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Science
Quarter 3 - Module 6:
Week 6, Climate Change

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 Lesson
Climate Change
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What I Need to Know

This module will help you understand the causes and effects of climate change, global
warming and other phenomena such as El Niño and La Niña.

Learning Competency:

Describe certain climatic phenomena that occur on a global level. (S9ES-IIIf-31)

After going through this module, you should be able to:

Describe climate change;

Identify certain climatic phenomena that occur on a global level; and
Make a strategic plan to help mitigate and adapt the effects of climate change.

What I Know

Let us check what you already know about climate change.

Pre-Assessment

Directions: On a separate sheet of paper, write the letter of the correct answer.

1. Which of the following can cause global warming?

A. volcanic eruptions
B. the amount of rainfall
C. the rising of warm air into the atmosphere
D. increase of the amount of CO2 in the atmosphere
2. When does greenhouse effect happen? Greenhouse gases ______.
A. on the surface absorb heat from the atmosphere
B. on the surface absorb heat from the earth’s interior
C. in the upper atmosphere absorb heat from the outer space
D. in the lower atmosphere absorb heat from the earth’s surface
3. Which activity does not contribute to global warming?
A. reforestation C. mining activities
B. illegal fishing D. incineration of garbage
4. Which of the following is an indication of global warming?
A. rising of sea level C. coastal erosion
B. decrease of global temperature D. strong waves in the ocean

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5. Which of the following will NOT lessen the harmful effects of climate change?
A. deforestation
B. construction of houses that can sustain strong winds
C. construct improvised boat in preparation for flooding
D. make clothes that can protect us against extreme temperature
6. What are some impacts of climate change to people and animals?
A. loss of lives C. strong typhoons
B. extinction of all animals D. destruction of agricultural crops
7. Which of the following enables Earth to support life?
A. seasons B. tropics C. global warming D. greenhouse effect
8. Which of the following is NOT a greenhouse gas?
A. hydrogen gas (H2) C. nitrous oxide (N2O)
B. carbon dioxide (CO2) D. chlorofluorocarbons (CFC)
9. What can you do to help decrease global warming?
A. Eat more ice cream.
B. Keep your freezer door open.
C. Keep your air conditioner on high.
D. Turn off your lights when you’re not using them.
10. How are humans making greenhouse gases of our own?
A. burning forests
B. burning fossil fuels in our cars
C. large - scale agriculture
D. all of these
11. Which of the following allows the right amount of sunlight in to warm the Earth?
A. atmosphere B. gravity C. water D. cloud layer
12. Which of the following is NOT a fossil fuel?
A. coal B. wood C. oil D. natural gas
13. Which of the following activities contributes the most to carbon emissions globally?
A. agriculture B. forestry C. transport D. energy supply
14. What do you call an abnormal and lengthy warming in the eastern part of the Pacific
Ocean?
A. La Niña B. Greenhouse effect C. El Niño D. Global warming
15. Which condition happens during El Niño phenomenon?
A. Trade wind becomes weaker.
B. Upwelling of cold water is intensified.
C. Air pressure in the western Pacific increases.
D. Air pressure in the eastern Pacific decreases.

What’s In

Directions: On your answer sheet, write AGREE if the statement is correct and DISAGREE if
not.

1. Gyre is the circular patterns formed by surface currents.

2. Longitude is an imaginary line that is parallel to the equator.
3. Windward is the side of the mountain that receives less amount of precipitation.
4. Latitude is an imaginary line that extends from north pole to south pole.
5. Precipitation forms when water vapor condenses and falls to the ground as rain, snow, hail
or sleet.
6. Topography is the surface features of an area.
7. Temperature refers to the hotness or coldness of an object.
8. Leeward is the side of the mountain that receives most of the precipitation.

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9. Altitude is the height above sea level.
10. Climate is the overall condition of an area over a long period of time.

What’s New

Is climate change real? Is climate change man-made or is it just a natural occurrence?

