Grade 9 Quarter 3 DLL Grade 9 Quarter 3 DLL .pdf

Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Grade 9
Quarter 3
Page 1
Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Content Standard The learners demonstrate an understanding of volcanoes found in the Philippines.
Performance Standard
Learning Competency
1. Describe the different types of volcanoes
2. Differentiate active and inactive volcanoes
Code: S9ES-IIIa-25 S9ES-IIIa-26 S9ES-IIIa-27
DAILY TASK Pre-Assessment Characterize a volcano.
Describe different types of
volcanoes.
Differentiate volcanoes as
active and inactive.
Assess the mastery
level of the students
on the topic
characteristics and
types of volcanoes.
II. CONTENT Pre-test Characteristics of a volcano
Types of volcanoes according
to cone shapes.
Active and Inactive volcanoes
Summative
Assessment
III. LEARNING RESOURCES
Teacher’s Guide pp.136
Learner’s Materials pp.165-166 pp.166
Additional Materials Pictures of volcanoes
IV. LEARNING TASKS
ELICIT
Video presentation about the
volcano
(Introduction to the topic about
the volcano)
https://www.youtube.com/watc
h?v=Be7o6BYVOzA
PICTURE ANALYSIS: Different
kinds of volcanoes.
http://int.search.tb.ask.com/searc
h/AJimage.
Video clip presentation of an
erupting Mt. Mayon.
https://www.youtube.com/watch?
v=YLUZYzGWbOw
Grade 9
Daily Lesson Log
Junior HS Science
School Grade Level 9
Teacher Learning Area Earth & Space (Earth Science)
Teaching Dates Quarter Third

Grade 9
Quarter 3
Page 2
ENGAGE
1. What can you say about the
video?
2. What is a volcano?
3. Describe a volcano.
1. What did you see on the
picture?
2. Compare the three volcanoes.
What can you say about each
volcano?
3. Are there similarities among
the volcanoes? Why?
1. What can you say about the
video clip?
2. Do you think there are also
volcanoes that do not erupt?
3. What do you call those
volcanoes that are erupting? How
about volcanoes that seemed to
erupt and became quiet for a
long period of time?
EXPLORE
Essential Question:
What are the characteristics of
a volcano?
Essential Question:
What are the different types of
volcanoes?
Essential Question:
What is the difference between
active and inactive volcano?
Working in groups, students
will follow guided activity.
Each group is given the tasks
to characterize a volcano
using a concept map (refer to
LM pp. 165-166)
Working in groups, students will
follow guided activity. Each
group is given a reading text
about the types of volcanoes.
(See attached file)
http://www.geography.learnonthe
internet.co.uk/topics/typesvolcan
oes.html
follow a guided activity. Each
group is given a reading text to
discuss the difference between
active and inactive volcano.
(See attached file)
http://www.preservearticles.com/
2011111717347/classification-of-
volcanoes-on-the-basis-of-
periodicity-of-eruption.html
EXPLAIN
Publication and
Communicating Results
Based on the picture, give five
(5) descriptions of a volcano.
Present your answer in a
concept map.
Publication and Communicating
Results
Key Questions:
1. What are the different types of
volcanoes?
2. What do you think is the basis
of differentiating these
volcanoes?
Publication and Communicating
Results
Key Questions:
1. What is an active volcano?
Inactive volcano?
2. How will you distinguish active
from inactive volcano?

Grade 9
Quarter 3
Page 3
3. Describe each type of
volcano.
ELABORATE
Key Questions:
1. How would you describe a
volcano?
2. What are the characteristics
of a volcano?
Key Questions:
1. What are the different types of
volcano?
2. How do they differ from each
other?
Key Question:
What is the difference between
active and inactive volcano?
EVALUATE
Describe the characteristics a
volcano. ( 5pts )
Rubrics:
5- All characteristics of
volcano were present.
4- only 4 characteristics are
present
3- only 3 characteristics are
present
2 - only 2 characteristics are
present
1 - only 1 characteristic is
present
A.Describe the following
volcanoes using the description
below.
* are steep sided cones
*with gently sloping sides
*much steeper sides
1. Composite volcanoes
2. Shield volcanoes
3. Dome volcanoes
B. Tell what type of volcano
1. Mayon
2. Pinatubo
Differentiate an active volcano
from inactive volcano. (5pts)
Rubrics:
5 - Differentiated clearly and
completely.
4 - Differentiation is complete but
not clear
3 - Differentiation is complete but
vague.
2 - Differentiation is incomplete
and vague.
1 - Irrelevant answer
EXTEND
Give example of volcano/es
locally found in your place and
describe its/ their
characteristics.
Give other examples of volcano
found in the Philippines and
identify what type.
Give examples of volcano that
are active or inactive found in
the country.
V. REMARKS

Grade 9
Quarter 3
Page 4
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?
Grade 9, Quarter 3
Daily Lesson Log
Week No. 1
Prepared by: Checked by:
Teacher: School Head:
Signature: Signature:
Date Submitted: Date:

Grade 9
Quarter 3
Page 5
Grade 9, Week 1
Activity Sheets/ Readings
Activity Sheet
DIFFERENCE BETWEEN ACTIVE AND INACTIVE VOLCANO
Active Volcanoes:
Volcanoes, from whose vents there is constant emission of volcanic materials
such as, lava, ashes, lapilli, pumice and gases etc. are called active volcanoes. Some
of the active volcanoes are continually in eruption, while in other cases the eruptions are
intermittent.
According to the PHIVOLCS active volcanoes are that have a record of eruption
within the last 600 years or those that erupted 10,000 years ago based on analysis of
their materials.
According to Worcester, there are about 500 active volcanoes in the world
today. Besides, there are other active submarine volcanoes whose number is difficult to
determine.
Most of the active volcanoes are found in the Circum-Pacific Belt which is known
as 'the Ring of Fire'. A few examples of active volcanoes are: Etna and Visuvius, Mount
Pelee (Martinique), Mount Karmai (Alaska), Mount Saint Helens, Nevado Del Ru'z
(Columbia), Mount Unzen (Japan), Mount Pinatubo (Philippines), Mount Redoubt
(Alaska) and Mount Mayon (Philippines).
The Stromboli volcano emits so much fire and incandescent gases that it is
known as 'the Light House of the Mediterranean Sea'. Besides active volcanoes are
found in Alaska, Aleutian Islands, Kamchatka, the Kurile Islands, Japan, Taiwan,
Philippines and the Moluccas group.
Inactive/Dormant Volcanoes:
There are certain volcanoes which do not show any sign of volcanic activity for
a long time. They are in a state of slumber. They appear to be extinct.
But all of a sudden there is explosive eruption with the result that there is
unimaginable loss of life and property. Such volcanoes are said to be of the dormant
type. The Vesuvius volcano is a typical example of a dormant volcano.
According to PHIVOLCS,inactive volcanoes are those that have erupted for the
last 10,000 years and their physical form is being changed by agents of weathering and
erosion through formation of deep and long gullies.
This volcano which erupted in A.D. 79 remained dormant for more than 1700
years. Then it was in the year 1631 that there was an explosive eruption.
Ever since, it has been intermittently active, though from 1500 to 1631, it was
dormant for a period of 131 years. Even centuries of inactivity do not mean extinction.
It may be pointed out that when a dormant volcano becomes active, the eruption
is apt to be exceptionally violent, for during the period of quiet, the lava in the channel
has solidified and given rise to an obstacle which only a great and violent explosion can
remove.
It is worth mentioning that violent eruptions of such dormant volcanoes are
generally preceded and accompanied by earthquakes, some of which have been very
destructive. Mount Kilimanjaro is also a fine example of dormant volcano.

