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School Grade Level Grade 9

GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of volcanoes found in the


A. Content Standards
Philippines
 Participate in activities that reduce risks and lessen
B. Performance Standards
effects of climate change
C. LC 1. Describe the different types of volcanoes.
Learning Competencies / Objectives S9ES -IIIa-25
Write the LC code for each Learning Objectives
Give descriptions of volcanoes
Module 1: Volcanoes
II. CONTENT Topic : Type of Volcanoes
Subtopic : What is a volcano?

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 135
2. Learner's Materials Pages p. 165
EASE Science I. Module 12. p. 24.
3. Textbook Pages
MISOSA 6. Active and Inactive Volcanoes.
4. Additional Materials from Learning
www2.fiu.edu/~longoria/natural/volcano/
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the


Assess the prior knowledge of students about volcanoes. (5min)
new lesson
Since you were in elementary, you have heard about volcanoes.
B. Establishing a purpose for the Lesson
But do you know what a volcano is? (4min)
C. Activity No. 1
Presenting examples / instances of the
new lesson Volcano concept map
(15min)
D. Discussing new concepts and practicing Give five descriptions of a volcano. Present your answer in a
new skills #1 concept map. (10min)
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. What cause/build the cone shaped mountain around the central
Finding practical applications of concepts
vent of the volcanoes? ( The material expelled during violent and
and skills in daily living
quite eruptions) (8min)
H. Volcanoes are openings in the earth’s crust created when molten
Making generalizations and abstractions
material under the crust is propelled upward through the surface.
about the lesson
(8min)
The Philippines is a home to many volcanoes. Does it have
I. Evaluating Learning
something to do with its location? (10min)
J. Additional activities for application or Group the students according to their hometowns/barangays.
Remediation They will conduct a research on the volcanoes found in region
assigned to their group.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation


B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of volcanoes found in the


A. Content Standards
Philippines
 Participate in activities that reduce risks and lessen
B. Performance Standards
effects of climate change
C. LC 2. Differentiate between active and inactive volcanoes.
Learning Competencies / Objectives S9ES -IIIa-27
Write the LC code for each Learning Objectives
Classify volcanoes as active or inactive.
Module 1: Volcanoes
II. CONTENT Topic : Type of Volcanoes
Subtopic : Classification of volcanoes

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages p. 136
2. Learner's Materials Pages pp.166-168
3. Textbook Pages MISOSA 6. Active and Inactive Volcanoes.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the


How will you describe a volcano? (4min)
new lesson
As a government agency, what is/are the responsibilities of the
B. Establishing a purpose for the Lesson
PHIVOLCS? (8min)
C. Activity No. 2
Presenting examples / instances of the
Volcanoes in the Philippines
new lesson
(15min)
D. Guide questions:
1. Are all the 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?
Discussing new concepts and practicing
3. How will you classify the volcanoes that have records of
new skills #1
eruptions?
4. How will you classify the volcanoes with no record of eruption?
5. In your own words, differentiate an active volcano from an
inactive one.(15min)
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Directions: Classify the following volcanoes as active and
Finding practical applications of concepts
inactive.
and skills in daily living
5 (min)
H. Active volcanoes are those that have a record of eruption within
the last 600 years or those that erupted 10, 000 years ago based
Making generalizations and abstractions on analyses of their materials. Inactive volcanoes, on the other
about the lesson hand, are those that have not 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. (8min)
Directions: Read each question/statement carefully. Choose the
letter of the correct answer.
1. Which of the following is an active volcano in the Philippines?
A. Apo in Davao
B. Bud Datu in Sulu
C. Isarog in Camarines Sur
D. Kanlaon in Negros Oriental
2. Which of the following are active volcanoes?
I. Mayon in Albay III. Vulcan in Camiguin
II.Taal in Batangas IV. Kanlaon in Negros Oriental
A. I and II only B. II and III only
C. I, II, and III only D. I, II, and IV only
I. Evaluating Learning
3. Aside from Mayon Volcano, name another Philippine volcano
that has erupted recently.
4. Active volcanoes are those that _______.
5. Inactive volcanoes are those that _________.
Key:
1. D
2. D
3. Kanlaon
4. Active volcanoes are those that have erupted within the last
600 years or those that erupted 10, 000 years ago
5. Inactive volcanoes are those that have not erupted for the last
10, 000 years (10min)
J. Additional activities for application or Make a research for classification of other volcanoes in the
Remediation Philippines.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%
C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of volcanoes found in the