These are just few questions that can be asked once we talk about climate change.

Learning Task 1 Getting Ready!

Objective:

Assess your prior knowledge and experiences about Climate Change.

Materials:

Bingo card with questions pen

Procedure:

Fill - in the Bingo card below (Table 1) by seeking help from your family and neighbor. Your
family and neighbor will take turn in choosing which question they can answer. Then, they will
write their names below the chosen question/statement. All the questions/statements must be
filled up. (Caution: Observe proper health protocols in performing this task.)

Table 1. Bingo Card

Can say the word What is this sign? CFCs stand for? Say the word Which do you
“carbon dioxide “in a “renewable” 10 ride to go to
scary way times school, bus or a
tricycle?
Can say “Climate What type of gas is Who invented Where can you find Do you eat
Change” 7 times while released in landfills? standard the 1st wind farm in vegetables?
covering the (methane or incandescent Southeast Asia?
nose CO2) bulb?

What type of Yes or No: A renewable Do you use a

greenhouse gas is Writing on both energy that uses glass when
released when coal is sides of paper is water to produce drinking water?
burned? called reusing. energy.

Yes or No: What renewable A person who is

weather is the energy facility is found wearing
atmospheric in Lanao del Norte? something
condition that What does 3Rs stand Is Energy efficiency white.
can quickly for? being “sulit”?
change in a day.
The general Name 3 things Give 2 examples A type of Which do you
condition of the that can be on how to renewable prefer to use;
atmosphere reused. conserve technology that paper bag or
within a year is electricity. uses energy of plastic bag?
known as? the sun.
(climate or
weather)
(Adapted from http://www.wwf.org.ph/)

This activity is an indication of how much you know about this worldwide issue - the
climate change. For those who have answered many questions, you are very much aware of
the events that are happening in the environment. But for those of you who answered very
few questions, this is the beginning for you to learn more about climate change.

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 Each one of us interacts with our environment that is why we are affected by changes
in our environment. You should not disregard the things that are happening in your
surroundings.

So, do you want to be a hero of humanity? Let’s join together in this journey in learning
more about climate change.

What is It

What is climate change?

Climate change is one of the most current worldwide issues. Some experts say that it
is true that the Earth does go through a period of cooling and a period of warming. The
increase of temperature that we are experiencing right now is caused by factors other than
human activity. Another point of view is that the increase of Earth’s temperature is brought
about by human intervention. Whether the cause is man - made or not, climate change is a
change in the environment.

What are the negative effects of climate change?

Global warming can bring about a rising of the sea level due to the melting of ice caps
and glaciers. We may experience severe weather disturbances such as stronger typhoons
and heavier rainfalls. Some parts of the world may experience the so - called El Niño or La
Niña. And most of all, it can cause extinction of some fauna and flora.

Now, let us learn about one of the major causes of climate change - greenhouse effect.

Learning Task 2 It’s getting’ hot in here

Objectives:

Infer how closed spaces trap heat.

Explain how greenhouse gases trap heat.

Directions: Analyze the given situation and answer the questions that follow on your answer
sheet.

On a warm and dry day, Jen was left by her dad in the car. She noticed that the air
condition of the car was not working well. Then, she started to sweat a lot.

Questions:

1. Which has a higher temperature? (inside or outside the car)

2. What happened to the temperature inside the car?

3. How does the wall of the car relate to greenhouse gases?

4. What traps heat in the atmosphere?

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 Thermal radiation coming from the sun was absorbed by the air inside the car. The
wall of the car kept the warm air from flowing out, causing its temperature to rise as it continued
to absorb heat from sunlight. Outside the car, air warmed by sunlight can interact with the
surrounding cooler air. This allowed heat to flow from warm air to cooler air through
convection, and kept the temperature from rising as fast as that of the air inside the car.