Grade 9
Quarter 3
Page 6
Grade 9, Week 1
Activity Sheet
THREE MAIN TYPES OF VOLCANOES?
There are three main types of volcano - composite or strato, shield and dome.
Composite Volcanoes
Composite volcanoes, sometimes known as strato volcanoes, are steep sided cones
formed from layers of ash and lava flows. The eruptions from these volcanoes may be
a pyroclastic flow rather than a flow of lava. A pyroclastic flow is a superheated mixture
of hot steam, ash, rock and dust. A pyroclastic flow can travel down the side of a
volcano at very high speeds with temperatures over 400 degrees celsius. Composite
volcanoes can rise over 8000
feet.
When composite volcanoes
erupt they are explosive and
pose a threat to nearby life and
property. Eruptions are
explosive due to the thick, highly
viscous lava that is produced by
composite cone volcanoes. This
viscous lava has a lot to do with
why they are shaped the way
they are. The thick lava cannot
travel far down the slope of the volcano before it cools.
Composite volcanoes are usually found at destructive plate margins. Examples of
composite volcanoes include Mount Fuji (Japan), Mount St Helens (USA) and Mount
Pinatubo (Philippines).
Shield Volcanoes
Shield volcanoes are low with gently sloping sides and are formed from layers of lava.
Eruptions are typically non-explosive. Shield volcanoes produce fast flowing
fluid lava that can flow for many miles. Eruptions tend to be frequent but relatively
gentle. Although these eruptions destroy property, death or injury to humans rarely
occurs.
Shield volcanoes are usually found
at constructive boundaries and
sometimes at volcanic hotspots.
Examples of shield volcanoes
include Mount Kilauea and
Maunaloa on Hawaii.

Grade 9
Quarter 3
Page 7
I. OBJECTIVES
Content Standard The learners demonstrate an understanding of volcanoes found in the Philippines.
Learning Competency Explain what happens when volcanoes erupt
Code: S9ES-IIIa-28
DAILY TASK
Classify volcanoes as
active and inactive.
Describe the effect of high
temperature to the
formation of gas.
Identify the factors
affecting the volcano’s
eruptive style.
Discuss the external
parts of a volcano.
Assess the mastery
level of the students
on the topic
characteristics and
types of volcanoes.
II. CONTENT Classification of volcanoes Under Pressure
Factors affecting the
volcano’s eruptive styles.
External parts of a
volcano
Summative
Assessment
Teacher’s Guide pp.136 pp.137 pp.138
Learner’s Materials pp.166-167 pp.168 p170 pp.169
Additional Materials
IV. LEARNING TASKS
ELICIT
PICTURE ANALYSIS:
Students are given pictures of
Kanlaon, Mt. Pinatubo and
Mt. Mayon.
https://www.google.com.ph/se
arch?q=mt.+mayon&source=l
nms&tbm=isch&sa=X&ved=0
Video clip presentation of
volcanic eruption.
https://www.youtube.com/wat
ch?v=A4dRMmxrQMo
Video clip presentation of
an erupting volcano
https://www.youtube.com/w
atch?v=t-gsfdYkZbI
Show an ice cream cone
to the students.
Grade 9
Daily Lesson Log
Junior HS Science

Grade 9
Quarter 3
Page 8
ahUKEwjFrbDeiIrQAhVBzbw
KHYGABpsQ_AUICCgB&biw
=1360&bih=638#tbm=isch&q
=mt.+pinatubo+before+erupti
on&imgrc=BxhNK7a4epWHH
M%3A
ENGAGE
1. What can you say about
the different pictures?
2. Are all volcanoes located
on the same place?
3. Are all volcanoes had a
record of eruption?
1. What can you say about
the video?
2. Why volcanoes erupt?
3. What causes the eruption
of volcanoes?
1. What can say about the
video clip?
2. How does the volcano
erupt?
3. What do you think are
the factors that affect the
eruptive styles of a
volcano?
1. What is this?
2. What are its parts?
3. What land forms can
you compare to this
object?
EXPLORE
Essential Question:
How can volcanoes be
classified?
Essential Question:
What is the effect of high
temperature to the formation
of gas?
Essential Question:
What are the factors that
affect the eruptive style of
a volcano?
Essential Question:
What are the external
parts of a volcano?
to classify volcanoes as active
or inactive based on record of
eruption. ( Activity 2:
Volcanoes in the Philippines )
(Refer to LM pp.166-167)
to describe the effect of high
of gas. Activity 3: Under
Pressure (refer to LM pp.
168-169)
will identify the factors that
affect the eruptive styles of
a volcano?
(Refer to LM p.170)
Working in groups,
students will discuss the
different external parts of
the volcano. (Refer to
Figure 4, LM pp. 169)

Grade 9
Quarter 3
Page 9
EXPLAIN
Key Questions:
1. Are all volcanoes found in
the same location?
2. Which of the volcanoes had
the most number of
eruptions? Least number of
eruptions? No record of
eruption?
3. How will you classify the
volcanoes that have records
of eruptions?
4. How will you classify
volcanoes with no record of
eruption?
5. In your own words,
differentiate an active volcano
from an inactive one.
Publication and
Key Questions:
1. What did you observe in
each bottle?
2. Explain your observation.
3. What is the role of hot
water in the setup?
4. Do you have the same
observations as in soft
drinks?
5. Explain your answer.
Publication and
Key Questions:
1. What are the factors
affecting the volcano’s
eruptive style?
2. How does each factor
affect the volcano’s eruptive
style?
Publication and
Key Questions:
1. What is a summit?
2. What can be found at
the summit?
3. What is a slope?
Base?
ELABORATE
Key Question:
How are volcanoes
classified?
Key Question:
of gas?
Key Question:
What are the primary
factors that affect the
eruptive style of a volcano?
Key Question:
What are the external
parts of volcano?
EVALUATE
Classify the following as
active or inactive volcanoes.
1. Cabaluyan ( inactive)
2. Mayon ( active )
3. Taal ( active )
4. Kanlaon (active )
5. Tamburok ( inactive)
Describe the effect of high
of gas? (5pts)
Rubrics:
5 - Described clearly and
completely.
4 - Description is complete
but not clear
What are the factors that
affect the eruptive style of a
volcano?
Identify the different
external parts of a
volcano and describe
each. ( 5pts)
Rubrics:
5 - Identified and
described all parts.

