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grade-9-quarter-3 lp dll
grade-9-quarter-3 lp dll
2.What is a volcano? 2.Compare the three volcanoes. 2.Do you think there are also Page 2
3.Describe a volcano. What can you say about each volcanoes that do not
ENGAGE volcano? erupt?
3.Are there similarities among 3. What do you call those
the volcanoes? Why? volcanoes that are erupting? How
about volcanoes that seemed to
erupt and became quiet for a
long period of time?
Essential Question: Essential Question: Essential Question:
What are the characteristics of What are the different types of What is the difference between
a volcano? volcanoes? active and inactive volcano?
Working in groups, students Working in groups, students will Working in groups, students will
will follow guided activity. follow guided activity. Each follow a guided activity. Each
Each group is given the tasks group is given a reading text group is given a reading text to
EXPLORE to characterize a volcano about the types of volcanoes. discuss the difference between
using a concept map (refer to (See attached file) active and inactive volcano.
LM pp. 165-166) http://www.geography.learnonthe (See attached file)
internet.co.uk/topics/typesvolcan http://www.preservearticles.com/
oes.html 2011111717347/classification-of-
volcanoes-on-the-basis-of-
periodicity-of-eruption.html
Publication and Publication and Communicating Publication and Communicating
Communicating Results Results Results
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
V. REMARKS
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
ahUKEwjFrbDeiIrQAhVBzbw Grade 9
KHYGABpsQ_AUICCgB&biw Quarter 3
=1360&bih=638#tbm=isch&q
Page 8
=mt.+pinatubo+before+erupti
on&imgrc=BxhNK7a4epWHH
M%3A
1.What can you say about 1.What can you say about 1. What can say about the 1.What is this?
the different pictures? the video? video clip? 2.What are its parts?
2.Are all volcanoes located 2.Why volcanoes erupt? 2. How does the volcano 3.What land forms can
on the same place? 3.What causes the eruption erupt? you compare to this
ENGAGE
3.Are all volcanoes had a of volcanoes? 3. What do you think are object?
record of eruption? the factors that affect the
eruptive styles of a
volcano?
Essential Question: Essential Question: Essential Question: Essential Question:
How can volcanoes be What is the effect of high What are the factors that What are the external
classified? temperature to the formation affect the eruptive style of parts of a volcano?
of gas? a volcano?
Working in groups, students Working in groups, students Working in groups, students Working in groups,
will follow guided activity. will follow guided activity. will identify the factors that students will discuss the
Each group is given the tasks Each group is given the tasks affect the eruptive styles of different external parts of
EXPLORE to classify volcanoes as active to describe the effect of high a volcano? the volcano. (Refer to
or inactive based on record of temperature to the formation (Refer to LM p.170) Figure 4, LM pp. 169)
eruption. ( Activity 2: of gas. Activity 3: Under
Pressure (refer to LM pp.
Volcanoes in the Philippines )
168-169)
(Refer to LM pp.166-167)
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Which of my Grade 9
teaching strategies
worked well? Why did Quarter 3
these work? Page 11
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
activity. Each group is activity. Each group is activity. Each group is activity. Each group is Grade 9
given the tasks to describe given the tasks to Perform given the tasks to Perform given the tasks to Perform Quarter 3
the effect of temperature, Activity 4: Viscosity Race. the Activity: Differentiating Activity 5: In and Out. Refer Page 14
chemical composition and Refer to LM pp. 171-172 Types of Volcanic to LM pp. 174-175.
the amount of dissolved Eruptions. Figures: 7, 8, 9
gases to viscosity of and 10
magma. LM page 173
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Key Questions Key Questions: Key Question: How does volcano’s slope Grade 9
1. How do temperature, 1.How would you What are the different types relate to its material Quarter 3
chemical composition and determine the viscosity of of volcanic eruptions? emissions?
ELABORATE Page 15
the amount of some liquids?
dissolved gases affect 2.Compare the flow of gas
viscosity of magma? in different liquids?