Similarly, solar radiation warms the Earth as its energy is absorbed by the atmosphere.
In the atmosphere, there are greenhouse gases present. These include water vapor, carbon
dioxide, methane and nitrous oxide. Greenhouse gases prevent heat from escaping the Earth
thus making Earth’s temperature higher.

Figure 1 shows that greenhouse gases

Figure 1. The greenhouse effect
Source: http://www.learner.org/courses
such as carbon dioxide (CO2), methane
(CH4), chlorofluorocarbons (CFCs) 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 winter. 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.

In the next task, you will find out what main component of air that causes the rising of
the global temperature.

Learning Task 3 CO2 is the reason!

Objective:

Interpret the relationship of carbon dioxide and temperature.

Materials:

graph of CO2 and global temperature pen

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Procedure:

Study the graph below (Figure 2) and answer the guide questions.

Figure 2. Global temperature and carbon dioxide

Source:http://www.worldviewofglobalwarming.org/pages/paleoclimate.php

Questions:

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 temperature at its highest and at its lowest?

As the amount of carbon dioxide increases in the atmosphere, the more heat is
absorbed resulting to the increase of global temperature. The increase of global temperature
will lead to global warming.

When the Industrial Revolution began,

more emissions of carbon dioxide and
other greenhouse gases threatened all
living things. Developed countries and
developing countries became more
dependent on fossil fuels. Burning of
fossil fuels is one of the main sources of
carbon dioxide emission.

Figure 3. Industrial Revolution

Source: http://www.dadychery.org

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What would be the outcome if there
is too much carbon dioxide in the
atmosphere? There would be an
increase of global temperature. So,
when will you take action to help
stop global warming? Remember
that your time is ticking. Act now
before it’s too late.

Figure 4. Act now

Source: http://theglobalcause.blogspot.com
Photo credits: Russel Miller

Impacts of Climate Change

You were reading the first page of your favorite magazine when your eyes were caught
by the passage: “Climate Change Is Here!” And it says,” climate change is really happening.
Its effects are felt by animals, plants and people.” You got very interested in the topic because
it is a worldwide issue. As you continue reading, you found out that there were some species
of birds that laid eggs earlier than usual. There were some species of plants that bloomed
earlier than expected. There were some animals that supposedly should still be hibernating,
but were already awake. There was an earlier migration of birds and some were arriving to
their nesting ground and others appeared to be later. Sometimes, some animals and birds
tended to stay in their local territory because the climate is already suitable for them.

You were surprised with the things you discovered about climate change. As you kept
on reading, you were disturbed that even the sea level is rising. The melting of glaciers that
covered the land caused the sea level to rise. If sea level increased by 50 cm, sea turtles may
lose their nesting areas. People and animals that live near shorelines may be forced to move
out. Animals moving out of their natural habitat face challenges that could lead to the extinction
of their species.

At the back of your mind, you were thinking that, hopefully, the effects of climate
change will not be felt by people here in the Philippines. But to your dismay, we felt them
already. Heavy rainfalls were brought by typhoon Ondoy and Hanging Habagat which resulted
in submerging most parts of Metro Manila and some provinces. Typhoon Yolanda brought the
strongest wind ever encountered by people in the Visayas, leaving great destruction and much
loss of lives. Hanging Amihan brought very cold wind affecting the climate of the country and
destroying some crops of farmers in Northern part of Luzon.

Aside from these impacts of the climate change that we are experiencing, we still have
two cyclical events that we encounter - El Niño and La Niña.

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 El Niño and La Niña

El Niño is an abnormal and lengthy warming in the eastern part of the Pacific Ocean.
This natural phenomenon occurs at irregular intervals of two to seven years and lasts for nine
months or two years at most. Usually, it starts at the end of the year or during the Christmas
season that is why it is termed as El Niño which refers to the” Christ child”.

