SCIENCE DAILY LESSON PLAN

Grade Level: 9 Teaching Dates: April 5-9, 2021

Quarter: Third Week No.: 3
Domain: Earth and Space Day/ Session No.: 3
SECTION TIME MON TUES WED THURS FRI
TITUS 9:30 – 11:30
Class
Schedule

I.OBJECTIVES
A. CONTENT STANDARD The learners demonstrate understanding of the volcanoes found in the
Philippines.
B. PERFORMANCE
STANDARD
C. LEARNING The learners should be able to Illustrate how energy from volcanoes may be
COMPETENCIES tapped for human use.
(Write the LC Code for each) (S9ES-III-c-d-28)
SPECIFIC (DAILY) At the end of this module it is expected that you:
OBJECTIVES 1. Describe the type of energy coming from the volcanoes.
2. Identify the types of volcanoes which can be good sources of
geothermal energy.
3. Identify volcanoes in the Philippines which are sources of geothermal
energy.
4. Create a diagrammatic representation of geothermal energy flow in a
geothermal power plant.
II. CONTENT Energy from the Volcanoes
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages
2. Learners Materials Pages
3. Textbook Pages
4. Additional Material from
Learning Resource (LR) Portal
B. OTHER LEARNING https://www.ctvnews.ca/sci-tech/geothermal-iceland
RESOURCES
IV.PROCEDURES
A. Reviewing Elicit: Direction: Identify the word/s that is being described in the box.
Previous Lesson (The activities in this
WORDBANK
or Presenting the section will evoke or draw
new lesson out prior concepts or prior
-Higher Temperature -Chemical Composition -Amount of Dissolved Gases
experiences from the -Magma’s Temperature -Lower Temperature -Strombolian -Plinian
students) -Magma -Viscosity -Phreatic
__________1. The extremely hot, molten rock located under the Earth’s surface.
__________2. The kind of volcanic eruption is affected by magma’s heat.
__________3. The different amount of chemicals such as silica or SiO2 and
water in magma.
__________4. The amount of gases contained in magma where increases its
ability to flow.
__________5. The property of material’s resistance to flow (thickness or
stickiness of liquid).
__________6. The Lower the viscosity, the______of magma.
__________7. The higher the viscosity, the______of magma.
__________8. Stream-driven eruption as hot rocks come in contact with.
__________9. Periodic weak to violent eruption characterized by fountain of lava
__________10. Excessively explosive type of eruption of gas and pyroclastic.
B. Establishing Engage:
the Purpose of (The activities in this
Show a video about geothermal power plant.
the lesson section will stimulate their
C. Presenting thinking and help them
examples/ access and connect prior
instances of the knowledge as a jumpstart
new lesson to the present lesson.)
D. Discussing Explore: Activity 1: Geo-What?
new concepts (In this section, students
Objective: Describe the type of energy coming from the volcanoes.( page 6).
and practicing will be given time to think,
new skills # 1 plan, investigate, and
Activity 2: Geo-Source
E. Discussing new organize collected Objective: Identify the characteristics of a volcano which can be a good source
concepts and information; or the of geothermal energy. (page 6)
practicing new performance of the Activity 3: Geo-Locate
skills # 2 planned/prepared activities Objective: Find the location of the geothermal power plants in the Philippines.
from the students’ manual
(page 7)
with data gathering with
Guide Questions)
Activity 4: Geo-Draw
Objectives: Illustrate a geothermal power plant