Multiple Choice: Write the Compare the flow of liquids Matching Type: Match Relate the shape of the
letter of your answer. from the fastest to the Column A with Column B cone to the materials
1. If the slowest by ranking them 1. Plinian emitted by the volcano by
temperature (1,2,3 &4)1 as the fastest 2. Volcanian connecting an arrow.
increases, viscosity of and 4 as the slowest. 3. Strombolian Col. A-Shape of the Cone
magma 4. Phreatomagmatic 1.Steep slope
a. decreases 1. Water 5. Phreatic or Hydrothermal 2.Perfect slope
b. Increases 2. Cooking oil 3.Broad, slightly-
c. remains 3. Syrup Column B dome
d. not affected 4. Honey A. Characterized by tall Col. B -Material
2. When dissolved gases eruption columns thjat Emitted
increase, viscosity of 5.Compare how this liquid reach up to 20 km high with A. Non-viscous lava
EVALUATE magma flow with how lava pyroclastic flow and ash fall B. Lava and pyroclastic
a.decreases flows. tephra. deposits
b.Increases B. A stream-driven eruption C. Lava fragments
c.remains as the hot rocks come in
d.not affected contact with water.
3. The more silica content, C. A periodic weak to
the violent eruption
a. more viscous is the characterized by fountain
magma lava.
b. less viscous is the D. Excessively explosive
magma type of eruption of gas and
c. magma viscosity pyroclastics.
remains the same
d. magma is not affected
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Which of my Grade 9
teaching strategies
worked well? Why did Quarter 3
these work? Page 17
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Objectives: VISCOSITY is the property of the material’s resistance to flow. It is also described as
1. Describe the types of volcanic eruption; the liquid’s thickness and stickiness. The more viscous and thicker the material is, the
2. Differentiate the volcanic eruption based on magma’s water content; and greater is its resistance to flow.
3. Classify volcanoes according to the type of eruption
Effect of Magma’s Temperature to Viscosity
Materials: The viscosity of the magma decreases with temperature. The higher the temperature of
Pictures of the different erupting volcanoes (Refer to LM p.173) magma is, the lower is its viscosity. As lava flows, it cools and begins to harden, its
Manila paper, pentel pens, masking tape ability to flow decreases and eventually stops.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 9
Quarter 3
Page 19
*Lava with low amount of gas as it rises has high viscosity that piles up at a vent resulting into a dome.
* Lava with less silica content is too viscous to travel far, and tends to break up as it flows
* Lava with less silica content has less silica content has low viscosity that it can travel a great distance, forming a thin
sheet.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
https://www.youtube.com/watc Grade 9
h?v=kjpp2MQffnw Quarter 3
IV. LEARNING TASKS
Page 21
Picture Analysis-Geothermal Meta-strips Picture Analysis: (Effects Mood Setting for the
Power Plants in the Philippines Post the different processes of Volcanic Eruption) preparation of designed
involve in the energy scheme
ELICIT
transformation of geothermal
power plant into electricity.
Post the pictures of different Let the students work in Show pictures on the Key Questions:
geothermal power plants found groups. Given the meta-strips effects of volcanic eruption. 1. Is your place near a
in the Philippines of the processes involved on volcano? If not, is
how energy is transformed into Key Questions: there a volcano that
Key Questions: electricity. Give time for the 1. What can you say may cause damage
1. What are common to the students to complete the task. about the picture? to your place?
pictures? 2. What are the effects of 2. Are you prepared for
2. What do you call it? Key Questions: volcanic eruption? the possible
3. Where does it come from? 1. What are the different 3. Is there effect/s of volcanic
4. How is this operated? processes involved in the advantages/disadvanta eruption?
geothermal power plant? ges? Why? 3. What should you do
ENGAGE
How is energy transformed? before, during and
2. Arrange the processes in after a volcanic
chronological order. eruption?
3. What made you conclude 4. How can you help in
that it is the first process? minimizing the
The last process? negative effects of
volcanic eruption?
Let the students present their
output after the time allotted.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
4. Name some geothermal 3. How is electrical energy and results to active Grade 9
power plants in the generated? participations of students. Quarter 3
Philippines.
Page 23
Process students’ responses. Lecturette: Processes involved In response to students’ Why is there a need to
Correct the misconception of in Geothermal Power Plants. responses the teacher will have a disaster
students from their output. Also have an interaction on clarify, concretize and preparedness scheme?