Refer to Figure 5. Normally, as trade winds move from east to west, they collect warm
air. But when trade winds are weakened, they cause the piling up of warm surface water and
making the part of the Pacific Ocean warmer leading to the El Niño phenomenon. This
happens when the upwelling of colder water is blocked by the large quantities of warm surface
water.
The cause of the weakening of the trade winds is due to the weakening of the surface
pressure gradient. Source: http://ww2010.atmos.uiuc.edu/ March 25, 2021

Figure 5. El Niño

Since the Pacific Ocean is to the east of the Philippines, El Niño phenomenon will
affect the country. When there is an increase of the temperature in the eastern part of the
Pacific Ocean, it is expected that some areas in the Philippines will experience this climatic
phenomenon. Some areas in the country will experience near to above rainfall and some areas
may experience drier than normal rainfall.

El Niño will most likely bring severe drought. It is believed that it causes stronger
thunderstorm disturbance and massive storms. It also causes the decrease in the population
of some species.

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 See Figure 6. La Niña is the opposite climatic disturbance to El Niño. This natural
phenomenon may, but does not always, follow El Niño events. It may last for nine to twelve
months but in some cases, it lasts for two years. This event is triggered by the cooling of the
eastern part of the Pacific Ocean that is why it is sometimes called “cold Pacific.”

Figure 6. La Niña

Trade winds that move from east to west are strengthened. Upwelling of colder water
intensifies. Moving air brings along too much water vapor. When it reaches the land mass
such as Philippines, precipitation is experienced. There would be an increase of rainfall in
some areas in the Philippines. For instance, areas that experienced severe drought caused
by El Niño may encounter above normal rainfall. But in some cases, areas that experience dry
season will have drier than normal conditions. La Niña’s effects are the opposite of El Niño.

To learn more about climate change, perform the following task.

What’s More

Many experts say that human activity is the reason why climate change happens. Why
is this so? What crime did humanity commit? Are you part of this crime? Whom are we going
to blame for the outcome? So, let us now find out if you are part of this big conspiracy by doing
the next task.

Am I a climate hero or a climate culprit?

Objectives:

Calculate your personal carbon emission.

Take an action to lessen the effects of climate change.

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Materials:

Carbon footprint checklist Paper

Procedure:

1. Each member of the family (only those who are of school age can take part) will compute
his/her carbon or ecological footprint using WWF - Philippines’ Carbon Footprint Checklist
(see Table 2) by adding the corresponding points to each statement.

Table 2. What’s your carbon footprint? Evaluate your carbon emission.

Different Activities Always Sometimes Never

(1pt) (3pts) (5pts)
I use water wisely.
I eat a mixture of meat and vegetarian meals.
We use kerosene lamp or low energy light bulbs at home.
I use basin in washing our dishes.
I eat locally grown food.
I turn off electric appliances or battery - operated gadgets
instead of leaving them on standby.
I use a glass of water when brushing my teeth.
I eat organic foods.
I use reusable bags when buying things from the market.
I avoid eating ready meals. (e.g., noodles, sardines etc.)
I use recycled notebooks and papers.
I throw my biodegradable wastes into a compost pit.
I replace my toy or gadget when it stops working rather
than having it fixed.
I always know where my food or products are made.
I give the clothes I have outgrown to charity or to my
younger siblings and friends.
I throw my trash into the garbage bin or bag.
I just walk if the place I want to go to is near.
I recycle at home.
I recycle in school.
I share a ride or walk or cycle on the way to school.
Total Score
Source: http://www.wwf.org.uk/oneplanetchallenge/downloads/energy_session_all.pdf

What is your score?

20-50 - You’re a Green Queen/King and a globally aware consumer! Keep up the good work.
50-80 - You’ve made a start but there are more you can do to reduce your ecological footprint.
80-100 - You are a long way to go; it is best to start now.

2. You will make a bar graph to represent the result of the Carbon/Ecological Footprint of all
the members in the family. Present your data using a bar graph on a piece of paper.