A. Content Standards
Philippines
 Participate in activities that reduce risks and lessen
B. Performance Standards
effects of climate change
C. LC 3. Explain what happens when volcanoes erupt.
S9ES -IIIb-28
Learning Competencies / Objectives Learning Objective
Write the LC code for each 1. Describe the effect of high temperature to the formation of gas
2. Identify the primary factors affecting the volcanoes’ eruptive
Style
Module 1: Volcanoes
II. CONTENT Topic : Type of Volcanoes
Subtopic : Classification of volcanoes

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages p. 137
2. Learner's Materials Pages pp.168-169
1. MISOSA 6. Module 29.
2. BEAM 6. Unit 5. 12 Volcanic Eruptions. Volcano Mania. Module
3. Textbook Pages 12. Activity 3.2.
3. Science and Technology I: Integrated Science Textbook.
NISMED. 2012. pp. 189-191.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the


Compareactive from inactive volcano. (3min)
new lesson
With high temperature where do you think molecules will move
B. Establishing a purpose for the Lesson
faster, in water or in syrup? (8min)
C. Activity No. 3
Presenting examples / instances of the
Under Pressure
new lesson
(13 min)
D. Guide questions:
1. What did you observe in each bottle?
2. Explain your observation.
Discussing new concepts and practicing 3. What is the role of hot water in the setup?
new skills #1 4. Do you have the same observation as in the soda drinks?
5. How does temperature affect the pressure inside the bottle?
6.What determines the nature of eruption?
7. How temperature of magma affects its viscosity?(12min)
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts What causes the volcanoes to erupt? (7min)
and skills in daily living
H. As the magma is continuously heated, it goes up. As it rises, gas
bubbles are developed. The gas bubbles are trapped and expand
causing the molten material to swell also, resulting in a gradual
Making generalizations and abstractions
increase in pressure within the volcano. When the pressure
about the lesson
exceeds the strength of the overlying rock, fracturing occurs. The
resulting breaks lead to a further drop in confining pressure,
which in turn causes even more gas bubbles to form. (7min)
Directions: Read each question/statement carefully. Choose the
letter of the correct answer.
1. Which of the following factors associated with huge volcanic
eruptions may cause the decrease in the Earth’s average
temperature for a few years?
A. heat B. light C. acid rain D. volcanic ash
2. Which of the following characteristics of magma mainly affect
the explosiveness of a volcanic eruption?
A. color B. amount C. temperature D. silica content

Directions: Arrange the following scenarios that may lead to the


Formation of gas. Write numbers 1-5 on the space
provided.
I. Evaluating Learning
_____3. The gas bubbles are trapped and expand causing the
molten material to swell also, resulting in a gradual
increase in pressure within the volcano.
_____4. When the pressure exceeds the strength of the overlying
rock, fracturing occurs
_____5. As the magma is continuously heated, it goes up
_____6. As magma rises, gas bubbles are produced..
_____7. The resulting breaks lead to a further drop in confining
pressure, which in turn causes even more gas bubbles to
form.
Key:
1. D, 2. D, 3. 3, 4. 4, 5. 1, 6. 2, 7. 5
(10min)
J. Answer the following.
Additional activities for application or 1. What are the parts of a volcano?
Remediation 2. What are the types of volcano according to the shape of
their cones?

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%
C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
G. Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of volcanoes found in the


A. Content Standards
Philippines
 Participate in activities that reduce risks and lessen
B. Performance Standards
effects of climate change
C. LC 3. Explain what happens when volcanoes erupt.
S9ES -IIIb-28
Learning Objectives
Learning Competencies / Objectives
1. Identify the general volcanic type according to shape of their
Write the LC code for each
cones
2. Explain the relationship between volcanic emission and the
shape of its slope
Module 1: Volcanoes
II. CONTENT Topic : Volcanic Eruption
Subtopic : Volcanic landforms and eruptive styles

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 139-141
2. Learner's Materials Pages pp. 174-175
1. MISOSA 6. Module 29.
2. BEAM 6. Unit 5. 12 Volcanic Eruptions. Volcano Mania. Module
3. Textbook Pages 12. Activity 3.2.
3. Science and Technology I: Integrated Science
Textbook.NISMED. 2012. pp. 189-191.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the


How temperature of magma affects its viscosity?
new lesson
Show pictures of volcanoes with different shapes.