Grade 9
Quarter 3
Page 10
3 - Description is complete
but vague.
2 - Description is incomplete
and vague.
1 - Irrelevant answer
4 - Identified and
described only 2 parts.
3 - Identified all parts but
without description.
2 - Identified and
described only one
1 - None of the answers
mentioned above
EXTEND
Video clip presentation of a
volcano song.
https://www.youtube.com/wat
ch?v=TSpLXBzzdo0
What is your reflection about
the song?
What will happen to
volcanoes when temperature
is high?
One of the eruptions of Mt.
Kanla-on, spewed out a
very thick cloud of smoke
high above the sky.How do
you describe its eruption?
Review your lesson for
the summative test.
V. REMARKS
VI. REFLECTION
No. of Learners who earned:
 80% and Above:
 Below 80%:
 have caught up with
the lesson
 continue to require
remediation

Grade 9
Quarter 3
Page 11
Why did these work?
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?
Grade 9, Quarter 3
Daily Lesson Log
Week No. 2

Grade 9
Quarter 3
Page 12
Grade 9
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standard Demonstrate an understanding of volcanoes found in the Philippines.
Learning Competency Explain what happens when volcanoes erupt.
Code: S9ES-IIIb-28
DAILY TASK
Describe the effect of
temperature, chemical
composition and amount
of dissolved gases to the
viscosity of magma.
Determine the viscosity
of some liquids.
Describe the flow of gas
in different liquids.
Identify the types of
volcanic eruptions.
Relate the volcano’s
slope to its material
emissions.
II. CONTENT
Factors affecting the
viscosity of magma
Viscosity Types of volcanic eruptions
Summative
Assessment
Teacher’s Guide Page 138 pp. 139-140
Learner’s Materials pp. 170-171 pp. 171-172 Page 173 pp. 174-175
Factors that affect the
viscosity of magma
http://www.slideshare.net/e
spinorachel/grade-9-
module-1-lesson-11-
volcanoes-teachers-guide-
for-discussion

Grade 9
Quarter 3
Page 13
IV. LEARNING TASKS
ELICIT
Video clip presentation:
Lava flow
atch?v=ddzU-rkzKF0
(note: cut the video
presentation until 1min
&30s only)
temperature to the
formation of gas?
1.Compare the flow gas
between water water and
cooking oil.
2.How does lava flow in
relation to dissolved gas
content?
What are the different types
of volcanic eruptions?
ENGAGE
What does the video show? Video clip presentation/
Pictures: Erupting
volcanoes
Video 1
atch?v=BUREX8aFbMs
Video 2
atch?v=141onYqSPTY
1.What have you seen in
the video clips/pictures?
2.Compare the two
situations/ pictures?
Are all volcanic eruptions
the same? Why?
What was considered in
differentiating the type of
volcanic eruption from the
previous lesson?
What do you think are the
other factors that can affect
the type of volcanic
eruption?
(Guide students to the
shape of the cone or slope
as one factor to be
considered )
EXPLORE
Essential Question:
How do temperature,
chemical composition and
the amount of dissolved
gases affect the viscosity of
magma?
Essential Questions:
How would you determine
the viscosity of some
liquids? How does gas flow
in different liquids?
Essential Question:
What are different types of
volcanic eruptions?
Essential Question:
How does the slope of the
volcano related to its
material emission?
Working in groups,
students will follow guided
Working in groups,
Working in groups,
Working in groups,

Grade 9
Quarter 3
Page 14
activity. Each group is
given the tasks to describe
the effect of temperature,
gases to viscosity of
magma.
(Reading text Activity
Sheet will be provided by
the teacher)
given the tasks to Perform
Activity 4: Viscosity Race.
Refer to LM pp. 171-172
the Activity: Differentiating
Types of Volcanic
Eruptions. Figures: 7, 8, 9
and 10
LM page 173
Activity 5: In and Out. Refer
to LM pp. 174-175.
EXPLAIN
Key Questions:
1. What happens to the
viscosity of magma when
the temperature is high?
Low?
2. How about if the
chemical composition such
as silica content is less or
low? High?
3. What will happen to the
viscosity of magma if the
amount of dissolved gases
decreases? Increases?
Key Questions:
1. Is your prediction
correct?
2. Which liquid is the most
viscous?How do you
know?
3. Which liquid is the least
viscous?
4. Explain viscosity in your
own words?
5. Compare how these
liquids flow with how you
think lava flows. Why do
some types of lava travel
faster than others?
6. Compare the movement
of the liquid as the bubbles
move on the surface.
Key Question:
of Volcanic Eruptions?
Key Question:
1. Compare the
appearances of the cones.
2. Which volcano has the
greatest slope?
3. Which has the least
slope?
4. Explain how the type of
material extruded from a
volcano affects the shape
of its cone.
5. In what way doe the
formation of a volcanic
cone model differ from a
real volcano?

Grade 9
Quarter 3
Page 15
ELABORATE
Key Questions
1. How do temperature,
gases affect viscosity of
magma?
Key Questions:
1. How would you
determine the viscosity of
some liquids?
2. Compare the flow of gas
in different liquids?
Key Question:
of volcanic eruptions?
How does volcano’s slope
relate to its material
emissions?
EVALUATE
Multiple Choice: Write the
letter of your answer.
1.If the temperature
increases, viscosity of
magma
a. decreases
b. Increases
c. remains
d. not affected
2. When dissolved gases
increase, viscosity of
magma
a.decreases
b.Increases
c.remains
d.not affected
3. The more silica content,
the
a. more viscous is the
magma
b. less viscous is the
magma
c. magma viscosity
remains the same
d. magma is not affected
Compare the flow of liquids
from the fastest to the
slowest by ranking them
(1,2,3 &4)1 as the fastest
and 4 as the slowest.
1. Water ___
2. Cooking oil ___
3. Syrup ___
4. Honey ____
5. Compare how this liquid
flow with how lava flows.
Matching Type: Match
Column A with Column B
1. Plinian
2. Volcanian
3. Strombolian
4. Phreatomagmatic
5. Phreatic or Hydrothermal
Column B
A. Characterized by tall
eruption columns thjat
reach up to 20 km high with
pyroclastic flow and ash fall
tephra.
B. A stream-driven eruption
as the hot rocks come in
contact with water.
C. A periodic weak to
violent eruption
characterized by fountain
lava.
D. Excessively explosive
type of eruption of gas and
pyroclastics.
Relate the shape of the
cone to the materials
emitted by the volcano by
connecting an arrow.
Col. A-Shape of the Cone
1.Steep slope
2.Perfect slope
3.Broad, slightly-
dome
Col. B -Material
Emitted
A. Non-viscous lava
B. Lava and pyroclastic
deposits
C. Lava fragments

Grade 9
Quarter 3
Page 16
4. The property of
magma’s resistance to flow
is called
a. volcanic eruption
b. viscosity
c. fluidity
d. Plasticity
5. If the silica content of the
magma decreases, its
viscosity _______
a. increases
b.decreases
c. remains the same
d. is not affected
E. A violent eruption due to
the contact between water
and magma.
EXTEND
Bring the materials found in
the LM p.171
Bring different pictures of
erupting volcanoes.
Bring the following
materials from the Activity 5
in the LM p.174.
Study your lesson for the
summative test
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
the lesson
remediation