F. Developing Explain:
Mastery (Leads (In this section, students will
Call a student to show and explain one answer on the activity.
to Formative be involved in an analysis of
Assessment # 3) their exploration. Their
understanding is clarified
and modified because of
reflective activities)/Analysis
of the gathered data and
results and be able to
answer the Guide Questions
leading to the focus concept
or topic for the day.)
G. Finding Elaborate: Direction: Complete the concept map about the energy from the volcanoes on
practical (This section will give
page 8.
applications of students the opportunity to
concepts and expand and
Ask students why geothermal is important?
skills in daily solidify/concretize their
living understanding of the
H. Making concept and/or apply it to a
generalizations real-world situation)
and abstractions
about the lesson
I. Evaluating Evaluate: Direction: Read and understand the questions below. Write the letter of the best
Learning (This section will provide
answer on the space provided before the number.
opportunities for concept
check test items and
_______1. The heat from the Earth’s interior could be tapped as a source of
answer key which are energy.
aligned to the learning What is a type of power plant that is built near the volcanoes in order to harvest
objectives – content and electrical energy from it?
performance standards A. Geothermal energy C. Solar energy
and address
B. Hydroelectric energy D. Wind energy
misconceptions- if any)
_______2. Electrical energy of the Philippines is mostly produced from coal and
fossil fuel and only 14.4% is produced from geothermal power plant. Which of the
following sources of energy is way cheaper?
A. Coal C. Hydropower
B. Geothermal D. Natural Gas
_______3. All of the following are places that have built a functional geothermal
power plant as an energy source. Which of the following geothermal power plant
are NOT found in Luzon?
a. Calaca, Laguna c. Bacon, Sorsogon
b. Tiwi, Albay d. Tongonan, Leyte
_______4. In order to harvest energy from the volcanoes, a geothermal power
plant must be built. What is the first step in producing a geothermal energy?
a. The cooled water is pumped back into the Earth to begin the process again.
b. Wells are drilled deep into the Earth to pump steam or hot water to the surface.
c. The steam spins a turbine, which is connected to a generator that produces
electricity.
d. When the water reaches the surface, the drop in pressure causes the water to
turn into steam.
_______5. According to Philippine energy market, the energy source of the
country is composed of coal (47%), natural gas (22%), renewable energy (hydro,
geothermal, wind, solar) (24%), and oil-based (6.2%) with current energy capacity
 at 23GW. Based from this, which energy source provides second-most energy
supply in the country?
a. Coal c. Natural Gas
b. Oil-based d. Renewable sources
J. Additional Extend:
Activities for (This section gives
application or situation that explains the
remediation topic in a new context, or
integrate it to another
discipline/societal concern)
V.ASSIGNMENT Answer reflection on page 10.

VI. REMARKS

VII. REFLECTION
SECTIONS HANDLED

A. No. of learners who earned 80% in

formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lesson work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me?
G. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers?

Checked: Noted: Approved:

VICTOR L. BAULA ROWENA LOU B. CATAPIA AMORZOSIMO V. CORTEZ

Master Teacher I Head Teacher III Principal I
 SCIENCE DAILY LESSON PLAN
Grade Level: 9 Teaching Dates: April 12-16, 2021
Quarter: Third Week No.: 4
Domain: Earth and Space Day/ Session No.: 4
SECTION TIME MON TUES WED THURS FRI
TITUS 9:30 – 11:30
Class
Schedule

I.OBJECTIVES
A. CONTENT STANDARD The learners demonstrate understanding of the volcanoes found in the
Philippines.
B. PERFORMANCE
STANDARD
C. LEARNING The learners should be able to Illustrate how energy from volcanoes may be
COMPETENCIES tapped for human use. (S9ES-IIIc-d-28)
(Write the LC Code for each)
SPECIFIC (DAILY) After going through this module, you are expected to:
OBJECTIVES 1. Explain how geothermal energy is transformed into electrical energy..
2. Illustrate how energy from volcanoes may be tapped for human use.
3. Identify the advantages and disadvantages of using geothermal energy.
II. CONTENT Module 4: HARNESSING GEOTHERMAL ENERGY
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages
2. Learners Materials Pages
3. Textbook Pages
4. Additional Material from
Learning Resource (LR) Portal
B. OTHER LEARNING Photograph courtesy of Mike Gonzales from Wikimedia Commons
RESOURCES
IV.PROCEDURES
A. Reviewing Elicit: Direction: Choose the correct path using the different geothermal power plants
Previous Lesson (The activities in this
in the Philippines. Color the right path so Steamy will be guided out.
or Presenting the section will evoke or draw
new lesson out prior concepts or prior
experiences from the
students)