B. Establishing a purpose for the Lesson

Guide question:
What have you observed in the pictures?
C. Presenting examples / instances of the Activity No. 5
new lesson In and Out
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating Learning
J. Additional activities for application or
Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%
C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
G. Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of volcanoes found in the


A. Content Standards
Philippines
 Participate in activities that reduce risks and lessen
B. Performance Standards
effects of climate change
C. LC 3. Explain what happens when volcanoes erupt.
S9ES -IIIb-28
Specific Objectives:
Learning Competencies / Objectives
1. Identify the general volcanic type according to shape of their
Write the LC code for each
cones
2. Explain the relationship between volcanic emission and the
shape of its slope
Module 1: Volcanoes
II. CONTENT Topic : Volcanic Eruption
Subtopic : Volcanic landforms and eruptive styles

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 139-141
2. Learner's Materials Pages pp. 174-175
1. MISOSA 6. Module 29.
2. BEAM 6. Unit 5. 12 Volcanic Eruptions. Volcano Mania. Module
3. Textbook Pages 12. Activity 3.2.
3. Science and Technology I: Integrated Science
Textbook.NISMED. 2012. pp. 189-191.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the Students will be asked about the activity they’ve performed.
new lesson (5min)
Now you are ready to identify the factors that affect the viscosity
B. Establishing a purpose for the Lesson of magma and how the type of material emissions affect the
volcano’s slope.(5min)
C. Presenting examples / instances of the
new lesson
D. Guide questions:
1. Compare the appearances of the cones.
2. Which volcano has the greatest slope? Which has
Discussing new concepts and practicing the least slope?
new skills #1 3. Explain how the type of material extruded from a
volcano affects the shape of its cone.
4. In what way does the formation of a volcanic cone
model differ from a real volcano? (20min)
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts How will you describe the slope of Pinatubo Volcano? Infer the
and skills in daily living type of materials from which it was formed. (8min)
H. -Shield volcanoes are formed by the accumulation of lava that
oozes out from the volcano. Since non-viscous lava can flow
freely, a broad, slightly domed structure that resembles a
warrior’s shield is formed
-Cinder cones, on the other hand, are built from ejected lava
fragments. They have a steep slope, wide crater.
Making generalizations and abstractions - Composite cones or stratovolcanoes are large, nearly perfect
about the lesson sloped structure formed from alternate solidification of both lava
and pyroclastic deposits. One perfect example of this type of
cone is our Mayon Volcano. (8min)

Pinatubo Volcano
(Source: https://www.google.com.
ph/url/mt-pinatubo-things-thatmatter)
Direction: Answer the cross-word
puzzle
Across
5. a periodic weak to violent eruption
characterized by fountain lava.
Down
1. shaped like a bowl or shield in the
middle with long gentle slopes
2. a stream-driven eruption as the hot
rocks come in contact with water.
I. Evaluating Learning 3. characterized by tall eruption
columns that reach up to 20 km high with pyroclastic flow.
4. circular or oval cones made up of small fragments of lava from
a single vent that have been blown into the air.
Key to correction
5. strombolian
1. shieldvolcano
2. hydrothermal
3. vulcanian
4. cindercone
(10min)
J. Additional activities for application or
What is the importance of volcanoes in the community?
Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation


B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
G. Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of volcanoes found in the


A. Content Standards
Philippines
 Participate in activities that reduce risks and lessen
B. Performance Standards
effects of climate change
C. LC 3. Explain what happens when volcanoes erupt.
S9ES -IIIb-28
Learning Competencies / Objectives
Learning Objectives
Write the LC code for each
1. Compare the viscosity of some liquids
2. Describe the flow of gas in different liquids
Module 1: Volcanoes
II. CONTENT Topic : Volcanic Eruption
Subtopic : Volcanic landforms and eruptive styles