Grade 9
Quarter 3
Page 17
Why did these work?
solve?
other teachers?
Grade 9, Quarter 3
Daily Lesson Log
Week No. 3

Grade 9
Quarter 3
Page 18
Grade 9, Week 3
ACTIVITY: Differentiating Types of Volcanic Eruptions
Objectives:
1. Describe the types of volcanic eruption;
2. Differentiate the volcanic eruption based on magma’s water content; and
3. Classify volcanoes according to the type of eruption
Materials:
Pictures of the different erupting volcanoes (Refer to LM p.173)
Manila paper, pentel pens, masking tape
Procedure:
1. Read: Types of volcanic eruptions refer to LM p173.
2. Tabulate the data as shown below:
ACTIVITY: Factors Affecting the Viscosity of Magma
VISCOSITY is the property of the material’s resistance to flow. It is also described as
the liquid’s thickness and stickiness. The more viscous and thicker the material is, the
greater is its resistance to flow.
Effect of Magma’s Temperature to Viscosity
The viscosity of the magma decreases with temperature. The higher the temperature of
magma is, the lower is its viscosity. As lava flows, it cools and begins to harden, its
ability to flow decreases and eventually stops.
Effect of Magma’s Composition to Viscosity
Magma’s with high silica content are more viscous than those with low silica content .
The magma that contains less silica is relatively fluid and travels far before solidifying.
Effect of the Amount of Gases Contained in Magma to Viscosity
Gas (mainly water vapor) dissolved in magma tends to increase its ability to flow.
Therefore, in near-surface environments, the loss of gases makes magma more viscous
a dome or a columnar.
Volcano
Type of
Eruption
Characteristics
Cause of eruption
(Magma’s water
content)

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.

Grade 9
Quarter 3
Page 20
Grade 9
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standard The Learners demonstrate an understanding of Volcanoes found in the Philippines
Performance Standard The Learner participates in activities that reduce risks and lessen effects of natural phenomenon such as volcanic eruption.
Learning Competency Illustrate how energy from volcanoes may be tapped for human use;
Code: S9ES –IIIc-d-29
DAILY TASK
Identify the kind of energy
that can be generated from
volcano
Illustrate how energy from
volcanoes may be tapped for
human use.
Discuss how volcanic
eruptions affect society
Design a scheme to inform
local folks in your
hometown the things to
prepare before, during and
after volcanic eruption
II. CONTENT
Energy From the Volcano
(Geothermal Energy)
Energy Flowing From Inside
the Earth
Effects of Volcanic
Eruption to Society
Performance Task
Summative
Test
Teacher’s Guide TG p. 141
Learner’s Materials LM p. 176-179
Internet source:
http://www.slideshare.net/nibed
itamishra/presentation-on-
geothermal-energy-
24231365?next_slideshow=1
Internet source:
http://energy.gov/eere/geother
mal/how-geothermal-power-
plant-works-simple
http://energy.gov/eere/geother
mal/how-geothermal-power-
plant-works-simple-text-version
Text book: Discover
Science K to 12 Edition
(2014), DIWA Learning
System, pp.225-226

Grade 9
Quarter 3
Page 21
https://www.youtube.com/watc
h?v=kjpp2MQffnw
IV. LEARNING TASKS
ELICIT
Picture Analysis-Geothermal
Power Plants in the Philippines
Meta-strips
Post the different processes
involve in the energy
transformation of geothermal
power plant into electricity.
Picture Analysis: (Effects
of Volcanic Eruption)
Mood Setting for the
preparation of designed
scheme
ENGAGE
Post the pictures of different
geothermal power plants found
in the Philippines
Key Questions:
1. What are common to the
pictures?
2. What do you call it?
3. Where does it come from?
4. How is this operated?
Let the students work in
groups. Given the meta-strips
of the processes involved on
how energy is transformed into
electricity. Give time for the
students to complete the task.
Key Questions:
1. What are the different
processes involved in the
geothermal power plant?
How is energy transformed?
2. Arrange the processes in
chronological order.
3. What made you conclude
that it is the first process?
The last process?
Let the students present their
output after the time allotted.
Show pictures on the
effects of volcanic eruption.
Key Questions:
1. What can you say
about the picture?
2. What are the effects of
volcanic eruption?
3. Is there
advantages/disadvanta
ges? Why?
Key Questions:
1. Is your place near a
volcano? If not, is
there a volcano that
may cause damage
to your place?
2. Are you prepared for
the possible effect/s
of volcanic eruption?
3. What should you do
before, during and
after a volcanic
eruption?
4. How can you help in
minimizing the
negative effects of
volcanic eruption?

Grade 9
Quarter 3
Page 22
EXPLORE
Essential Question:
What is geothermal energy?
Essential Question:
How is energy from volcano
tapped for human used?
Essential Question:
What are the effects of
volcanic eruption?
Essential Question:
How can you help in
minimizing the effects of
volcanic eruption?
Power point presentation on
Geothermal energy
http://www.slideshare.net/nibed
itamishra/presentation-on-
geothermal-energy-
24231365?next_slideshow=1
Show a prototype of how a
geothermal power plant works.
1. Animation of how
geothermal power plant
works
http://energy.gov/eere/geoth
ermal/how-geothermal-
power-plant-works-simple
2. Text version of how
geothermal power plant
works
http://energy.gov/eere/geoth
ermal/how-geothermal-
power-plant-works-simple-
text-version
3. Geothermal power plant
https://www.youtube.com/wa
tch?v=kjpp2MQffnw
Discussion on the effects
of volcanic eruption
Your task is to prepare a
disaster preparedness
scheme on what to do
before, during and after
volcanic eruption. (Refer to
LM p. 215 for the details of
the task)
EXPLAIN
Key Questions:
1. What is geothermal energy?
2. How is geothermal energy
generated?
3. What is the difference of
geothermal power plant from
a geothermal heat pump?
Key Questions:
1. How does thermal energy
converted into mechanical
energy?
2. How about the mechanical
energy in the turbine
transferred into mechanical
energy in a generator?
Key Questions:
1.What are the negative
effects of volcanic
eruption? Positive
effect? Support your
answer.
Note: The responses of the
students to this questions
is assumed to be complex
Presentation of the disaster
preparedness scheme by
group.