B. Establishing Engage: Advantages and Disadvantages of Geothermal Energy

the Purpose of (The activities in this
Student will guess if it is an advantage or disadvantage of Geothermal energy.
the lesson section will stimulate their
C. Presenting thinking and help them
-Eco-friendly-----------A
examples/ access and connect prior -Financial Constraint.-----------D
instances of the knowledge as a jumpstart - Location Restricted----------D
new lesson to the present lesson.) - Renewable energy----------A
- A sustainable source of energy-----------------A
- Risk of triggering an earthquake--------------D
- Gases are released during digging----------D
- No fuel is required--------------A
-Cost-effective------------A
- Sustainability Management----------------D

D. Discussing Explore: Activity 1: Caption Me!!!

new concepts (In this section, students
Objective: Explain how geothermal energy is transformed into electrical energy.
and practicing will be given time to think,
new skills # 1 plan, investigate, and
( pages 5-6).
E. Discussing new organize collected Activity 2: Guide Me Please!!!
concepts and information; or the Objective: Illustrate how energy from volcanoes may be tapped for human use.
practicing new performance of the (pages 6-7)
planned/prepared activities
skills # 2 from the students’ manual Activity 3: Pros and Cons!!!
with data gathering with
Objective: Identify the advantages and disadvantages of using geothermal
Guide Questions)
energy. (pages 7-8)
Activity 4: Geo-Draw
Objectives: Illustrate a geothermal power plant
F. Developing Explain:
Mastery (Leads (In this section, students will
Call a student to show and explain one answer on the activity.
to Formative be involved in an analysis of
Assessment # 3) their exploration. Their
understanding is clarified
and modified because of
reflective activities)/Analysis
of the gathered data and
results and be able to
answer the Guide Questions
leading to the focus concept
or topic for the day.)
G. Finding Elaborate: Check Your Understanding:
practical (This section will give
Direction: Supply the missing words to complete the following statements.
applications of students the opportunity to
concepts and expand and
I learned that ...
skills in daily solidify/concretize their
living understanding of the Geothermal energy is a form of 1. _____________energy produced by heat from
H. Making concept and/or apply it to a the earth. Unlike other energy source it is considered safe because it does not
generalizations real-world situation) produce 2. ___________ that are harmful to the environment. A geothermal
and abstractions power plant is like a regular power plant except that no fuel is burned to heat
about the lesson
3. __________ into 4._________. The steam in a geothermal power plant is
heated by the Earth. Like other power plants, they use many of the same
components including 5. ___________, 6. __________ and other standard power
operating equipment. Using geothermal energy has advantages and these are
7. _________and 8. _______. However, 9.__________ and 10. __________ are
some of the disadvantages in using this source of energy.
I. Evaluating Evaluate: Direction: Read each question carefully. Choose the letter of the correct answer.
Learning (This section will provide
Write your answer on the blank provided before the number.
opportunities for concept
check test items and
____ 1. When humans generate electricity by using the heat of the Earth it’s
answer key which are called?
aligned to the learning a. Solar energy c. Geothermal energy
objectives – content and b. Nuclear energy d. Hydropower energy
performance standards ____ 2. What is a generator?
and address
a. A type of wind energy
misconceptions- if any)
b. A machine that creates radiation.
c. Energy beneath the Earth’s surface
d. A machine that turns mechanical energy into electrical energy.
____ 3. How do geothermal power plants function?
a. Water rises and pushes the lever
b. Coals heats up the water that turns to steam
c. Cold and warm water collide and force steam up
d. Water is heated up by a heating source which turns into steam and works
the equipment
____ 4. What are the two advantages of geothermal energy?
I. Cheap III. Expensive
II. Renewable IV. A lot of pollution
a. I and IV c. II and III
b. I and II d. III and IV
____ 5. Which one is a disadvantage in the use of geothermal energy?
a. Geothermal energy only works on windy days.
b. Geothermal energy requires fossil fuels to generate electricity.
c. Geothermal energy does not work if there are no rivers or moving water
nearby.
d. Geothermal energy doesn’t work everywhere since you need a heated source
nearby..
J. Additional Extend:
Activities for (This section gives
application or situation that explains the
remediation topic in a new context, or
integrate it to another
 discipline/societal concern)
V.ASSIGNMENT Answer reflection on page 10.

