9

Science
Quarter 3: SLHT Weeks 5 & 6
 SELF-LEARNING HOME TASK

Subject: SCIENCE Grade: 9 Level: JHS Quarter: 3 Week: 5

MELC : Explain how different factors affect the COMPETENCY CODE: 9ES-IIIe-30
climate of an area

OBJECTIVES
K - describe the different factors affecting the climate of an area
S – justify the differences of weather and climate in certain regions in the Philippines
A – demonstrate understanding of the existing climate of the given area.

Name: ____________________________ Grade Level & Section: ___________ Date:________

School: ______________________________________________ District: ___________________________

A. READINGS/DISCUSSION
Weather describes the day-to-day state of the atmosphere while climate is defined the as
the cumulative patterns of weather in a particular place over time.
Climate is affected by two primary factors: temperature and precipitation. Both of them
are influenced by other factors. Temperature is influenced by latitude, proximity to large bodies of
water, and elevation. Precipitation, on the other hand, is influenced by topography or the proximity
of a place to mountain ranges and wind.
Factors that Influence Temperature
Latitude
The Earth’s axial tilt and a place’ distance from the equator (north or south) defines its
climate. The measurement of distance north or south of the equator is called latitude. There are
five latitudinal sections of the Earth as shown below. Each of this latitudinal sections experiences
different climate.

https://saylordotorg.github.io/text_world-regional-geography-people-places-and-globalization/s04-01-geography-basics.html

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 The Earth rotates on its axis at an angle of 23.5°. The Northern and Southern Hemispheres will point
towards or away from the Sun on certain times of the year. Because of its tilt, the places in these areas
receives varied amount and length of exposure to the sun, creating different seasons. Meanwhile, places near
the equator are directly exposed to the sun, hence, they are warmer and have only wet and dry seasons.

https://www.ck12.org/earth-science/solar-energy-and-latitude/lesson/Solar-Energy-and-Latitude-MS-ES/

As the latitude increases north or south of the equator, the temperature decreases.

Proximity to Large Bodies of Water

The climate of the place is influenced by the surrounding bodies of water. Soil absorbs heat faster
than water. At the same time, soil releases heat faster compared to water. These slow absorption and release
of heat by the body of water greatly affect the climate. Places that are near the oceans have moderate climate
as the body of water regulates the temperature. Even as both soil and water absorb the same amount of heat,
the temperature of water rises more slowly than that of soil. Because soil heats up faster than water, air
temperature above the sea is lower than above ground during day time. Warm air thus moves out from land
to sea, slowing down the rise of air temperature above land. Thus, places without a body of water nearby
tend to have higher air temperature during day time
Areas located on the windward side of islands (areas where the wind blows from the sea to the land)
are cool and moist. Areas on the leeward side (areas where the wind blows from land to the sea) are warm
and dry. Islands are surrounded by bodies of water and can have windward and leeward sides.
Air temperature is affected by the distance of landmasses to bodies of water depending on the
temperature of ocean currents, which are blown into the land from the sea.

Elevation
Temperature decreases with elevation (also known as altitude). The higher the altitude, the lower
the temperature. So if you travel from the lowland to a highland, you will notice that the temperature will
drop.

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Factors that Influence Precipitation

Topography
Topography is another factor that affects the climate of a certain place. One of the topographic
features of an area is mountain. Mountainous areas greatly affect the amount of precipitation in a certain
region. It influences precipitation in two ways: the orographic effect and the rain shadow effect.
Orographic effect refers to the dynamics of air and precipitation on the windward slope of
mountains. The area in which the wind blows is called the windward side. Here, the wind is blocked by the
mountain, forcing it to move upward. As it moves up, the water vapor condenses and forms clouds. This will
result in precipitation on the windward side.
The rain shadow effect occurs on the leeward slope of the mountain. The air moves down towards
the opposite region called leeward side. The cold air mass starts to absorb heat and becomes warm and dry.
As a result, the area near the leeward side becomes dry and has less precipitation. The dry region on the
leeward side is called rain shadow. Vegetation in this region includes desert plants and grassland.