Grade 9
Quarter 3
Page 23
4. Name some geothermal
power plants in the
Philippines.
3. How is electrical energy
generated?
and results to active
participations of students.
ELABORATE
Process students’ responses.
Correct the misconception of
students from their output.
Feedbacking of students’
responses and interaction.
Lecturette: Discuss the two
ways how geothermal energy is
generated. Name some
geothermal power plants in the
Philippines.
Lecturette: Processes involved
in Geothermal Power Plants.
Also have an interaction on
how Philippines can improve its
support of electricity using
geothermal power plants as a
potential alternative source of
energy.
In response to students’
responses the teacher will
clarify, concretize and
deepen the understanding
on the effects of volcanic
eruption.
Why is there a need to
have a disaster
preparedness scheme?
From the different
presentations you have
performed, what are the
realizations you have
made?
EVALUATE
Open-ended question
(5 pts.)
What is geothermal energy?
How is it generated?
Illustrate how electricity is
generated through a
geothermal power. Use a flow
chart to present the processes
involved.
True or False
1. If there is an eruption, it
is safe to leave the main
power switch on and the
house open.
2. Wear mask and goggles
when there is an ashfall.
3. An indication that a
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.
Their output serves as their
assessment
Refer to the rubric found on
LM p. 216

Grade 9
Quarter 3
Page 24
EXTEND
Write a short essay about the
advantages and disadvantages
of using geothermal energy.
Make a prototype of
geothermal power plant using
cheap or recyclable materials.
What are the precautionary
measures you must
observe before, during and
after volcanic eruption?
Review and study your
lesson to prepare for the
summative test next meeting.
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
Did the remedial lessons work?
No. of Learners who:
the lesson
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?
which I wish to share with other
teachers?
Grade 9, Quarter 3
Daily Lesson Log
Week No. 4

Grade 9
Quarter 3
Page 25
Grade 9
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standard factors that affect climate, and the effects of changing climate and how to adapt accordingly
Performance Standard participate in activities that reduce risks and lessen effects of climate change
Learning Competency Explain how different factors affect the climate of an area.
Code:
S9ES – IIIc-d-29
DAILY TASK
Pre-assessment
Explain how latitude
affects climate.
Explain how altitude affects
climate.
Explain how distance from
the ocean affects climate.
Compare the effect of heat
on water and land
Differentiate windward and
leeward side
Explain how topography
affects climate
Summative
Assessment
II. CONTENT
2.Climate
2.1 Factors that affect climate
2.2 Global climate phenomenon
Teacher’s Guide Pp. 18-20* Pp. 20-22* P. 23-24* Pp. 24-26*
Learner’s Materials Page 28-31* Page 30-33* Page 34-37* Page 38-39*
IV. LEARNING TASKS
ELICIT
Can you recall out topic
about the Philippine
environment on module
1 in grade 7?
1. What is a
latitude?
Can you still recall during 8th
grade, how typhoons formed?
Do you still remember our topic
in grade 7? About the change
in temperature of land and
water throughout the day?
1. Which heats up faster,
soil or water?
How does the distance from
the ocean affects the climate
of a particular region/place?

Grade 9
Quarter 3
Page 26
2. And what is a
longitude?
2. Why is it that water
heats up slowly
compared to soil?
ENGAGE
Show a picture of the
Earth. Let the students
mark the latitude and
longitude on the picture.
1. Which one is
the latitude?
Why did you
say so?
2. Now how about
the longitude?
Why?
3. Give the names
of each
latitudes?
Show pictures of Baguio City
1. Why is Baguio known
as the summer capital
of the Philippines?
2. What do you feel when
you are in the top of
the mountain?
Video clip:
“Oceans Affect Our Weather
and Climate”
https://www.youtube.com/wa
tch?v=ZPoD3jssJBg
1. What is convection?
2. Where do the warm air
from northern and
southern hemisphere
go?
3. When warm air rise up,
what replaces it?
Jumbled words
LEEWARD
WINDWARD
TOPOGRAPHY
CLIMATE
1. Are you familiar with
those words?
2. Can you give any
idea about those
terms/words?
EXPLORE
Essential Question:
How latitudes affects
climate?
Essential Question:
How altitude affects climate?
Essential Question:
How distance from the ocean
affects climate?
Essential Questions:
How does windward differ
from leeward?
How does topography affect
climate?
Group activity:
Perform activity #1
“When the Sun’s Rays
Strike.”
Key questions:
1. How much is the tilt
of the earth’s axis?
Group activity:
Perform activity #2
“The Higher the Colder”
Key questions:
1. Which place is the
coldest?
2. Which place is the
hottest?
Group activity:
Activity #3
“Which cools and heats faster?”
Key questions:
1. What are the initial
temperatures of water and soil?
Group activity:
Activity #4
“Which should I choose,
Windward or Leeward?”
1. What happens to water
vapor as it rises over the
mountain?

Grade 9
Quarter 3
Page 27
2. Which part of the
earth receives most of
the sun’s rays?
3. Why does the
amount of heat receive
by places far from the
equator become less?
3. Based on the data,
what is the relationship
between altitude and
temperature of a
place?
2. What is the difference
between the temperature of soil
and water after 6 minutes?
3. Which heats up faster, water
or soil?
2. Which side of the mountain
experiences low temperature?
experiences high
temperature?
EXPLAIN
Group reporting:
Key questions:
1. Compare the
location of
Japan to the
location of the
Philippines, is
there a
possibility that
we can
experience
snow?
2. Do you think
the latitude of a
place affects
climate? How?
Group reporting:
Key questions:
1. Compare the
elevation/altitude of
Baguio and
Zamboanga with its
temperature.
2. Do you think the
altitude of the place
affects the climate?
How?
Group reporting:
Key questions:
temperatures of water and soil
after you remove the containers
from
each tripod?
2. Which cools faster, water or
soil?
Group reporting:
Key questions
experiences high
temperature?
2. What happens when air
becomes warmer and drier as
it moves down the leeward
side?
ELABORATE
Key questions:
1. Why it is if a
certain place is
closer to the
equator has a
tropical
seasons?
Key questions:
1. Why do mountain
climbers wear
jackets and thick
clothes when they
go up the
mountain?
Key questions:
1. How does a body of
water regulate the
temperature of a
certain region/country?
2. Why do some areas
that are far from bodies
Key questions:
1. What is the difference
between leeward and
windward?
2. How does topography
affect climate?

Grade 9
Quarter 3
Page 28
2. And why it is if
a place away
from the
equator has a
colder
temperature?
2. How does altitude
affects climate?
of water have extreme
climates?
EVALUATE
1. Describe the
lines of latitude.
2. Explain how
latitudes affects
the climate.
3pts- correct and
complete answer
2pts- correct but
incomplete answer.
1pt- incorrect answer
People living in Kanla-on
experience low temperature
compared to people living in
Bacolod. Explain why.
1. Explain how distance
from the ocean affects
climate.
2. Compare the effect of
heat on water and land
Direction: choose the letter of
the correct answer.
1. Which of the following
correctly describes the
windward and leeward
side of a high land?
I.It faces the wind and has
low temperature.
II. It is the area in which
the wind blows.
III. It is the area where
there is no cloud
formation.
IV. It is an area where no
precipitation happens
a. I, II
b. I, II, II
c. III, IV
d. I, IV
2. Which term best describes
the area of high land that
is situated away from the
wind?
a. Land breeze
b. Windward

Grade 9
Quarter 3
Page 29
c. Leeward
d. Sea breeze
3. Why are grassland and
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
EXTEND
Define what is an
Altitude is.
In your notebook. Explain how
distance from the ocean affects
climate?
Define leeward and windward. Review/study the past lessons
and prepare for a summative
assessment.