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 Sample Result
The Carbon Emission of Gorres Family Month: April

a. Which family member has the highest carbon footprint?

b. Which family member has the lowest carbon footprint?
c. What is the average carbon footprint of the family?
d. What is your highest source of carbon emission?
e. What is your lowest source of carbon emission?

3. Each member of your family should choose the top three highest sources of carbon
emission or ecological footprint. From that, each one of you will make a strategic plan to
reduce your contribution to climate change.

Example:
Name of the Member: Levihenri Gorres
My Top Three Sources of Carbon
1. Waste
2. Transportation
3. Electricity

Sample Strategic Plan

Put a check if you had done this strategy every week, otherwise put an X.
Month: April

Strategy Plan Week 1 Week 2 Week 3 Week 4

A. Waste

I still use the back of the used paper as a

scratch paper.

I put left over foods, vegetables’ peelings in a

compost pit.

B. Transportation

I will just walk if the place I will go to is near.

C. Electricity

I will turn off electric appliances when not in use.

I will limit my time in watching

TV or listening to the radio.

My Carbon/Ecological Footprint: ______

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4. After performing the activity, you will make a portfolio to check the improvement made by
each member of the family. All members will recalculate their carbon footprint. They will do
this every month. You will report the outcome at the end of the third quarter. You have to
show the data (carbon/ecological footprint) using a bar graph.

Note: The members of the family will monitor their carbon emission within the third
quarter. You will gather the result and place it in a portfolio. You will report the result in the
family. You will give recommendations/advice to your family members on how to lessen their
carbon emission.

From this activity, you found out how much you contribute to carbon emission. This
activity helps you realize that you are either a climate hero or climate culprit. Anyone can be
a contributor in changing our climate. It is up to you if you want to make this world hospitable
to human beings.

The climate is always changing. It has shown how much it could affect our lives. You
have seen how strong the winds of Yolanda were, and how heavy the rainfall from Ondoy was.
(Note: Not all calamities e.g., Bohol earthquake, Zamboanga war, are related to climate
change) We still have to change our course. The future of humanity lies on our collective
hands.

What I Have Learned

Directions: Supply the given Ishikawa diagram (fish bone) with the common causes, effects
to people, animals and society and workable solutions of climate change in bullet
form.

Created by: Jay Torrejano Hibalay

What I Can Do

Your school is celebrating Science Month with the theme: “Disaster Risk Reduction and
Climate Change Adaptation”. You are tasked to have an information drive to increase
awareness and educate your fellow learners about the impacts and how to reduce the effects
of climate change. You may present your output through a comic sketch, newscasting, a jingle
or song, poem or poster and slogan.

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You will be rated using the rubric below.
4 3 2 1 Score
Purpose The presentation The presentation The presentation The presentation’s
had a clear topic, had a topic but its had a topic but its topic was not clear
purpose and purpose and purpose and and its theme and
theme. All the theme were only theme were not purpose were not
parts of the somewhat clear. clearly conveyed. at all presented.
presentation All the parts of the Most of the parts of Many parts of the
contributed to the presentation said the presentation presentation
clear and something rather said something needed
interesting important about vaguely important improvement
presentation of the topic and about the topic, because they did
topic, purpose and appropriate to the purpose and not contribute to
theme. topic, purpose and theme. the making of a
theme. clear presentation.
Creativity The presentation The presentation The presentation There was nothing
was made up of included some included a few unique,
unique, unique, unique, imaginative or
imaginative and imaginative and imaginative and surprising about
surprising features surprising features surprising features the presentation
and components which elicited a which elicited a and did not impart
which elicited a moderate degree degree of interest any clear
high degree of of interest and and excitement information about
interest and excitement from from the audience. the topic.
excitement from the audience and However, these
the audience and loaded the features gave very
loaded the presentation with little information
presentation with a just enough about the topic.
lot of information. information about
the topic.
Organization The presentation The presentation The presentation The presentation
introduced the introduced the simply introduced inadequately
topic in an topic in an the topic, did not introduced the
interesting way, interesting way, build up a clear topic and was so
built up the theme but built up the theme and ended disorganized that
in a logical manner theme in a with a slide the audience did
and ended with a somewhat presentation that not understand
slide presentation confusing manner, did not state the what was its theme
that left the and ended with a purpose of the and purpose.
audience with a slide presentation presentation for
clear purpose to that left the the audience to
think about and act audience with a think about.
on. rather unclear
purpose to think
and talk about.
Oral The reporter spoke The reporter spoke The reporter The reporter did
clearly with the clearly with the sometimes did not not speak clearly
Presentation right modulation right modulation speak clearly and, and too softly for
and in an engaging but in a not so at times, too softly. the greater part of
manner. engaging manner. He /she was the presentation.
oftentimes looking Nothing of what
up at the ceiling or he/she said caught
over the the audience’s
audience’s head interest in the least
and did not at all bit.
catch the
audience’s
interest.
(Adapted from Science 9 Learning Materials)