Wind
Wind is the movement of air caused by the heat from the sun. Winds that come from a warm area
bring about warm temperature while winds that come from cool area cools the air. Wind travelling vertically
can push warm air upward, which cools down and form rain clouds. When saturated with moisture, these
rain clouds produce precipitations. Cool air sinks and becomes warmer.
B. EXERCISES
EXERCISE 1
A. DIRECTIONS: Answer the following questions to check your understanding of what you had just
read.
1. How much is the tilt of the earth’s axis?
2. Which part of the earth receives most of the sun’s rays?
3. Why does the amount of heat receive by places far from the equator become less?
4. Why are the coldest places on earth found near the poles?
5. Why are places with high temperature found at the equator?
6. How does latitude, elevation and proximity to large bodies of water affect climate?

B. DIRECTIONS: Study the illustration below and answer the questions that follow.

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 1. What happens to water vapor as it rises over the mountain?
2. Which side of the mountain experiences low temperature?
3. Which side of the mountain experiences high temperature?
4. What happens when air becomes warmer and drier as it moves down the leeward side?
5. What dry region forms at the back of the mountain?
6. How does topography affect climate?

EXERCISE 2
Directions: Answer the following questions on a separate sheet of paper.
1. Study Figure 1. It shows the imaginary continent, wind directions (represented by arrows),
mountains, and bodies of water. Points A, B, & C are in the foothills of the mountains; point
D is located at sea level; and point E is high in the mountains. Examine the direction of the
prevailing winds.

a. What is the direction of prevailing winds at the following locations?

a.1 Between 30° North and the Equator ________________
a.2 North of 30° North Latitude _____________
a.3 Between 90° N and 60° North Latitude ______________
2. Examine locations A and B.
b. What is the temperature in location A? location B?
____________________________________________________________________________
c. Which factor causes the difference in temperature?
____________________________________________________________________________

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 d. Which location, A and B, do you expect to have greater annual rainfall? Why?
____________________________________________________________________________
_____________________________________________________________________________
3.Examine location E.
e. What is the temperature in location E?
____________________________________________________________________________

f. Which factor contributes to the temperature in location E?

____________________________________________________________________________

4.Study Figure 2. It shows the sides (windward & leeward) of the mountain and direction of
prevailing winds (Warm & Dry Air).

g. Which side of the mountain experiences low temperature? high temperature?

___________________________________________________________________________
h. What happens to warm moist air as it rises over the mountain? dry air as it moves down the
mountain?
___________________________________________________________________________
i. What kind of land area is formed in the leeward side of the mountain? Why?
___________________________________________________________________________
j. Explain briefly how topography influences climate?
___________________________________________________________________________

C. ASSESSMENT/APPLICATION/OUTPUTS (Please refer to DepEd Order No. 31, s. 2020)

I. DIRECTIONS: True or False. Write TRUE if the statement is correct and FALSE if it is
NOT correct. Write your answers on a separate sheet of paper.
1. The equator receives much of the radiant energy released by the sun, so places near the
equator have warm climate.
2. The areas closer to the poles receive more amount of heat because the angle of sunlight
becomes smaller.

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 3. When the area is farther from the equator, the temperature is higher.
4. The air temperature decreases as the altitude increases.
5. Soil heats up faster than water. Soil releases heat faster than water.
6. Mountain ranges do not affect the formation of precipitation.
7. Areas at high altitudes have cool climates, despite of their latitude.
8. In summer, coastal areas are cooler while the inland is warmer.
9. The windward side receives less precipitation, hence, it has lush vegetation.
10. Places with same latitudes but different latitudes have different climates.
II. DIRECTIONS: Complete the sentences below by writing the missing words.
1. ___________ is the cumulative pattern of weather in a particular place over time.
2. Climate is affected by __________ and the __________________.
3. Temperature is affected by _______________, _________________, and
__________________.
4. Precipitation is affected by __________________ and _______________.
5. Orographic effect occurs on the ______________ side of a mountain.
6. _______________________ occurs on the leeward side of the mountain and is
characterized by dry air and less rainfall.