Grade 9
Quarter 3
Page 30
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
 have caught up
with the lesson
remediation
Why did these work?
encounter which my
Principal/ Supervisor can
help me solve?
other teachers?
Grade 9, Quarter 3
Daily Lesson Log
Week No. 5

Grade 9
Quarter 3
Page 31
Grade 9
Daily Lesson Log
Junior HS Science
Teacher Learning Area Earth & Space(Earth Science)
I. OBJECTIVES
Content Standard Learners demonstrate an understanding of the factors that affect climate, and the effects of changing climate and how to adapt accordingly.
Performance Standard Learners shall be able to participate in activities that reduce risks and lessen effects of climate change
Learning Competency Describe certain climatic phenomena that occur on a global level
Code: S9ES-IIIf-31 S9ES-IIIf-31 S9ES-IIIf-31 S9ES-IIIf-31
DAILY TASK
Explain how latitude, altitude and
distance from the ocean affect
climate.
Explain how ocean currents
affect climate.
Assess prior knowledge and
experiences about climate
change.
Demonstrate how closed
spaces trap heat.
Explain how greenhouse
gases trap heat.
Summative
Assessment
II. CONTENT Climate Climate Climate Climate
Teacher’s Guide p. 149-150 p. 150- 151 p.151- 152 p. 152- 153
Learner’s Materials p.193 pp.194- 195 pp. 196- 198 pp. 198- 200
IV. LEARNING TASKS
ELICIT
Recall the recently finished
lessons. Ask students about
certain relationships of the
following:
*Latitude of the place and
Atmospheric temperature
*Altitude and temperature
Recall grade7 lesson about
heat transfer, specifically
convection. Ask students to
explain the movement of
warm and cool air; about
convection currents.
Students must remember
that warm air or water rises
and cool air/ water sinks.
Review lesson about factors
that affect the atmospheric
temperature and climate of
a place.
Review lesson about
climate change. Also ask
students to recall the
different layers of the
atmosphere and in which
layer that weather and
climate occur?

Grade 9
Quarter 3
Page 32
*distance of a place from the
sea/ ocean and atmospheric
temperature
Also recall that the
atmosphere and oceans are
having convection currents;
wherein the direction of fluids
is from warm area towards
colder areas
ENGAGE
Show 5 different photos to
students. (Photos must show
different environments/
communities or humans in
different types of clothing, that
will give the students clues about
the temperature of the place in
each photo.( e.g. photo showing
people in fur coats; photo
showing the peak of a mountain
covered with ice; photo of a
community near the seashore;
photo of tropical country;) Ask
students to infer whether the
place in the photo is a cold, very
cold, warm or very warm area.
Allow them to justify their
answers based on what they
have learned in the earlier
lessons.
Ask students : What are the
different factors that affect
the temperature of a certain
place?
(Students expected answer:
altitude, latitude, distance
from the ocean)
Introduce the next topic of
the lesson, another factor
that affects the temperature
of a place.
Allow students to perform
Activity 7:
”Getting Ready”, LM
pp.196-197
Pose a simple situation to
students: On a warm and
dry day, Jen was left by her
dad inside the car. She
noticed that the air
conditioner of the car was
not working well. Then she
started to feel warm and she
started to sweat a lot.
*Let us try to understand
the situation of Jen by
performing an activity.

Grade 9
Quarter 3
Page 33
EXPLORE
Perform Activity 5:
“Temperatures of Different Cities
Around the World”, LM p. 193.
Allow them to have a group
discussion and let them answer
Guide Questions 23- 28.
Let students have their
groupings and allow them to
have a peer discussion. Let
them perform Activity 6:
“Ocean Currents”, LM pp.
194-195. Students will
answer guide questions 29-
33.
Ask five volunteer students
to present the answers to
the questions (refer to
Activity 7)
By group, let students
perform Activity 8 “ It’s
Getting Hot In Here”,
pp.198-199 of Learner’s
Module
EXPLAIN
Ask a representative from each
group to present their answers to
the guide questions:
#23. Which city had the
highest temperature?
#24. What factor do you think
is the cause of high
temperature in the city?
#25.which city had the lowest
temperature?
is the cause of low
temperature in that city?
greatly affects the climate
of Tokyo? Support your
answer.
#28. How does the elevation
of Paris affect its
climate?
A reporter from each group
will present their answers in
front of the class
Guide Questions:
#29. What are the different
ocean currents that
carry warm water?
Give at least three (3)
#30. What are the different
ocean currents that
carry cold water? Give
at least three (3).
#31. What kind of air does
Greenland current take
along? Explain
#32. How do the Kamchatka
current and Kuroshio
current affect the north
eastern part and
southern part of
Japan?
#33. How do ocean currents
affect climate?
Provide correct answers to
questions in the bingo card.
Relate each answered
question to climate change.
Ask a representative from
each group to present the
result of their experiment
and answers to guide
questions.

Grade 9
Quarter 3
Page 34
ELABORATE
Emphasize important points of
the lesson based on the activity.
Also correct any misconceptions
of students, based on the reports
made.
Concretize the idea that the
temperature of every place on
Earth vary depending on the
latitude, altitude ,and distance
from large bodies of water at
specific months of the year.
Make students remember that
climatic conditions are also
affected by the revolution of the
Earth.
Important points for
discussion:
a. Gyres flow clockwise in
the northern hemisphere,
while counterclockwise in the
southern hemisphere. This is
due to Coriolis effect.
b. Ocean currents from the
equator carries warm water
and warm air above them.
c. Ocean currents that move
towards the equator carry
cold water and cold air above
them.
d. Ocean currents affect the
temperature of places
e. Ocean current is another
factor that affects the climate
of a place.
Discuss with students
whether climate change is
man- made or not. Elicit
answers from students.
Allow them to justify their
answers.
Discuss with the entire class
the correct answers to the
guide questions to eliminate
misconceptions. Allow
students to identify the
greenhouse gases in the
atmosphere. Allow them to
see the relationship of the
increase in amount of
greenhouse gases to the
general atmospheric
temperature of Earth
EVALUATE
What climatic condition is
experienced at:
1. high altitude areas
2. tropical areas
3. low altitude areas
4. near the ocean
5. far from the ocean
1. What do you call the
loops of ocean currents?
a. Convection
current
b. Upwelling
c. Coriolis effect
d. Gyre
2. The direction of rotation
of these loops is caused
by_____.
a. Coriolis effect
b. Revolution
Identify the following:
1. 3R stands for?
2. Gas released in
landfills
3. General condition of
the atmosphere
within a year
4. CFC stands for?
5. Which will help
alleviate climate
change, eating
1. Describe greenhouse
gases
2. Why is the temperature
inside the tank
warmer?
3-4. Cite two greenhouse
gases
5. What will happen to
Earth’s atmospheric
temperature if the amount
of greenhouse gases
continue to increase?

Grade 9
Quarter 3
Page 35
c. Tilting of earth’s
axis
d. All of the above
3. If a coastal area is visited
by an ocean current from
the equator, what will
happen to the
temperature of the
place?
a. Increases
b. Decreases
c. Remains the
same
d. Increases, then
decreases
4. Ocean currents from the
polar region carry with
them ____water?
a. Cold
b. Warm
c. Frozen
d. boiling
5. Kuroshio current comes
from the Phil. sea and
goes to South Japan.
What will happen to the
temperature of South
Japan?
a. Increases
b. Decreases
vegetables or
eating meat?