Assessment

Post Assessment
Directions: On a separate sheet of paper, write the letter of the correct answer.

1. What will happen if there is too much carbon dioxide in the atmosphere?
A. Greenhouse effect occurs. C. Climate changes.
B. Temperature increases. D. Water vapor condenses.

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2. Which condition happens during La Niña phenomenon?
A. Trade wind becomes stronger.
B. Upwelling of cold water is blocked.
C. Air pressure in the western Pacific increases.
D. Air pressure in the eastern Pacific decreases.
3. 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
4. Which of the following shows the effect of climate change?
A. rising of sea level C. deforestation of the forest
B. coastal erosion in some places D. siltation of bodies of water
5. Which of the following statements is INCORRECT?
A. Climate change brings drastic effects to all people and animals.
B. Human activities may speed up the rising of the global temperature.
C. El Niño happens when the temperature in eastern Pacific rises above normal.
D. La Niña occurs when the temperature in eastern Pacific decreases below normal.
6. What do you call certain gases in the atmosphere, namely: water vapor, carbon dioxide,
methane and nitrous oxide which help maintain the Earth’s temperatures and climate?
A. ozone gases B. solar gases C. greenhouse gases D. fluorinated gases
7. Which of the following is the effect when there are too many greenhouse gases in the
atmosphere which may block heat from escaping into space and trap too much heat next
to the Earth’s surface?
A. earthquakes B. global warming C. another ice age D. volcanic eruptions
8. Ample evidence indicates that humans are causing accelerated global warming. Which of
the following is NOT an evidence of global warming?
A. Greenland’s ice sheet is melting quickly.
B. Arctic sea ice has been retreating every year.
C. Glaciers worldwide have been rapidly increasing in volume.
D. Large ice shelves in Antarctica and Canada are breaking apart.
9. Which human activity DOES NOT contribute to climate change?
A. chopping down rainforests
B. pollution caused by transport and industry
C. turning the lights off when leaving an empty room
D. burning non - renewable energy resources, such as coal, oil and natural gas
10. Which might happen because of global warming?
A. melting polar ice caps C. lower sea levels
B. more reflected sunlight off the ice pack D. a sale on bathing suits
11. Sustainable growth means consuming only what the Earth System can replenish naturally.
Why must we achieve sustainable growth? To ______.
A. control Earth’s climate
B. maintain our standard of living
C. achieve greater industrial heights
D. stop human – induced global warming
12. Which of the following is NOT an effect of climate change?
A. drought and water shortages C. increased agricultural productivity
B. crop failures and food insecurity D. floods and other extreme weather conditions
13. What causes greenhouse effect?
A. Too much heat in the atmosphere
B. Too much sunshine reaching Earth
C. Greenhouse gases in the lower atmosphere absorbing solar radiation
D. Greenhouse gases in the lower atmosphere absorbing radiation from the Earth’s
surface and preventing much of it escaping into space
14. Which of these greenhouse gases is most abundant in the atmosphere?
A. methane B. carbon dioxide C. nitrous oxide D. water vapor

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 15. A carbon footprint is a way in which we can measure the effect of the amount of carbon
that we use on the environment. Which of the following ways will NOT help reduce carbon
footprint?
A. Eating more meat.
B. Growing our own vegetables.
C. Switching off appliances rather than leaving them on standby.
D. Walking, cycling or car sharing when traveling to school.