Feedbacking of students’ how Philippines can improve its deepen the understanding From the different
responses and interaction. support of electricity using on the effects of volcanic presentations you have
ELABORATE geothermal power plants as a eruption. performed, what are the
Lecturette: Discuss the two potential alternative source of realizations you have
ways how geothermal energy is energy. made?
generated. Name some
geothermal power plants in the
Philippines.
Open-ended question Illustrate how electricity is True or False Their output serves as their
(5 pts.) generated through a 1.If there is an eruption, it assessment
geothermal power. Use a flow is safe to leave the
What is geothermal energy? chart to present the processes main power switch on Refer to the rubric found on
How is it generated? involved. and the house open. LM p. 216
2.Wear mask and goggles
when there is an ashfall.
3.An indication that a
EVALUATE volcano is about to erupt is
the deformation of the
ground near it.
4.After an eruption, sweep
ash using water to clean
the area faster.
5.An evacuation plan
should be prepared during
volcanic eruption.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Write a short essay about the Make a prototype of What are the precautionary Review and study your Grade 9
advantages and disadvantages geothermal power plant using measures you must lesson to prepare for the Quarter 3
EXTEND
of using geothermal energy. cheap or recyclable materials. observe before, during and summative test next meeting.
Page 24
after volcanic eruption?
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons work?
No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Which of my teaching strategies
worked well?
Why did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
2.Which part of the 3. Based on the data, 2.What is the difference 2.Which side of the mountain Grade 9
earth receives most of what is the relationship between the temperature of soil experiences low temperature? Quarter 3
the sun’s rays? between altitude and and water after 6 minutes? 3.Which side of the mountain Page 27
3.Why does the temperature of a 3.Which heats up faster, water experiences high
amount of heat receive place? or soil? temperature?
by places far from the
equator become less?
Group reporting: Group reporting: Group reporting: Group reporting:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
c. Leeward Grade 9
d. Sea breeze Quarter 3
3. Why are grassland and Page 29
desert plants found
in leeward side of
the mountain?
a. Because temperature
is high and less
precipitation occur.
b. Because formation of
clouds always happen
in this area
c. Because the area is
facing to where the
wind blows.
d. Because the
temperature is low.
Explain briefly:
How does topography
(mountain) affect climate?
Rubric:
3pts- correct and complete
answer
2pts- correct but incomplete
answer.
1pt- incorrect answer
Define what is an In your notebook. Explain how Define leeward and windward. Review/study the past lessons
Altitude is. distance from the ocean affects and prepare for a summative
EXTEND
climate? assessment.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Grade 9
V. REMARKS Quarter 3
Page 30
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up
with the lesson
continue to require
remediation
Which of my
teaching strategies
worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Perform Activity 5: Let students have their Ask five volunteer students By group, let Grade 9
“Temperatures of Different Cities groupings and allow them to to present the answers to students perform Quarter 3
Around the World”, LM p. 193. have a peer discussion. Let the questions (refer to Activity 8 “ It’s Getting Page 33
Allow them to have a group them perform Activity 6: Activity 7) Hot In Here”, pp.198-
EXPLORE
discussion and let them answer “Ocean Currents”, LM pp. 199 of Learner’s
Guide Questions 23- 28. 194-195. Students will Module
answer guide questions 29-
33.
Ask a representative from each A reporter from each Provide correct answers to Ask a representative from
group to present their answers to group will present their questions in the bingo card. each group to present the
the guide questions: answers in front of the Relate each answered result of their
#23. Which city had the class question to climate change. experiment and
highest temperature? Guide Questions: answers to guide
#24. What factor do you think #29. What are the different questions.
is the cause of high ocean currents that
temperature in the city? carry warm water?
#25.which city had the lowest Give at least three (3)
temperature? #30. What are the different
#26. What factor do you think ocean currents that
EXPLAIN is the cause of low carry cold water? Give
temperature in that city? at least three (3).
#27. What factor do you think #31. What kind of air does
greatly affects the climate Greenland current take
of Tokyo? Support your along? Explain
answer. #32. How do the Kamchatka
#28. How does the elevation current and Kuroshio
of Paris affect its current affect the north
climate? eastern part and
southern part of
Japan?