VI. REMARKS

VII. REFLECTION
SECTIONS HANDLED

A. No. of learners who earned 80% in

formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lesson work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me?
G. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers?

Checked: Noted: Approved:

VICTOR L. BAULA ROWENA LOU B. CATAPIA AMORZOSIMO V. CORTEZ

Master Teacher I Head Teacher III Principal I
 SCIENCE DAILY LESSON PLAN
Grade Level: 9 Teaching Dates: April 19-23, 2021
Quarter: Third Week No.: 5
Domain: Earth and Space Day/ Session No.: 5
SECTION TIME MON TUES WED THURS FRI
TITUS 9:30 – 11:30
Class
Schedule

I.OBJECTIVES
A. CONTENT STANDARD The learners demonstrate understanding of the factors that affect climate, and
the effects of changing climate and how to adapt accordingly
B. PERFORMANCE The learners should be able to participate in activities that reduce risks and
STANDARD lessen effects of climate change.
C. LEARNING The learners should be able to explain how different factors affect climate of an
COMPETENCIES area (S9ES-IIIe-29)
(Write the LC Code for each)
SPECIFIC (DAILY) After going through this module, you are expected to:
OBJECTIVES 1. Differentiate climate from the weather.
2. Describe the factors that affect climate;
a. explain how altitude and land topography affects climate,
b. explain how ocean surface and circulation directly affect the pattern
of climate around the world, and
c. enumerate and explain how different factors affect the climate of an
area.
II. CONTENT Module 5: HOT N’ COLD: FACTORS AFFECTING CLIMATE
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages
2. Learners Materials Pages
3. Textbook Pages 1. Alvarez, L. et al., (2014). DepEd Material: Science 9 Learner’s Module pp. 182-195
4. Additional Material from
Learning Resource (LR) Portal
B. OTHER LEARNING Espino, Ma. R. (2014) Climate: Grade 9 Module 3. (Teacher’s Guide to Discussion).
RESOURCES Sorsogon City, Phil.
https://www.slideshare.net/espinorachel/climate-41928542?qid=8190fdb0-382e-
4447-bc18-f13835453856&v=&b=&from_search=2-(Ocean current picture and when
sun’s rays strike)
IV.PROCEDURES
A. Reviewing Elicit: ANAGRAM STARTER PACK
Previous Lesson (The activities in this
DIRECTIONS: Fill in the correct letters to complete the anagram of the word
or Presenting the section will evoke or draw
new lesson out prior concepts or prior
given. Then, write the word/s that describe each given below.
experiences from the MALTICE WRAETHE LATITUDE
students) __ L I __ ATE W __ ATH __ R A __ __ __ TUDE
PHOTOGRAPY CORIOLIS TEFFEC
T __ POG __ AP __ Y CORIOLIS __ FF__ __
__
______________1. An overall atmosphere condition of a place for a long
period of time.
______________2. A day-to-day condition of the atmosphere.
______________3. A distance usually in the vertical or "up" direction.
______________4. Shape and feature of land surfaces.
______________5. Deflects the ocean currents.
B. Establishing Engage: Read brief introduction page 3.
the Purpose of (The activities in this
Ask student what they know about weather and climate and what they think
the lesson section will stimulate their
C. Presenting thinking and help them
affects climate?
examples/ access and connect prior
instances of the knowledge as a jumpstart
new lesson to the present lesson.)
D. Discussing Explore: Activity 1: “When the Sun’s Rays Strike”
new concepts (In this section, students
Objective: Explain how latitude affects climate.( pages 3-4).
and practicing will be given time to think,
new skills # 1 plan, investigate, and Activity 2 2.1 “The Higher You Are, the Colder You Feel”
E. Discussing new organize collected
Objective: Explain how land topography affects climate. (pages 5)
