 9
Volcanoes and Climate
WEEK 1
Pretest:
1.Cinder 2.volcanic dome 3.throat 4.weather 5.latitude
Explore A
1.Volcano 2.Volcanic eruption 3. climate
Activity 1: I am who you say I am

1. shield 2.cinder 3.submarine 4. composite 5.subglacial 6. supervolcanoes
volcano volcano volcano volcano volcano
Activity 2: twin but different

Simillarities: both has the probability or a likelihood to erupt
Active volcano- volcano that has had at least one eruption

during the past 10,000 years. An active volcano might be
erupting or dormant.
Inactive volcano- has not had an eruption for at least 10,000
years and is not expected to erupt again in a comparable time
scale of the future.
Activity 3: where I belong?

1.hawaiian eruption 3. vulcanian 5.plinian 7.submarine eruption 9.phreatic
2.strombolian 4.pelean 6.sutseryan 8.subglacial eruption 10.subglacial
Activity 4: Organize me
Climate- the weather conditions prevailing in an area in general or over a long period.
meteorology- the branch of science concerned with the processes and phenomena of the atmosphere,
especially as a means of forecasting the weather.
climatology- the scientific study of climate.
branches of climatology
1. paleoclimatology
2. paleotempestology
3. historical climatology
WEEK 2
Activity 5: IDENTIFY
1.proximity of water 2.Arctic 3. tropics 4.temperate climates 5. ocean currents
Activity 6: nature warning (answers may vary)
Stars and Constellations

WEEK 5
pretest
1.stars 3.Ursa Majot 5. draco 7.quasars 9.supernovae
2.constellation 4. black hole 6. neutron stars 8.pulsars 10. hubble space
activity 12: my match

1.neutron stars 2. cepheid 3. binary 4. red dwarf 5. rigel

20
activity 13: my constellation
Constellation Pattern Number of Families Families Involved
1. Orion distinctive 10 formally named lnilam, Alnitak, Bellatrix, Betelgeuse,
hourglass-shaped stars. Hatysa, Meissa, Mintaka, Rigel, Saiph, and
asteris Tabit.
2. Cassiopeia W' (8) named stars Achird, Caph, Castula, Fulu, Nushagak,
shape, formed by Ruchbah, Schedar, and Segin
five bright stars.
3. Ursa Big bear includes 10 northern Ursa Major itself, Ursa Minor, Draco,
Major constellations Canes Venatici, Boötes, Coma Berenices,
Corona Borealis, Camelopardalis, Lynx,
and Leo Minor.
4. Libra scale four formally named rachium, Zubenelgenubi, Zubenelhakrabi,

stars and Zubeneschamali.
5. Capricorn goat five named stars. Algedi, Alshat, Dabih, Deneb Algedi, and
Nashira.
activity 14: persuasive talk (answers may vary)

21

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CAMARINES NORTE COLLEGE INC.

Junior High School Department

The learners demonstrate an understanding of:

The learners shall be able to:

SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

Activity 17: Are my Beliefs Reliable?

For further understanding, you can also visit www.camarinesnortecollegejhs.com/

SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

Unit 8-9: Volcanoes and Climate

References: Science Link 9 pages 216-320

Unit Concept Map

SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

WEEK 1 (Firm Up)

Volcanoes are a sight to behold. But

Use 1 whole intermediate paper

Activity 1: I am Who You Say I am

SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

Use 1 whole intermediate paper

Activity 2: Twin but Different

SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

Use 1 whole intermediate paper

WEEK 2 (Firm Up)

SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

Let’s start with the activity on the next page.

Use 1 whole intermediate paper

SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

Map of Conceptual Change

Initial Revised Final

Self- Assessment Form

To measure your accomplishment on the different learning targets, you

A. Identification: Identify what is being referred to in each item.

SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

Use 1 whole intermediate paper

Feature: An eruption of air pollution

SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

1. Explain what happens when volcano erupts.

I understand that participation in risk reduction and mitigation activities can

Use 1 whole intermediate paper

SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

Map of Conceptual Change

Initial Revised Final

identify the parts of advocacy campaign

SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

Follow the instructions given for your selected output

Unit 10: Stars and Constellations

SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

Use 1 whole intermediate paper

SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

WEEK 5 (Firm Up)

Activity 12: My Match

Activity 13: My Constellation

Use 1 whole intermediate paper

SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

INITIAL REVISED FINAL

identify some stars using their characteristics.

To measure your accomplishment on the different learning targets, you

1. These are stars which suddenly become very bright. a. Apus

SCIENCE 9// EARTH AND SPACE// QUARTER 3// S.Y.2021-2022

Use 1 whole intermediate paper

Activity 15: Talk from an Expert

Use 1 whole intermediate paper

LINK: https://www.theatlantic.com/health/archive/2018/01/the -new-age-of-