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages p. 138
2. Learner's Materials Pages pp. 171-172
1. MISOSA 6. Module 29.
2. BEAM 6. Unit 5. 12 Volcanic Eruptions. Volcano Mania. Module
3. Textbook Pages 12. Activity 3.2.
3. Science and Technology I: Integrated Science
Textbook.NISMED. 2012. pp. 189-191.
4. Additional Materials from Learning https://www.youtube.com/watch?v=Jp7OhtSQWX0
Resource (LR) portal https://www.youtube.com/watch?v=czuhCcLZhZQ
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the Explain how the type of material extruded from a volcano affects
new lesson the shape of its cone. (5min)
Video presentation
Guide question:
B. Establishing a purpose for the Lesson
How would you compare the volcanoes in terms of their lava
flow? (10min)
C. Activity No. 4
Presenting examples / instances of the
Viscosity Race
new lesson
(15 min)
D. Guide questions:
1. Is your prediction correct?
2. Which liquid is the most viscous? How do you know?
Discussing new concepts and practicing
3. Which liquid is the least viscous?
new skills #1
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? (10min)
E. Discussing new concepts and practicing
new skills #2
F.
Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
What type of magma do you think the Mayon Volcano ejects?
and skills in daily living
(5min)
H. Making generalizations and abstractions Different liquids have different viscosities. The amount of gas
about the lesson affects the viscosity of the liquid. (5min)
Directions: If the statement is True write T. If the statement is
False write F and underline the word that make the
statement false.
1. The higher the temperature of magma is, the higher is its
viscosity. F
I. Evaluating Learning 2. Viscosity is the property of the material’s resistance to
flow. T
3. The more viscous and thicker the material is, the less its
resistance to flow. F
4. As lava flows, it cools and begin to harden thus, its ability
to flow increases and eventually it stops. F (10min)
J. Additional activities for application or
List 5 liquid samples and group them according to their viscosity.
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%
C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
G. Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of volcanoes found in the


A. Content Standards
Philippines
 Participate in activities that reduce risks and lessen
B. Performance Standards
effects of climate change
C. LC 3. Explain what happens when volcanoes erupt.
Learning Competencies / Objectives S9ES -IIIb-28
Write the LC code for each Learning Objectives
Identify and discuss the different types of volcanic eruptions.
Module 1: Volcanoes
II. CONTENT Topic : Volcanic Eruption
Subtopic : Types of Volcanic Eruptions

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages p. 173
1. MISOSA 6. Module 29.
2. BEAM 6. Unit 5. 12 Volcanic Eruptions. Volcano Mania. Module
3. Textbook Pages 12. Activity 3.2.
3. Science and Technology I: Integrated Science
Textbook.NISMED. 2012. pp. 189-191.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the


Why do some types of lava travel faster than others? (3min)
new lesson

Group Activity

Make an observation, prediction


and inferring based on the given
B. Establishing a purpose for the Lesson figure. Write your answer on the
space provided. (12min)

C. Concept Map
Let the students complete the
Presenting examples / instances of the concept map. Ask students to write
new lesson the following:
Second inner circle:
types of volcanic eruption
Outermost circle:
description of every volcanic
(15min)
D. Guide Questions
Discussing new concepts and practicing 1. How do volcanic eruption classified?
new skills #1 2. What is the most common type of volcanic eruption?
(7min)
E. Discussing new concepts and practicing
new skills #2
F.

Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of concepts What do you think is the importance that scientist continuously
and skills in daily living study the nature and movement of volcanoes? (8min)

H. Volcanoes are described according to the style of eruption as


Making generalizations and abstractions
phreatic or hydrothermal, phreatomagmatic, strombolian,
about the lesson
vulcanian and plinian. (8min)
Directions: Identify the type of volcanic eruption being described.
1. A periodic weak to violent eruption characterized by
fountain lava. Strombolian
2. It is a violet eruption due to the contact between water
and magma. Phreatomagmatic
3. An excessively explosive type of eruption of gas and
I. Evaluating Learning
pyroclastics. Plinian
4. A stream-driven eruption as the hot rocks come in
contact with water. Phreatic or hydrothermal
5. Characterized by tall eruption columns that reach up to
20km high with pyroclastic flow and ashfall tephra.
Vulcanian(8min)
J. Additional activities for application or Find out more information about the eruptions of Taal Volcano.
Remediation Share your findings with asmall group.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%
C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
G. Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of volcanoes found in the


A. Content Standards
Philippines
 Participate in activities that reduce risks and lessen
B. Performance Standards effects of climate change