concepts and information; or the
Activity 2.2 “Give Me Rain and I Give You Dry Air”
practicing new performance of the
skills # 2 planned/prepared activities Objective: Explain how land topography affects climate. (pages 5-6)
from the students’ manual Activity 3: “No one has the power to control the climate, except for wind and
with data gathering with ocean currents!”
Guide Questions) Objectives: Explain how ocean surface and circulation directly affect the pattern
of the climate around the world. (pages 6-7)
Activity 4: The “X” Factor
Enumerate and explain how different factors affect the climate of an area. (page
8)
F. Developing Explain:
Mastery (Leads (In this section, students will
Call a student to show and explain one answer on the activity.
to Formative be involved in an analysis of
Assessment # 3) their exploration. Their
understanding is clarified
and modified because of
reflective activities)/Analysis
of the gathered data and
results and be able to
answer the Guide Questions
leading to the focus concept
or topic for the day.)
G. Finding Elaborate: Check Your Understanding
practical (This section will give
DIRECTIONS: Underline the selected word item that best completes the
applications of students the opportunity to
concepts and expand and
statements.
skills in daily solidify/concretize their 1. (Climate, Weather) is an overall atmospheric condition of a place of 30 years
living understanding of the and more while (Climate, Weather) is a condition for a short period of time.
H. Making concept and/or apply it to a 2. (Climate, Weather) is influenced by latitude, altitude, ocean current, and
generalizations real-world situation) topography.
and abstractions 3. The (higher, lower) the altitude, the (colder, warmer) the climate.
about the lesson
4. (Windward, Leeward) area of the mountain forms precipitation while
(Windward, Leeward) gives dry air and warm weather.
5. Ocean currents bring (cold, warm) water and rain from the equator to the
poles and (cold, warm) water from the poles toward the equator.
I. Evaluating Evaluate: DIRECTIONS: Read each question carefully. Choose the letter of the best
Learning (This section will provide
answer.
opportunities for concept
check test items and
____1. In the atmosphere, the main difference between weather and climate is
answer key which are _______.
aligned to the learning a. climate is a long-term change while weather is a short-term only.
objectives – content and b. weather is a long-term change while climate is a short-term only.
performance standards c. climate depends on the location while weather depends on the surface area.
and address
d. weather depends on the location while climate depends on the surface area.
misconceptions- if any)
____2. Factors that affect climate are the following EXCEPT:
a. distance from the equator
b. proximity (closeness) to large body of water
c. surface area
d. ocean and wind currents
____3. As you go to the down of a mountain, what happens to temperature?
a. Nothing c. It increases.
b. It decreases. d. It goes up and down.
____4. Why does the leeward side of the mountain have warm and dry climate?
a. already-dry air descends, it warms and expands.
b. already-dry air descends, it warms and condenses.
c. already-dry air ascends, it warms and expands.
d. already-dry air ascends, it warms and condenses.
____5. What factor greatly affect the climate in Tagaytay?
a. Altitude c. proximity to large body of water
b. latitude d. topography
J. Additional Extend:
Activities for (This section gives
application or situation that explains the
remediation topic in a new context, or
integrate it to another
discipline/societal concern)
V.ASSIGNMENT Answer reflection on page 10.

