Republic of the Philippines

Department of Education
Region I
PANGASINAN SCHOOLS DIVISION OFFICE II
BENIGNO V. ALDANA NATIONAL HIGH SCHOOL
CABLONG, POZORRUBIO, PANGASINAN

DEMONSTRATION LESSON PLAN IN EARTH SCIENCE

Teacher: MARK ANTHONY A. JAPSON

Teaching Date: APRIL 3, 2024

Topic: Climate (Factors Affecting Climate) Learning Area: Earth Science
Grade Level: Grade 9 Quarter: Third
Learning Competencies/Objectives

Content Standards: The learners demonstrate an understanding of factors that affect climate, and the effects
of changing climate and how to adapt accordingly.
Performance Standards: The learners should be able to participate in activities that reduce risks and lessen
the effects of climate change
Most Essential Learning Competency: The learners should be able to explain how different actors affect the
climate of an area; (S9ES-IIIe-30).

Objectives:
Specifically, the learners should be able to:
A. define climate;
B. differentiate weather from climate; and
C. discuss how the different factors affect the climate of an area.

Right to quality environment

Understanding factors affecting climate

ELICIT AND ENGAGE (10 MINUTES) MATERIALS

Classroom Management: PowerPoint
presentation,
 Prayer laptop,
 Greetings television
 Reminders
 Checking of Attendance

Review:

 The teacher will ask the students to tell something about the topic last meeting.
 The students will give the definition of a volcano and differentiate magma from lava.

Presentation:
  The teacher will present a situation that students are going to answer as the
discussion progresses.

THE SITUATION: Anthony noticed that there are times when it would rain even if it’s sunny
few hours ago. He also observed that the sun shines brightly for a few months and the rain keeps
on coming for a very long time. One time in their science class, there was a question on their quiz
about the difference of two concepts. He remembered his observations yet he is confused which
definition fits one of his observations and what fits the other.
One time in their science class, there was a question on their quiz about the difference of two
concepts. He remembered his observations yet he is confused which definition fits one of his
observations and what fits the other.
Your task as is to help Anthony determine the definition that fits to his observations.

Interdisciplinary Link: ICT, LANGUAGE

EXPLORE (ACTIVITY- 10 MINUTES)

Globe, manila
 After the situation is presented, the teacher will introduce the title of the group activity paper, and
to be performed by the students. marker
 The general instructions of the activity will also be presented.
 The students will be divided into three groups.
 Each group will prepare a group name related to the topic and a simple yell before
their presentation.
 The students will be asked to read the procedure of the activity and execute it well.
 They will be given 5 minutes to perform and another 3 minutes to present their
answers.
 After 5 minutes, the leader from each group will present in front of the class.

Interdisciplinary Link: LANGUAGE

EXPLAIN (10 MINUTES)
manila paper,
 Each group will reveal their group name and perform their yell prior to their globe, and
presentation. marker
 The leader of each group will be given 3 minutes to present their answers in front of
the class.
 The teacher will process the answers of the students and relate the responses to the
topic for the day.

Interdisciplinary Link: ICT, LANGUAGE

ELABORATE (20 MINUTES)

 The teacher will present the lesson objectives that students should be able to attain at PowerPoint
the end of the lesson. presentation,
 The teacher will differentiate weather from climate. Further, the teacher will ask the television,
students how a weather becomes a climate. globe
 The teacher will discuss factors affecting climate, i.e., latitude, altitude, distance from
bodies of water, topography, and ocean currents.
 Students’ ideas will be elicited as to how such factors affects the climate of an area.
 After the discussion, the teacher will go back to the situation presented before the
start of the lesson and will ask the students to answer which of the two observations
defines weather and which one describes climate.
 Finally, the teacher will randomly pick names via spinning wheel. Students who will
be chosen are going to pick a question on the box and elucidate the concept they
 have selected.

Interdisciplinary Link: ICT, GEOGRAPHY, LANGUAGE

EVALUATE (10 MINUTES)
FORMATIVE ASSESSMENT (SHORT QUIZ). PowerPoint
The learners will be having a short quiz. The students will be writing their answers in a ¼ Presentation,
sheet of paper to gauge their learning on the topic. ¼ sheet of
paper, ballpen
1. Which of the following refers to the temporary condition of the atmosphere?
a. climate
b. sea breeze
c. topography
d. weather

2. Which of the following statements describes climate?

a. cloudy skies
b. super typhoons
c. winter is usually the coldest time of year
d. 75 degrees Fahrenheit with a 10% chance of rain

3. Which of the following refers to the physical feature of an area of land such as mountains,
valleys, hills, and other landforms?

a. altitude
b. latitude
c. ocean currents
d. topography

4. Which refers to the elevation of a region above sea level?

a. altitude
b. latitude
c. topography
d. distance from the bodies of water

5. Which of the following tells us how far North or South a place is from the equator?

a) altitude
b) latitude
c) topography
d) distance from bodies of water

6. Why do places at the same latitude but different altitudes have different climate?

a. Different altitudes receive different amounts of heat.

b. Different altitudes receive different amounts of precipitation.

c. Places with higher altitudes have higher temperature.
d. Places with higher altitudes have lower temperature.

7. How does the windward side differ from the leeward side of a highland?

a. The windward receives more precipitation than the leeward.

b. The windward side receives more heat than the leeward side.
c. The leeward side has more vegetation than the windward side.
d. The leeward side receives more precipitation than the windward side.

8. Which of the following statements is TRUE?

a. Lands absorbs and releases heat faster than water.

b. Land absorbs and releases heat slower than water
 c. Land absorbs heat faster but releases heat slower than water.
d. Lands absorbs heat slower but releases heat faster than water.

9. While walking on the beach on a hot, sunny morning, you felt cold wind touching your skin.
What kind of wind did you possibly feel?
a. land breeze
b. leeward breeze
c. sea breeze
d. windward breeze

10. Which of the following is true about ocean currents?

a. Ocean currents from the equator carry cold air which cools the temperature of the
nearby landmass.
b. Ocean currents from the equator carry warm air which cools the temperature of the
nearby landmass.
c. Ocean currents coming from places far from the equator carry cold air which
cools the temperature of the nearby landmass.
d. Ocean currents coming from places far from the equator carry warm air which warm
the temperature of the nearby landmass. One example is the Kuroshio current.

Interdisciplinary Link: ICT, LANGUAGE

EXPAND
Canva App
The class will be divided into three groups. Your task is to create an infographic regarding the
difference between weather and climate. Give major emphasis on the factors that affect the
climate of an area. The infographic will be graded based on the following criteria:

Content: 10 points
Visual Impact: 10 points
Accuracy of Information: 10 points

Interdisciplinary Link: ICT, LANGUAGE

REFERENCE

Alvarez, Liza A., et.al. (2014). Science 9 Learning Module. Department of Education. pp.
187-195

Prepared by:

MARK ANTHONY A. JAPSON

Teacher I Appllicant