C. LC 4. Illustrate how energy from volcanoes may be tapped for


human use.
S9ES –IIIc-d-29
Learning Competencies / Objectives
Learning Objectives
Write the LC code for each
1.Describe how energy is transformed to generate electricity in
a geothermal power plant.
2. Explain how volcanic eruptions affect the society.
Module 1: Volcanoes
Topic : Energy from Volcanoes
II. CONTENT Subtopic : Energy from the volcano
How do volcanic eruptions affect society?
III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages p. 141
2. Learner's Materials Pages pp. 176-178
3. Textbook Pages MISOSA 6. Module 30. p. 8.
4. https://www.youtube.com/watch?v=NWB0TrrjtAU
Additional Materials from Learning
https://www.youtube.com/watch?v=mCRDf7QxjDk
Resource (LR) portal
https://www.youtube.com/watch?v=t0FwHVYSrAE
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the What are the different types of volcanic eruption? (5min)
new lesson
Video presentation
https://www.youtube.com/watch?v=NWB0TrrjtAU
Guide questions:
B. Establishing a purpose for the Lesson
1. How do you feel while watching the video?
2. How do you think volcanic eruptions would affect our lives?
(10min)
C. Presenting examples / instances of the Discussion of what to do and what to look for while watching the
new lesson video presentation(5 min)
D. Video presentation
Discussing new concepts and practicing
https://www.youtube.com/watch?v=mCRDf7QxjDk
new skills #1
https://www.youtube.com/watch?v=t0FwHVYSrAE(10min)
E. Guide questions:
1. Where are geothermal plants located?
2. Why do you think they were built on those places?
Discussing new concepts and practicing 3. Based on the video that you have watched, how is geothermal
new skills #2 energy generated?
4. What are the benefits of volcanic eruptions in the society?
5. What could be the harmful effects of volcanic eruptions in the
society? (10min)
F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of concepts Supposed you are living near a volcano, what are the observed
and skills in daily living signs that a volcano is about to erupt? (5min)

H. Power plants are built in an area where it is particularly hot just


below the surface such as near a group of geysers, hot springs,
or volcanic activity. The following steps are followed to generate
electricity in a geothermal power plant:
1. Wells are drilled deep into the Earth to pump steam or
hot water to the surface.
Making generalizations and abstractions 2. When the water reaches the surface, the drop in pressure
about the lesson causes the water to turn into steam.
3. The steam spins a turbine, which is connected to a
generator that produces electricity.
4. Cooling tower cools the steam which it condenses back
to water.
5. The cooled water is pumped back into the Earth to begin
the process again. (5min)
Directions: Arrange the following statements to come up with the
correct steps in generating electricity in a geothermal
power plant.
Use letters A – E.
___1. Cooling tower cools the steam, which condenses it
back to water.
___2. Cooled water is pumped back into the earth to
begin the process again.
I. Evaluating Learning
___3. Steam spins a turbine, which is connected to a
generator that produces electricity.
___4. Wells are drilled deep into the earth to pump steam
or hot water to the surface.
___5. When the water reaches the surface, the drop in
pressurecauses the water to turn into steam.
Key to correction:
1. D 2. E 3. C 4. A 5. B (10min)
J. Additional activities for application or Make a research on disaster preparedness specifically on what
Remediation to do before, during and after volcanic eruptions.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%
C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
G. Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of factors that affect


A. Content Standards climate, and the effects of changing climate and how to
adapt accordingly
 Participate in activities that reduce risks and lessen
B. Performance Standards
effects of climate change
C. LC 5. Explain how different factors affect the climate of an area.
Learning Competencies / Objectives S9ES-IIIe-30
Write the LC code for each Learning Objectives
Explain how latitude affects climate.
Module 2: Climate
II. CONTENT Topic : Factors That Affect Climate
Subtopic : When the Sun’s Rays Strike!

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 145-146
2. Learner's Materials Pages p. 185
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I: Integrated Science Textbook.
3. Textbook Pages NISMED. 2012. pp. 275-282.
3. Science and Technology I: Integrated Science Textbook for
First Year. Villamil, Aurora M., Ed.D. 1998. pp. 185-202.
4. Additional Materials from Learning
https://www.youtube.com/watch?v=NWB0TrrjtAU
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. What are the benefits of volcanic eruptions in the society?