VI. REMARKS

VII. REFLECTION
SECTIONS HANDLED

A. No. of learners who earned 80% in

formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lesson work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me?
G. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers?

Checked: Noted: Approved:

VICTOR L. BAULA ROWENA LOU B. CATAPIA AMORZOSIMO V. CORTEZ

Master Teacher I Head Teacher III Principal I
 SCIENCE DAILY LESSON PLAN
Grade Level: 9 Teaching Dates: April 26-30, 2021
Quarter: Third Week No.: 6
Domain: Earth and Space Day/ Session No.: 6
SECTION TIME MON TUES WED THURS FRI
TITUS 9:30 – 11:30
Class
Schedule

I.OBJECTIVES
A. CONTENT STANDARD The learners demonstrate understanding of the factors that affect climate, and
the effects of changing climate and how to adapt accordingly
B. PERFORMANCE The learners should be able to participate in activities that reduce risks and
STANDARD lessen effects of climate change.
C. LEARNING The learners should be able to Describe certain climatic phenomena that occur
COMPETENCIES on a global level (S9ES-IIIf-30).
(Write the LC Code for each)
SPECIFIC (DAILY) The lesson for this week will describe certain climatic phenomena that occur on
OBJECTIVES a global level. This module may help you to:
1. describe climatic phenomena that occur on a global level;
2. explain the role of increased carbon dioxide on earth's temperature;
3. differentiate the greenhouse effect from global warming; and,
b. explain how ocean surface and circulation directly affect the pattern
of climate around the world, and
4. identify the sources of greenhouse gases and relate it to climate change.
II. CONTENT Module 6: Going Global (
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages
2. Learners Materials Pages
3. Textbook Pages 1. Alvarez, L. et al., (2014). DepEd Material: Science 9 Learner’s Module pp. 182-195
4. Additional Material from
Learning Resource (LR) Portal
B. OTHER LEARNING Espino, Ma. R. (2014) Climate: Grade 9 Module 3. (Teacher’s Guide to Discussion).
RESOURCES Sorsogon City, Phil.
https://www.slideshare.net/espinorachel/climate-41928542?qid=8190fdb0-382e-
4447-bc18-f13835453856&v=&b=&from_search=2-(Ocean current picture and when
sun’s rays strike)
IV.PROCEDURES
A. Reviewing Elicit: In the previous module, you have learned the different factors affecting climate.
Previous Lesson (The activities in this
With the use of the concepts you had learned, help Mr. Thinker to choose the
or Presenting the section will evoke or draw
new lesson out prior concepts or prior
right path by answering YES or NO to the questions he encountered along the
experiences from the way.
students)

B. Establishing Engage: Read brief introduction page 3.

the Purpose of (The activities in this
Ask and tell learners about,
the lesson section will stimulate their
C. Presenting thinking and help them
Have you heard about the bush fire in Australia that killed large numbers of
examples/ access and connect prior flora and fauna last January 2020? Wildfire, extreme weather conditions and
instances of the knowledge as a jumpstart disturbances, rising of sea level, melting of glaciers and ice caps, early migration
new lesson to the present lesson.) of birds and other abnormal behavior of animals, and heavy rainfall like Ondoy,
Ulysses and Hanging Habagat – are only some of what we experience
nowadays. Truly you cannot escape from the effect of Climate Change wherever
you are on this planet. Climate change is one of the most pressing issues
worlwide. The increase in temperature that we are experiencing is caused by
factors other than human activity, though another point of view is due to human
intervention.
D. Discussing Explore: Activity 1: “What is Global Warming?
new concepts (In this section, students
Objective: Describe climatic phenomena that occur on a global level.( pages 4).
and practicing will be given time to think,
new skills # 1 plan, investigate, and
Activity 2 : “Making a Greenhouse”
E. Discussing new organize collected Objective: Demonstrate how a greenhouse works. (pages 5-6 )
concepts and information; or the Activity 3: The Greenhouse Effect
practicing new performance of the Objectives: Identify the sources of greenhouse gases and relate it to
skills # 2 planned/prepared activities climate change; and explain the role of increased carbon dioxide on earth's
from the students’ manual
temperature.. (pages 6-7)
with data gathering with
Guide Questions)
F. Developing Explain:
Mastery (Leads (In this section, students will
Call a student to show and explain one answer on the activity.
to Formative be involved in an analysis of
Assessment # 3) their exploration. Their
understanding is clarified
and modified because of
reflective activities)/Analysis
of the gathered data and
results and be able to
answer the Guide Questions
leading to the focus concept
or topic for the day.)
G. Finding Elaborate: Check Your Understanding
practical (This section will give
A. Am I a climate hero or a climate culprit!
applications of students the opportunity to
concepts and expand and
Pages (8-9)
skills in daily solidify/concretize their
living understanding of the
H. Making concept and/or apply it to a
generalizations real-world situation)
and abstractions
about the lesson
I. Evaluating Evaluate: Directions: Read the questions carefully. Write the letter of the correct answer on
Learning (This section will provide
the blank provided before the number.
opportunities for concept
check test items and
____1. Which of the following is NOT true about Global Warming?
answer key which are A. Global warming is not happening worldwide.
aligned to the learning B. Global warming may eventually lead to the death of flora and fauna
objectives – content and C. Global warming leads to the disturbance of the climatic phenomenon in an
performance standards area.
and address
D. An increase of greenhouse gases in the atmosphere can result in global
misconceptions- if any)
warming.
____2. Which of the following statements is FALSE?
A. Smog is a phenomenon brought about by natural events.
B. Forest fires may be caused by human activities or by natural events.
C. Volcanic eruptions may contribute large amounts of pollutants to the
atmosphere.
D. Under normal condition, the greenhouse effect maintains a temperature that
support life on Earth.
____3. Which is the best practice to reduce the effect of climate change?
A. organic farming C. car manufacturing
B. livestock raising D. burning fossil fuel
____4. Which of the following shows the effect of climate change?
A. rising of sea level C. siltation of bodies of water
B. deforestation D. coastal erosion in some places
____5. An increase in the number of motor vehicles in the cities will mean a rising
carbon dioxide content in the air. Which of the following would be the effect of
rise in CO2 in the atmosphere?
A. cooling of the atmosphere C. darkening of air in the cities
B. increase in solar radiation D. warming of the atmosphere
J. Additional Extend:
Activities for (This section gives
application or situation that explains the
remediation topic in a new context, or
integrate it to another
discipline/societal concern)
V.ASSIGNMENT Answer reflection on page 10.