References
Printed:

Santos, Gil Nonato C. et. al. 2014.Worktext in Science and Technology SCIENCE LINKS.REX
Book Store. Manila Philippines.

SCIENCE 9 LEARNING MATERIALS Unit 3 Module 2 (pages 43 - 60)

SCIENCE 9 TEACHERS’ GUIDE Unit 3 Module 2 (pages 29 - 38)

Electronic:

https://link.quipper.com/en/organizations/547ffaf7d2b76d000200231c/curriculum#curriculum 3/22/21
https://quizizz.com/admin/quiz/56feb7bb83dc1d8079998b2b/factors-affecting-climate 3/23/21
https://www.exploringnature.org/graphics/quiz/glocal_warm_MultipleChoice.pdf 3/24/21
https://www.wwf.org.uk/sites/default/files/2017-02/WWF_EarthHour_Secondary_Quiz_FINAL.pdf 3/24/21
https://www.abc.net.au/science/games/quizzes/2009/climatechange/?site=science 3/24/21

Answer Key

What’s In
1. AGREE 6. AGREE
2. DISAGREE 7. AGREE
3. DISAGREE 8. DISAGREE
4. DISAGREE 9. AGREE
5. AGREE 10. AGREE

What Is New
Learning Task 1

Student will say it. Recycle chlorofluorocarbons Student will say it. Bus or tricycle
Student will say it. Methane Thomas Edison Ilocos Norte Yes or no
Carbon dioxide Yes Hydroelectric energy Yes or No
Yes Reduce, Reuse, Recycle Yes Hydroelectric power plant Anyone
Climate Paper, plastic, cans 1. Turn off appliance when Solar Energy Paper bag
not in use. 2. Clean up
fluorescent lamp or bulbs.
3. Use low wattage
electric appliance.

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 What Is It
Learning Task 2
1. inside the car
2. The heat is trapped inside the car.
3. The wall of the aquarium prevents heat from flowing out of the aquarium. In the same manner, the greenhouse
gases absorb heat and keep it from flowing out of the atmosphere.
4. The greenhouse gases.
Learning Task 3
1. 1.4 0F
2. increased by 100 ppmv
3. They are directly proportional. As the amount of carbon dioxide increases, the global temperature increases too.
4. It was highest in 2007 and lowest in 1909

What’s New Table 1. Bingo Card

Can say the word “carbon What is this sign? CFCs stand for? Say the word Which do you ride
dioxide “in a scary way “renewable” 10 to go to school, bus
times or a tricycle?
Can say “Climate What type of gas is Who invented Where can you find the Do you eat
Change” 7 times while released in landfills? standard 1st wind farm in vegetables?
covering the (methane or CO2) incandescent bulb? Southeast Asia?
nose

What type of greenhouse Yes or No: Writing A renewable energy Do you use a glass
gas is released when coal on both sides of that uses water to when drinking
is burned? paper is called produce energy. water?
reusing.
Yes or No: weather What renewable energy A person who is
is the atmospheric facility is found in Lanao wearing something
condition that can What does 3Rs stand Is Energy efficiency being del Norte? white.
quickly change in a for? “sulit”?
day.
The general Name 3 things that Give 2 examples on A type of renewable Which do you prefer
condition of the can be reused. how to conserve technology that to use; paper bag or
atmosphere within a electricity. uses energy of the plastic bag?
year is known as? sun.
(climate or weather)
What I Have Learned Ishikawa diagram (fish bone)

“That in all things, God may be glorified!”

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