Reviewing previous lesson or presenting the
What could be the harmful effects of volcanic eruptions in the
new lesson
society? (5min)
1.Using a globe or a map, students will identify latitude and
longitude.
B. Establishing a purpose for the Lesson 2.Locate the tropical region, temperate and polar region.
Guide question:
Why does earth have different climate zones? (15min)
C. Activity No. 1
Presenting examples / instances of the
When the Sun’s Rays Strike!
new lesson
(10 min)
D. Guide questions:
1. How much is the tilt of the earth’s axis?
2. Which part of the earth receives most of the sun’s rays?
Discussing new concepts and practicing 3. Why does the amount of heat receive by places far from the
new skills #1 equator becomes less?
4. Why are the coldest places on earth found near the poles?
5. Why are places with high temperature found at the equator?
6. How does latitude affect climate? (10min)
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts Give examples of places that are found in tropical, temperate and
and skills in daily living polar regions. (5min)

H. When an area is farther from the equator the air temperature is


lower resulting in a cold climate. When the place is closer to the
Making generalizations and abstractions
equator, the air temperature is higher which results in a warm
about the lesson
climate. As the latitude increases, the greater the angle the sun’s
rays strike. (5min)
Directions: Read each question/statement carefully. Choose the
letter of the correct answer.
1. Why are the coldest places on earth found at the poles?
A. great amount of gaseous particles trap heat from the
surface
B. great amount of thermal radiation is received by
these area
C. less amount of thermal radiation is received by
these areas
D. less amount of gaseous particles trap heat from the
surface
1. Which part of the earth receives most of the sun’s rays?
I. Evaluating Learning A. South Hemisphere C. Equator
B. North Hemisphere D. Western Hemisphere
2. Which of the following is TRUE?
A. When the place is farther from the equator, the
air temperature is lower resulting in a cold
climate.
B. When the place is farther to the equator, the air
temperature is higher which results in a warm
climate.
C. Due to the tilting of the earth’s axis, places farther to
the equator receive more heat making the air
temperature higher.
D. All of the above. (5min)
J. Additional activities for application or
Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%
C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
G. Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of factors that affect


A. Content Standards climate, and the effects of changing climate and how to
adapt accordingly
 Participate in activities that reduce risks and lessen
B. Performance Standards
effects of climate change
C. LC 5. Explain how different factors affect the climate of an area.
Learning Competencies / Objectives S9ES-IIIe-30
Write the LC code for each Learning Objectives
Explain how altitude affects climate.
Module 2: Climates
II. CONTENT Topic : Factors That Affect Climate
Subtopic : The higher, the colder

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 146-147
2. Learner's Materials Pages pp. 186-188
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I: Integrated Science Textbook.
3. Textbook Pages NISMED. 2012. pp. 275-282.
3. Science and Technology I: Integrated Science Textbook for
First Year. Villamil, Aurora M., Ed.D. 1998. pp. 185-202.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the


How does latitude affect climate?
new lesson
Picture Analysis

Guide questions:
1. Identify the places shown
in the pictures. When do
we usually
B. Establishing a purpose for the Lesson
go there?
2. Why do we go there?
3. Why is it cold there?

C. Presenting examples / instances of the Activity No. 2


new lesson The higher, the colder
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of concepts


and skills in daily living

H. Making generalizations and abstractions


about the lesson
I. Evaluating Learning
J. Additional activities for application or
Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%
C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
G. Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of factors that affect


A. Content Standards climate, and the effects of changing climate and how to
adapt accordingly
 Participate in activities that reduce risks and lessen
B. Performance Standards
effects of climate change
C. LC 5. Explain how different factors affect the climate of an area.
Learning Competencies / Objectives S9ES-IIIe-30
Write the LC code for each Learning Objectives
Explain how altitude affects climate
Module 2: Climates
II. CONTENT Topic : Factors That Affect Climate
Subtopic : The higher, the colder

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 146-147
2. Learner's Materials Pages pp. 186-188
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I: Integrated Science Textbook.
3. Textbook Pages NISMED. 2012. pp. 275-282.
3. Science and Technology I: Integrated Science Textbook for
First Year. Villamil, Aurora M., Ed.D. 1998. pp. 185-202.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the