VI. REMARKS
VII. REFLECTION
SECTIONS HANDLED

A. No. of learners who earned 80% in

formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lesson work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me?
G. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers?

Checked: Noted: Approved:

VICTOR L. BAULA ROWENA LOU B. CATAPIA AMORZOSIMO V. CORTEZ

Master Teacher I Head Teacher III Principal I
 SCIENCE DAILY LESSON PLAN
Grade Level: 9 Teaching Dates: May 3-7, 2021
Quarter: Third Week No.: 7
Domain: Earth and Space Day/ Session No.: 7
SECTION TIME MON TUES WED THURS FRI
TITUS 9:30 – 11:30
Class
Schedule

I.OBJECTIVES
A. CONTENT STANDARD The learners demonstrate understanding of the factors that affect climate, and
the effects of changing climate and how to adapt accordingly
B. PERFORMANCE The learners should be able to participate in activities that reduce risks and
STANDARD lessen effects of climate change.
C. LEARNING The learners should be able to Describe certain climatic phenomena that occur
COMPETENCIES on a global level (S9ES-IIIf-30)
(Write the LC Code for each)
SPECIFIC (DAILY) In this module, you will describe how climatic phenomena occur on a global
OBJECTIVES level.
1. Differentiate El Niño and La Niña phenomena;
2. Explain the effects of El Niño and La Niña Phenomena on global
climate; and
3. Create a 15-minute infomercial on the mitigation of the effects of
climate change to be posted on social media.
II. CONTENT Module 7: Extreme Weathers
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages
2. Learners Materials Pages
3. Textbook Pages
4. Additional Material from
Learning Resource (LR) Portal
B. OTHER LEARNING https://www.canva.com/media/MADAbRCKinc
RESOURCES
IV.PROCEDURES
A. Reviewing Elicit: Directions: Fill-in the blanks with the correct term being described in each
Previous Lesson (The activities in this
number. Use the words from the box below.
or Presenting the section will evoke or draw
new lesson out prior concepts or prior
CLIMATE GLOBAL WARMING GREENHOUSE GAS
experiences from the CLIMATE CHANGE GREENHOUSE EFFECT
students) 1. It is a natural heating process that occurs when certain gases in Earth’s
atmosphere trap heat. ___________
2. It refers to the recent and ongoing rise in global average temperature near
Earth’s surface. _____
3. It refers to any significant change in the measures of climate lasting for an
extended period. __________
4. A gas in the atmosphere that absorbs and emits radiation within the thermal
infrared range. ____
5. It refers to the average of all weather conditions of an area over a long period
of time._____________
B. Establishing Engage: Let the learners read Brief introduction on pages 3-4.
the Purpose of (The activities in this
the lesson section will stimulate their
C. Presenting thinking and help them
examples/ access and connect prior
instances of the knowledge as a jumpstart
new lesson to the present lesson.)
D. Discussing Explore: Activity 1: LITTE BOY AND LITTLE GIRL
new concepts (In this section, students
Objective: Differentiate El Niño and La Niña phenomena.( pages 4).
and practicing will be given time to think,
new skills # 1 plan, investigate, and
Activity 2 : “THE DEEP IMPACT”
E. Discussing new organize collected Objective: Explain the effects of El Niño and La Niña Phenomena on global
concepts and information; or the climate. (pages 5-6)
practicing new performance of the Activity 3: CLIMATE CHANGE MITIGATION INFOMERCIAL
skills # 2 planned/prepared activities Objectives: Create a 15-minute infomercial on the mitigation of the effects of
from the students’ manual