Grade 9
Quarter 3
Page 36
c. Remains the
same
d. Increases, then
decreases
EXTEND
Review assignment:
(Grade7 Lesson) What are the
three different ways of heat
transfer? What is the process of
heat transfer that occurs only in
fluids? (water and air) What is
the direction of heat transfer
among molecules of air/ water?
Warmer to cooler or cooler to
warmer?
Research through the
internet:
Identify 5 gyres of ocean
currents that carry warm
water and five gyres of ocean
currents that carry cold water
Review assignment:
(Lesson in Grade 7)
What are the five layers of
the atmosphere?
In which layer that the
weather and climate
changes occur?
Prepare for a summative
test.
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
the lesson
remediation
strategies worked well? Why
did these work?

Grade 9
Quarter 3
Page 37
Grade 9, Quarter 3
Daily Lesson Log
Week No. 6
solve?
other teachers?

Grade 9
Quarter 3
Page 38
Grade 9
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standard Factors that affect climate, and the effects of changing climate and how to adapt accordingly.
Performance Standard Participate in activities that reduce risks and lessen effects of climate change.
Learning Competency
1. Explain how different factors affect the climate of an area.
2. Describe certain climatic phenomena that occur on a global level.
Code:
S9ES – IIIe – 30
S9ES – IIIf – 31
DAILY TASK
Interpret the relationship of
carbon dioxide and
temperature.
Calculate one’s personal
carbon emission.
Take an action to lessen
the effect of climate
change.
Discuss the impacts of
climate change.
Plan ways on how to
inform or educate fellow
students on the impacts
of climate change.
Summative
Assessment
II. CONTENT
2.1 Factors that affect climate.
2.2 Global climate phenomena.
Teacher’s Guide p.153 p.154-156 p.156 p.156-157
Learner’s Materials p.201-202 p.202-204 p.205-206 p.207-208
IV. LEARNING TASKS
ELICIT
What are examples of
greenhouse gases?
What are the sources of
greenhouse gases?
What is the relationship of
carbon dioxide to
temperature?
What is carbon emission?
How can you help lessen
the carbon emission in the
environment?
What is a climate change?
What causes climate
change?

Grade 9
Quarter 3
Page 39
ENGAGE
Bar graph analysis of global
temperature and carbon dioxide.
(The students will give their
observation)
The teacher will post a
question on the board “Am I
a climate hero or a climate
culprit?
Present a picture showing
emission of carbon from
automobiles.
What bad effects does too
much carbon emission will
bring to our health and to
the environment in general?
As a student, how will you
inform your fellow students
about the effects of climate
change?
EXPLORE
Perform Activity 3:
CO2 is the Reason!
LM pp.201-202
“Climate Hero or a Climate
Culprit?”
(Please refer to
Learners Material pp 202 –
204)
Discuss: Impacts of climate
change
1. Melting of glaciers that
covered the land caused the
sea level to rise.
2. Heavy Rainfalls
3. Abnormality in the
reproduction of some plants
and animals.
4. Cold winds affecting the
climate of the country and
destroying some crops and
farms.
5. El Nino
6. La Nina
Group Activity:
Task: To come up with a
presentation that can
disseminate and educate
their fellow students about
the impacts of climate
change and on how to
reduce its effects.
Group 1 – A comic sketch
Group 2 – A jingle or a song
Group 3 – News casting
Group 4 – Poster or slogan
Group 5 – Poem
EXPLAIN
Guide Questions:
1. How much is the increase in
the temperature from 1880 to
2010?
2. What happened to the amount
of carbon dioxide from 1880 to
2010?
Guide Questions:
1. Which member has the
highest carbon footprint?
2. Which member has the
lowest carbon footprint?
3. What is the average
carbon footprint of the
group?
Guide Questions:
1. What are the impacts of
climate change in our
world?
2. What are the ways on
how to lessen its effects?
Note: Give ample time to
the students to plan and
prepare for their
presentation

Grade 9
Quarter 3
Page 40
3. What is the relationship
between the amount of carbon
dioxide and global temperature?
4. When was temperature at its
highest and its lowest?
4. What is your highest
source of carbon emission?
5. What is your lowest source
of carbon emission?
ELABORATE
Carbon dioxide – is a gas that is
produced when people and
animals breathe out or when
certain fuels are burned and that
is used by plants as energy.
Temperature – is a
measurement that indicates how
hot or cold something is.
When Industrial Revolution
began more emissions of carbon
dioxide and other greenhouse
gases threatened all living
things,
Burning of fossil fuel is one of the
main sources of carbon dioxide
emission.
As the amount of carbon dioxide
increases the global temperature
increases too.
Each of us contributes to
carbon emission. You realize
that you are either a climate
hero or a climate culprit.
Anyone can be a contributor
in changing our climate.
Climate is always changing.
It has shown how much it
could affect our lives.
Climate change can bring
great changes in our world.
Because of climate change
several calamities are
happening, like floods,
heavy rainfall and severe
typhoons.
Climate change could leave
great destruction and great
loss of lives.
Climate change could
destroy crops of farmers,
thus resulting to low crop
production.
In addition, climate change
could result to El Niño and
La Niña.

Grade 9
Quarter 3
Page 41
EVALUATE
How is carbon dioxide related to
temperature?
As a student how can you
help lessen the effects of
climate change? What
actions will you do?
Identify the following
situations as to the effect of
climate change.
Write TRUE or FALSE
1. Increasing global
temperature
2. Destruction of
properties and loss
of lives due to
frequent
occurrences of
typhoons.
3. Increase crop
production
4. La Nina and El Nino
5. Earthquakes
resulting from
tectonic movements
EXTEND
Write at least 3 ways to reduce
CO2 emission.
Identify the effects of climate
change.
What are the impacts of
climate change?
Make a research on the
impacts of climate change
to man and to the
environment.
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:

Grade 9
Quarter 3
Page 42
Grade 9, Quarter 3
Daily Lesson Log
Week No. 7
the lesson
remediation
did these work?
solve?
other teachers?

Grade 9
Quarter 3
Page 43
Grade 9
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standard Factors that affect climate, and the effects of changing climate and how to adapt accordingly.
Performance Standard Participate in activities that reduce risks and lessen effects of climate change.
Learning Competency Describe certain climatic phenomena that occur in a global level.
Code: S9ES-111e-31
DAILY TASK
Design a scheme on
information dissemination of
the impacts of climate change.
Presentation of the Design Critiquing of the Output Dissemination of
Information
Output
Assessment
II. CONTENT 2.2 Global Climate Phenomenon
Teacher’s Guide TG p.207
Learner’s Materials LM p.157
IV. LEARNING TASKS
ELICIT
Cite a specific example of an
impact of climate change
What plan did you make for
your presentation?
How well did you make your
design?
Presentation of outputs:
Group 1-Comic sketch
Group 2- Jingle or song
Group 3-Newscasting
Group 4-Poster and slogan
Group 5- Poem
ENGAGE
Designing a scheme on
information dissemination on the
impacts of climate change.
Practice/ Preparation of the
presentation
Practice/ Preparation of the
presentation

Grade 9
Quarter 3
Page 44
EXPLORE
Group 1-Comic sketch
Group 2- Jingle or song
Group 3-Newscasting
Group 4-Poster and slogan
Group 5- Poem
Presentation of outputs will be
scored based on scoring rubric.
(Please refer to LM p.157)
Presentation of the design Critiquing of the output.
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
the lesson
remediation
did these work?
solve?