D. Suggested Enrichment/Reinforcement Activity/ies

Climate Brochure
Directions: The Philippines’ tourism industry contributed greatly in the country’s economy. A lot of
tourists come and go, including local tourists. As a student , you are tasked to make a climate brochure
that will help the tourists prepare for their travel and have the best experience. Choose one (1) tourist
spot in the country. You can also promote a place in your locality that can be a good tourist destination.
In your brochure, discuss the climate experienced in the place where the tourist spot is located throughout
the year. Consider the factors that affect the climate in your discussion and as you suggest how they can
travel to that place at certain times of the year and the clothes that they can wear. Be guided by the
rubrics below.

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References
MELC p. 333 , LM pp. 220 – 236, TG pp. 188-199
Exploring Life Through Science (ELTS) – K to 12 Edition, Science 9, pp. 320 – 323.
https://saylordotorg.github.io/text_world-regional-geography-people-places-and-globalization/s04-01-
geography-basics.html
https://www.ck12.org/earth-science/solar-energy-and-latitude/lesson/Solar-Energy-and- Latitude-MS-ES/

Prepared by: Edited/Reviewed by:

JOANNE MAE D. MORENTE JUVIMAR E. MONTOLO

Teacher II Education Program Supervisor-Science

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 SELF-LEARNING HOME TASK

Subject: SCIENCE Grade: 9 Level: JHS Quarter: 3 Week: 6

MELC: Describe certain climatic phenomena that COMPETENCY CODE : 9ES-IIIe-31

occur on global level

OBJECTIVES
K - Describe certain climatic phenomena that occur on global level
S - Evaluate one’s carbon footprint
A. Reflect on the effects of carbon emission’s to global temperature

Name: ____________________________ Grade Level & Section: ___________ Date:________

School: ______________________________________________ District: ___________________________

A. READINGS/DISCUSSION
Climate Change

Climate change refers to the change in global or regional climate patterns, in particular a change
apparent from the mid to late 20th century up to the present. Some experts said that the Earth undergoes a
period of cooling and warming since the beginning of time. The Earth was once covered by vast sheets of
ice, which would reflect back the heat of the Sun more efficiently than non-iced areas could. This
phenomenon is known albedo effect. Albedo is the fraction of solar energy reflected back to space.
The increase of temperature we are currently experiencing is caused by several factors –
Earth’s sensitivity to small change in the Sun’s incoming radiation as influenced by the shape of its
orbit, the angle of tilt on its axis and the direction where the north points and human activity (e.g.
industrialization). Industrialization greatly contributed to the emission of the so-called greenhouse
gases.
Greenhouse gases are gaseous substances that absorb infrared radiation from the Sun and
trap the heat in the atmosphere.

Figure 1. The greenhouse effect

http://www.learner.org/courses

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 The figure above shows that greenhouse gases such as carbon dioxide, methane (CH4),
chlorofluorocarbons (or CFCs – man-made greenhouse gases produced as refrigerants in air
conditioners, refrigerators, freezers and heat pumps), and nitrous oxide (N2O) trap heat preventing
it from escaping the Earth. All gases absorb heat, although some just absorb more than others. Thus,
assuming solar radiation is constant, the average atmospheric temperature depends on the mix of
gases. More greenhouse gases in the atmosphere mean that the equilibrium temperature will be
higher as these gases absorb more heat. This will result in the increase of global temperature. Less
greenhouse gases will mean lower temperature. Mankind evolved under conditions of a specific
mix of gases (of course, with a certain degree of variation) in the atmosphere and thrived under
these conditions. If the mix of gases in the atmosphere were altered considerably, the Earth’s
temperature would change significantly, and we will be faced with new conditions that we are not
used to, which we will have to somehow adapt to, or face extinction. Areas that are found in
temperate regions may have shorter winters. Countries that are found in tropical regions may have
longer and drier summers. Glaciers that cover land will melt which will result in the rise of sea
levels.
Greenhouses gases are also important. Without them, the Earth will be too cold for life to
survive. But if there is too much of them, the Earth will be too hot for life. An increase in the
temperature will cause problems for humans, plants and animals.