climate change to be posted on social media.(pages 6-8)
with data gathering with
Guide Questions)
F. Developing Explain:
Mastery (Leads (In this section, students will
Call a student to show and explain one answer on the activity.
to Formative be involved in an analysis of
Assessment # 3) their exploration. Their
understanding is clarified
and modified because of
reflective activities)/Analysis
of the gathered data and
results and be able to
answer the Guide Questions
leading to the focus concept
or topic for the day.)
G. Finding Elaborate: Check Your Understanding
practical (This section will give
1. What is the difference between El Niño and La Niña?
applications of students the opportunity to
concepts and expand and
2. What are the global effects of El Niño and La Niña? Briefly explain your
skills in daily solidify/concretize their answers.
living understanding of the 3. What can you contribute to mitigating the impact of climate change?
H. Making concept and/or apply it to a
generalizations real-world situation)
and abstractions
about the lesson
I. Evaluating Evaluate: Directions: Read the questions carefully. Choose the letter of the correct answer
Learning (This section will provide
and write it on the space provided before the number.
opportunities for concept
check test items and
_____1. Which of the following best describes El Niño?
answer key which are A. It is the unusual warming of surface waters in the eastern tropical Pacific
aligned to the learning Ocean
objectives – content and B. It is the unusual cooling of surface waters in the eastern tropical Pacific Ocean
performance standards C. It is the usual warming of surface waters in the eastern tropical Pacific Ocean
and address
D. It is the usual cooling of surface waters in the eastern tropical Pacific Ocean
misconceptions- if any)
_____2. What is La Niña?
A. The neutral phase of the ENSO cycle.
B. The average sea-surface temperatures that periodically develop across the
east-central equatorial Pacific.
C. The below-average sea-surface temperatures that periodically develop across
the east-central equatorial Pacific.
D. The above-average sea-surface temperatures that periodically develop across
the east-central equatorial Pacific.
_____3. Which of the following is the effect of El Niño?
A. Catastrophic floods C. Increased crop yields
B. Increased cloud production and rainfall D. Severe tropical storms and
hurricanes
_____4. What are the effects of La Niña?
A. I, II and III
B. II, III and IV
C. I, II and IV
D. I, III and IV
_____5. Which of the following slogan shows awareness and information about
climate change?
A. Climate change is an economic, public health, and environmental issue that
we
have a moral responsibility to address.
B. If you want to live a few more years, start doing it today to save Environment.
C. There is no power for change greater than a community discovering what it
cares about.
D. We have a single mission: to protect and hand on the planet to the next
generation.
J. Additional Extend:
Activities for (This section gives
application or situation that explains the
remediation topic in a new context, or
integrate it to another
discipline/societal concern)
V.ASSIGNMENT Answer reflection on page 10.
VI. REMARKS

VII. REFLECTION
SECTIONS HANDLED

A. No. of learners who earned 80% in

formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lesson work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me?
G. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers?

Checked: Noted: Approved:

VICTOR L. BAULA ROWENA LOU B. CATAPIA AMORZOSIMO V. CORTEZ

Master Teacher I Head Teacher III Principal I