#33. How do ocean currents
affect climate?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Emphasize important points of Important points for Discuss with students Discuss with the entire class Grade 9
the lesson based on the activity. discussion: whether climate change is the correct answers to the Quarter 3
Also correct any misconceptions a.Gyres flow clockwise in man- made or not. guide questions to eliminate Page 34
of students, based on the reports the northern hemisphere, Elicit answers from misconceptions. Allow
made. while counterclockwise in the students. students to identify the
southern hemisphere. This is Allow them to justify their greenhouse gases in the
Concretize the idea that the due to Coriolis effect. answers. atmosphere. Allow them to
temperature of every place on b.Ocean currents from the see the relationship of the
Earth vary depending on the equator carries warm water increase in amount of
ELABORATE latitude, altitude ,and distance and warm air above them. greenhouse gases to the
from large bodies of water at c. Ocean currents that general atmospheric
specific months of the year. move towards the equator temperature of Earth
carry cold water and cold air
Make students remember that above them.
climatic conditions are also d.Ocean currents affect the
affected by the revolution of the temperature of places
Earth. e.Ocean current is another
factor that affects the climate
of a place.
What climatic condition is 1. What do you call the Identify the following: 1. Describe greenhouse
experienced at: loops of ocean currents? 1. 3R stands for? gases
1. high altitude areas a. Convection 2. Gas released in 2. Why is the temperature
2. tropical areas current landfills inside the tank
3. low altitude areas b. Upwelling 3. General condition of warmer?
4. near the ocean c. Coriolis effect the atmosphere 3-4. Cite two greenhouse
EVALUATE
5. far from the ocean d. Gyre within a year gases
2. The direction of rotation 4. CFC stands for? 5. What will happen to
of these loops is caused 5. Which will Earth’s atmospheric
by _. help alleviate temperature if the amount
a. Coriolis effect climate of greenhouse gases
b. Revolution change, eating continue to increase?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Which of my teaching
strategies worked well? Why
did these work?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Bar graph analysis of global The teacher will post a Present a picture showing As a student, how will you Grade 9
temperature and carbon dioxide. question on the board “Am I emission of carbon from inform your fellow students Quarter 3
(The students will give their a climate hero or a climate automobiles. about the effects of climate Page 39
observation) culprit? change?
ENGAGE
What bad effects does too
much carbon emission will
bring to our health and to
the environment in general?
Perform Activity 3: “Climate Hero or a Climate Discuss: Impacts of climate Group Activity:
CO2 is the Reason! Culprit?” change Task: To come up with a
LM pp.201-202 (Please refer to 1.Melting of glaciers that presentation that can
Learners Material pp 202 – covered the land caused the disseminate and educate
204) sea level to rise. their fellow students about
2.Heavy Rainfalls the impacts of climate
3.Abnormality in the change and on how to
EXPLORE reproduction of some plants reduce its effects.
and animals.
4.Cold winds affecting the Group 1 – A comic sketch
climate of the country and Group 2 – A jingle or a song
destroying some crops and Group 3 – News casting
farms. Group 4 – Poster or slogan
5.El Nino Group 5 – Poem
6.La Nina
Guide Questions: Guide Questions: Guide Questions: Note: Give ample time to
1.How much is the increase in 1.Which member has the 1.What are the impacts of the students to plan
the temperature from 1880 to highest carbon footprint? climate change in our and prepare for their
2010? 2.Which member has the world? presentation
EXPLAIN
2.What happened to the amount lowest carbon footprint? 2.What are the ways on
of carbon dioxide from 1880 to 3.What is the average how to lessen its effects?
2010? carbon footprint of the
group?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
How is carbon dioxide related to As a student how can you Identify the following Grade 9
temperature? help lessen the effects of situations as to the effect of Quarter 3
climate change? What climate change.
Page 41
actions will you do? Write TRUE or FALSE
1. Increasing global
temperature
2. Destruction of
properties and loss
of lives due to
EVALUATE
frequent
occurrences of
typhoons.
3. Increase crop
production
4. La Nina and El Nino
5. Earthquakes
resulting from
tectonic movements
Write at least 3 ways to reduce What are the impacts of Make a research on the
CO2 emission. climate change? impacts of climate change
EXTEND to man and to the
Identify the effects of climate environment.
change.