Global Warming

Global warming and climate change have been interchangeably used, but the two phenomena
are not the same. Global Warming is the long-term average increase in global temperature. Climate
change is a result of global warming. Human activities produces greenhouse gases, which raise the
global temperature (global warming), which in turn triggers climate change.

Some Causes of Global Warming

1. Carbon Dioxide emissions from burning gasoline
2. Carbon Dioxide emissions from fossil fuel-burning power plants
3. Methane emissions from animals, agriculture such as rice paddies, and from Arctic sea
beds
4. Increase in the use of chemical fertilizers on croplands
5. Deforestation

Carbon and Ecological Footprints

Carbon footprint refers to the amount of carbon dioxide released into the atmosphere as a
result of activities of an individual or organization. Each of us contributes to global warming with
our emissions of carbon dioxide.
Ecological footprint measures the use of resources against Earth’s capacity to regenerate
(biocapacity). It is equivalent to one planet Earth. That is, humans needed one planet Earth to
support all of its activities. However, with the recent increase in the carbon emissions, it is projected
that by the end of 2030, the ecological footprint will be about two planet Earths. This means that
resource consumption will exceed by a hundred percent and that it will take about 2 years to
regenerate the renewable resources used in that year and to absorb the waste produced.

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Effects of Global Warming
• Extreme weather disturbances
• Melting of polar ice caps, which increases sea level and desalinates oceans
• Warmer waters, stronger hurricane
• More floods sinking vulnerable low-lying areas
• Heat wave
• Fires and wildfires
• Economic consequences of destruction of property, agriculture and lives
• Loss of biodiversity and extinction of species
• Emergence of illness caused by vectors (e.g., mosquitoes and ticks) that reach into areas
where climate has now become warmer

B. EXERCISES
EXERCISE 1
A. DIRECTIONS: Identify what is being described by the statements below. Choose from the words
below. Write only the letter of your answer on your answer sheet.

A. Greenhouse Effect E. Ecological Footprint I. Albedo

B. Climate Change F. Carbon Dioxide J. Deforestation
C. Global Warming G. Carbon Footprint K. CFCs
D. Albedo Effect H. Reforestation

___________1. The long-term average increase in the global temperature.

___________2. It measures the use of resources against the Earth’s capacity to regenerate.
___________3. These are gaseous substances that absorb infrared radiation from the Sun and trap the heat
in the atmosphere.
___________4. This refers to the changes in regional climate patterns such as that of precipitation,
intensity and frequency as a result of global warming.
___________5. It refers to the amount of carbon dioxide released into the atmosphere as a result of
activities of individual or organization.
___________6. The phenomenon when the land masses are covered with sheet of ice which reflect back
heat to the sun, resulting to lower temperature.
___________7. These are man-made greenhouse gases produced as refrigerants.
___________8. The gas emitted by motorized vehicles and electric power plants.
___________9. It is the fraction of energy reflected back to space.
___________10. The cutting down of trees that also causes global warming.

B. DIRECTIONS: Study the graph below and answer the following questions. Write your
answers on your answer sheet.
1. How much is the increase in temperature from 1880 to 2010?
2. What happened to the amount of carbon dioxide from 1880 to 2010?
3. What is the relationship between the amount of carbon dioxide and global temperature?
4. When was the temperature at its highest? At its lowest?

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EXERCISE 2
Directions: Evaluate your family’s carbon emission. Choose at least two members of your family to do this
with you. Each of you will answer this individually. Read each statement under “Activities” carefully. Check
on the appropriate column: “Always”, “Sometimes” and “Never” based on how often you do the said
activities. Get the total score and see the description of your score. Then answer the questions that follow.

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Interpretation:
20 – 30: Be happy! You are a Climate Hero! Keep up the good work.
31 – 45: It’s Alright! You can still do more to be a Climate Hero.
46 – 60: Don’t be sad. Just start to reduce your carbon footprint. Do it now.