Grade 9
Quarter 3
Page 45
Grade 9, Quarter 3
Daily Lesson Log
Week No. 8
other teachers?

Grade 9
Quarter 3
Page 46
Grade 9
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standard The relationship between the visible constellations in the sky and earths position along its orbit.
Performance Standard Discuss whether or not popular beliefs and practices with regards to constellations and astrology have scientific basis.
Learning Competency
Infer the characteristics of stars
based on the characteristics of
the sun.
Infer that the arrangement of
stars in a group
(constellations) does not
change.
Observe that the position of
constellation changes in the
course of a night.
Show which constellations
may be observed at
different times of the year
using models.
Code: S9ES-IIIg-32 S9ES-IIIh-33 S9ES-IIIi-34 S9ES-IIIj-35
DAILY TASK
Relate color with temperature
of a star.
Explain the factors that may
affect the brightness of a star
Group stars together in a
recognizable pattern
Describe the apparent
motions of stars at night
Explain why some
constellations are not
seen at certain months
Summative
Assessment
II. CONTENT Characteristics of a Star Constellations
Teacher’s Guide pp. 160 pp. 160-161 p.161
Learner’s Materials pp. 214-215 p.216 p.217
IV. LEARNING TASKS
ELICIT
Let the students sing the song.
“ Twinkle, twinkle little star”
What are the characteristics
of a star?
How does the color of a star
relate with its temperature?
What factors influence the
brightness of a star?
What are constellations?
Name some of them.
What is a constellation?
What constellations do you
know?

Grade 9
Quarter 3
Page 47
ENGAGE
What information does the song
give?
How is star described in the
song?
What other descriptions can you
describe about a star aside from
the song you have sung?
Have you observe the sky at
night?
Have you seen stars that
form patterns or shapes of
object in night sky?
What do you call these group
of stars?
Are all constellations be
seen at the same time or
month of the year?
EXPLORE
Essential Question:
What are the characteristics of a
star?
Essential Question:
What are the groups of stars
that seem to form patterns/
figures/ images in the night
sky?
Essential Question:
What direction do stars
move?
Essential Question:
Why are some
constellations cannot be
seen in the same month of
the year?
perform the Activity 1:
Characteristics of Stars and will
follow Guided Activity from the
LM pp.214-215.
will perform Activity 2:
Patterns in the Sky and will
follow Guided Activity from
LM p.216
will perform Activity 3:
Apparent Movement of the
Stars through the Night and
will follow Guided Activity
from LM p.217
will perform the Activity 4:
Different Star Patterns
through the Year and follow
Guided Activity from LM
p.218-221
EXPLAIN
By group, students will present
their answers using manila
papers by following guide the
questions:
1. What is the color of the
filament as you dim the bulb?
2. What is the color of the
filament as you turn the switch at
full power?
temperature of the filament as
By group, students will
present their answers using
manila papers by following
guide the questions:
1. What figure/ pattern you
have traced/ formed?
2. What are the stories of
these figures/ patterns?
3. What are your bases for
coming up with this figure?
Compare the position of the
stars in the sky. What do
you notice?
Are the stars visible at 7 pm
still visible at 11 pm in their
“original position”? Why is
this so?
How do the stars move?
Describe the movement of
the stars in the night sky.
By group, students will
present their answers using
manila papers by following
the guide questions:
1. Compare the
photographs? What do you
notice?
2. Why are some
constellations visible in
March but not visible in
September?

Grade 9
Quarter 3
Page 48
the bulb becomes brighter and
brighter?
Q4. How is the motion of
stars similar to the motion of
the Sun?
3. What constellations are
prominent during winter?
Fall? Summer? Spring?
ELABORATE
1. What is one of the
characteristics of a star?
2. How does color relate with the
temperature of a star?
3. What two factors affect the
brightness of a star?
What do you call stars that
group together and seem to
form images or patterns or
figures in the sky?
How do the stars move?
Describe the movement of
the stars in the night sky.
Why are not all
constellations be seen at
the same time?
EVALUATE
Choose the letter of the best
answer. Use the table below that
presents information about stars
A, B, C, and D.
Star Color
A
B Yellow
C White
D Blue
1. Which star is the
hottest?
a. A
b. B
c. C
d. D
2. Which star is very similar
to our sun?
a. A
b. B
c. C
d. D
Name the constellation
formed by the group of stars
below.
1.)
Answer: Cygnus (Swan)
2.)
Anser: Cepheus ( King )
How do stars appear to
move in the night sky?
(5pts)
Multiple Choice: Choose the
correct answer and write the
letter only.
1.The following
constellations can be
observed prominently in
June EXCEPT_____.
A. Bootes
B. Draco
C. Hydra
D. Orion*
2.Leo can only be observed
in the month of __.
A. March*
B. June
C. September
D. December
3.Ursa Major can be
observed in the months of
A. March and June*
B. June and September

Grade 9
Quarter 3
Page 49
3. Which is the coolest
star?
a. A
b. B
c. C
4. What 2 factors affect the
brightness of the star?
3.)
Answer: Ursa Major (Big
Bear)
4.)
Answer: Cassiopeia (Queen)
C. September &
December
D. December and March
4. Which statement best
explain why some
constellations like Cygnus is
visible to an observer in
Manila in September but not
visible in March?
A. Earth’s spins on its
axis.
B. Earth orbits the sun.*
C. Cygnus spins on its
axis
D. Cygnus orbits the
Earth.
5. Constellation Pisces
changes position during the
night. Which motion is
mainly responsible for this
change in position?
A. Revolution of earth
around the sun*
B. Rotation of earth on its
axis.
C. Revolution of Pisces
around the sun.
D. Rotation of Pisces on
its axis.

Grade 9
Quarter 3
Page 50
EXTEND
Do all stars have the same
brightness? Why?
Prepare and bring the
materials needed for the
Activity 3.
In preparation for the next
day’s activity the students will
be assigned to observe the
night sky at 7pm until 9 pm.
Do the following:
a. Focus on one star and
mark the position of that star
at 7pm by choosing a
reference point nearby it.
Then follow up or monitor the
position of that same star
after 1 hour & 2.hours.
Record & bring your
observation in the class for
your next activity.
Prepare and bring the
materials needed for the
Activity 4.
Using the software
Stellarium, let the students
explore the Night Sky for a
certain date.
Identify one constellation
and follow its movement
through a period of time.
Stellarium can be
downloaded at:
http://www.stellarium.org/
Study your lessons for the
summative test.
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:

Grade 9
Quarter 3
Page 51
Grade 9, Quarter 3
Daily Lesson Log
Week No. 9
the lesson
remediation
did these work?
solve?
other teachers?

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