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Group 1-Comic sketch Presentation of the design Critiquing of the output. Grade 9
Group 2- Jingle or song Quarter 3
Group 3-Newscasting Page 44
Group 4-Poster and slogan
EXPLORE Group 5- Poem
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What9innovation or localized
Grade
materials did I use/ discover
Quarter
which 3I wish to share with
other teachers? Page 45
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What information does the song Have you observe the sky at Are all constellations be Grade 9
give? night? seen at the same time or Quarter 3
How is star described in the Have you seen stars that month of the year?
Page 47
ENGAGE song? form patterns or shapes of
What other descriptions can you object in night sky?
describe about a star aside from What do you call these group
the song you have sung? of stars?
Essential Question: Essential Question: Essential Question: Essential Question:
What are the characteristics of a What are the groups of stars What direction do stars Why are some
star? that seem to form patterns/ move? constellations cannot be
figures/ images in the night seen in the same month of
sky? the year?
EXPLORE Working in groups, students will Working in groups, students Working in groups, students Working in groups, students
perform the Activity 1: will perform Activity 2: will perform Activity 3: will perform the Activity 4:
Characteristics of Stars and will Patterns in the Sky and will Apparent Movement of the Different Star Patterns
follow Guided Activity from the follow Guided Activity from Stars through the Night and through the Year and follow
LM pp.214-215. LM p.216 will follow Guided Activity Guided Activity from LM
from LM p.217 p.218-221
By group, students will present By group, students will Compare the position of the By group, students will
their answers using manila present their answers using stars in the sky. What do present their answers using
papers by following guide the manila papers by following you notice? manila papers by following
questions: guide the questions: Are the stars visible at 7 pm the guide questions:
1.What is the color of the 1.What figure/ pattern you still visible at 11 pm in their 1.Compare the
EXPLAIN filament as you dim the bulb? have traced/ formed? “original position”? Why is photographs? What do you
2.What is the color of the 2.What are the stories of this so? notice?
filament as you turn the switch at these figures/ patterns? 2.Why are some
full power? 3.What are your bases for How do the stars move? constellations visible in
3.What happens to the coming up with this figure? Describe the movement of March but not visible in
temperature of the filament as the stars in the night sky. September?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
the bulb becomes brighter and Q4. How is the motion of 3. What constellations are Grade 9
brighter? stars similar to the motion of prominent during winter? Quarter 3
the Sun? Fall? Summer? Spring?
Page 48
1.What is one of the What do you call stars that How do the stars move? Why are not all
characteristics of a star? group together and seem to Describe the movement of constellations be seen at
2.How does color relate with the form images or patterns or the stars in the night sky. the same time?
ELABORATE
temperature of a star? figures in the sky?
3.What two factors affect the
brightness of a star?
Choose the letter of the best Name the constellation How do stars appear to Multiple Choice: Choose the
answer. Use the table below that formed by the group of stars move in the night sky? correct answer and write the
presents information about stars below. (5pts) letter only.
A, B, C, and D. 1.) 1. Th
Star Color e following
A constellations can be
B Yellow observed prominently in
C White June EXCEPT .
D Blue A.Bootes
B.Draco
1. Which star is the
C.Hydra
EVALUATE hottest? Answer: Cygnus (Swan) D.Orion*
a. A
2. Leo can only be
b. B 2.) observed in the month of
c. C
.
d. D
A.March*
2. Which star is very similar
B.June
to our sun?
C.September
a. A
D.December
b. B
Anser: Cepheus ( King ) 3.Ursa Major can be
c. C
observed in the months of
d. D
A.March and June*
B.June and September
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Do all stars have the same Prepare and bring the Prepare and bring the Study your lessons for the Grade 9
brightness? Why? materials needed for the materials needed for the summative test. Quarter 3
Activity 3. Activity 4.
Page 50
In preparation for the next Using the software
day’s activity the students will Stellarium, let the students
be assigned to observe the explore the Night Sky for a
night sky at 7pm until 9 pm. certain date.
Do the following: Identify one constellation
EXTEND a. Focus on one star and and follow its movement
mark the position of that star through a period of time.
at 7pm by choosing a
reference point nearby it. Stellarium can be
Then follow up or monitor the downloaded at:
position of that same star http://www.stellarium.org/
after 1 hour & 2.hours.
Record & bring your
observation in the class for
your next activity.
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016