Questions:
1. What is the interpretation of your score? ________________________________
2. Which member has the highest carbon footprint? _______________________
3. Which member has the lowest carbon footprint? ________________________
4. What is the average carbon footprint of your family? ____________________
5. What is the highest source/s of carbon emission of your family? ___________
6. What is the lowest source/s of carbon emission of your family? ____________
7. What are your top 2 highest source of carbon emission? Provide ways to lessen the carbon
emission. _____________________________________________

C. ASSESSMENT/APPLICATION/ OUTPUTS (Please refer to DepEd Order No. 31, s. 2020)

I. DIRECTIONS: Read each question carefully and choose the letter of the best answer.
Write your answer on your answer sheet.
1. What is causing climate change?
A. wind C. the sun
B. water D. greenhouse gases
2. Which of the following describes greenhouse gases?
A. Its trap in UV radiation and warms the Earth.
B. It traps carbon dioxide and warms the Earth.
C. It traps infrared radiation and warms the Earth.
D. It traps carbon dioxide so plants can grow and propagate.
3. What is the main human activity that releases greenhouse gases?
A. eating meat C. using bottled water
B. burning fossil fuels D. texting on cellphones
4. Which of the following greenhouse gases has the greatest role in human-caused
global warming?
A. Ozone C. Carbon dioxide
B. Methane D. Chlorofluorocarbons
5. Which of the following is not a greenhouse gas?
A. Nitrogen C. water vapor
B. Methane D. carbon dioxide

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 6. It was hot all week last week. Is this a sign of climate change?
A. No, because this is just normal day.
B. Yes, because it is unlikely to be hot all week.
C. Yes, because it should rain at least once a week.
D. No, because there is no past data to compare with.
7. What will happen if there is too much carbon dioxide in the atmosphere?
A. Climate changes. C. Water vapor condenses.
B. Temperature increases. D. Greenhouse effect occurs.
8. Which is the best practice to reduce the effect of climate change?
A. livestock raising C. organic farming
B. burning fossil fuel D. car manufacturing
9. Which of the following shows the effect of climate change?
A. rising of sea level C. deforestation of the forest
B. siltation of bodies of water D. coastal erosion in some places
10. Which of the following statements is true?
A. Water vapor traps light energy making the Earth hotter.
B. Some greenhouse gases are naturally present in the earth’s atmosphere.
C. Greenhouse effect is the trapping of carbon dioxide in the earth’s atmosphere.
D. The use of chemical fertilizers helps increase crop production and is also safe
for the atmosphere.
II. Differentiate climate change and global warming.
Climate Change Global Warming

D. Suggested Enrichment/Reinforcement Activity/ies

Poster Making

Directions: On a long size bond paper, make a poster reflecting the causes of climate change, its
effect and what humanity can do to combat it. Be guided by the rubrics below.

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IV. References
MELC p. 333
DepEd Learner’s Material pp.196-204
Teacher’s Guide pp. 202-209
Exploring Life Through Science, Bernas,et.al., pp 323-326
http://www.learner.org/courses

Prepared by: Edited/Reviewed by:

JOANNE MAE D. MORENTE JUVIMAR E. MONTOLO

Teacher II Education Program Supervisor-Science

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 GUIDE
For the Teacher:
Advise the students to read the Reading and Discussion portion before they attempt to answer
the practice exercises. Let the learners go through the parts sequentially to help them understand
the topic easily. The Key Answers are for you to refer during the checking. Don’t include it in
the printing.
For the Learner:
Read thoroughly and understand the Self-Learning Home Task from the first part to the last
part. By doing so, will help you understand better the topic. If you still have enough time, do it
twice for more understanding. You can use a dictionary if you find it hard to comprehend the
science terms. Use a separate sheet for your answers.
For the Parent/Home Tutor:
Assist your child and make sure that he/she reads the Self-Learning Home Task from the
beginning up to end, to ensure proper understanding of the concepts. Don’t feed the answer to
your child. Let her/him do it on his own.

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