Students will be asked about the activity they’ve performed.
new lesson
After performing the activity you are now ready to explain the
B. Establishing a purpose for the Lesson relationship between altitude and climate through the given guide
questions.
C. Presenting examples / instances of the
new lesson
D. Guide questions:
1. Which place is the coldest?
Discussing new concepts and practicing
2. Which place is the hottest?
new skills #1
3. What is the relationship between altitude and temperature of a
place?
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of concepts


Explain why the peak of Mt. Kilimanjaro is covered with snow
and skills in daily living
although it is located near the equator.
H. Making generalizations and abstractions The air temperature decreases as the altitude increases. For
about the lesson every 1000 m, there is a drop of 6.50C. At higher elevations,
there is less air. The air molecules are farther apart, thus making
the air less dense. Lighter air cannot absorb much heat, making
air temperature lower. Ultimately, the decrease of air
temperature is due to the decrease of air pressure.
Directions: Read each question/statement carefully. Choose the
letter of the correct answer.
1. During summer, many people visit Baguio because of the cold
weather. What do you think makes Baguio cold?
A. The latitude C. The altitude
B. The topography D. The distance from the ocean
2. Why do mountain climbers bring thick jackets when they go up
the mountain?
A. The temperature increases as the altitude increases.
B. The temperature decreases as the altitude
increases.
C. The altitude increases as the temperature increases.
D. The altitude decreases as the temperature increases
3. Why do places at the same latitude but different altitudes have
different climate?
I. Evaluating Learning
A. Amount of heat received varies.
B. Amount of precipitation differs.
C. Higher altitudes have lower temperature
D. Higher altitudes have higher temperature.
4. What happens to the temperature of air when altitude
increases?
A. decreases C. remains the same
B. increases D. varies
5. What is the relationship between altitude and climate?
A. the higher the elevation is, the colder the climate
B. the higher the elevation is, the warmer the climate
C. the farther from the equator the area is, the colder
the climate
D. the farther from the equator the area is, the warmer
the climate
J. Additional activities for application or
Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%
C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
G. Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of factors that affect


A. Content Standards climate, and the effects of changing climate and how to
adapt accordingly
 Participate in activities that reduce risks and lessen
B. Performance Standards
effects of climate change
C. LC 5. Explain how different factors affect the climate of an area.
S9ES-IIIe-30
Learning Competencies / Objectives
Learning Objectives
Write the LC code for each
1. Explain how distance from the ocean affects climate .
2. Compare the effect of heat on water and land .
Module 2: Climate
II. CONTENT Topic : Factors That Affect Climate
Subtopic : Which cools and heats faster?

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 147-148
2. Learner's Materials Pages pp. 188-191
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I: Integrated Science Textbook.
3. Textbook Pages NISMED. 2012. pp. 275-282.
3. Science and Technology I: Integrated Science Textbook for
First Year. Villamil, Aurora M., Ed.D. 1998. pp. 185-202.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the What is the relationship between altitude and temperature of a
new lesson place?
Post the following questions on the board.
B. Establishing a purpose for the Lesson 1. Which heats faster: water or soil?
2. Which cools faster, water or soil?
C. Presenting examples / instances of the Activity No. 3
new lesson Which cools and heats faster?
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of concepts


and skills in daily living

H. Making generalizations and abstractions


about the lesson
I. Evaluating Learning
J. Additional activities for application or
Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%
C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
G. Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of factors that affect


A. Content Standards climate, and the effects of changing climate and how to
adapt accordingly
 Participate in activities that reduce risks and lessen
B. Performance Standards
effects of climate chan
C. LC 5. Explain how different factors affect the climate of an area.
S9ES-IIIe-30
Learning Competencies / Objectives
Learning Objectives
Write the LC code for each
1. Explain how distance from the ocean affects climate .
2. Compare the effect of heat on water and land .
Module 2: Climate
II. CONTENT Topic : Factors That Affect Climate
Subtopic : Which cools and heats faster?

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 147-148
2. Learner's Materials Pages pp. 188-191
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I: Integrated Science Textbook.
3. Textbook Pages NISMED. 2012. pp. 275-282.
3. Science and Technology I: Integrated Science Textbook for
First Year. Villamil, Aurora M., Ed.D. 1998. pp. 185-202.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the Which part of the activity yesterday you enjoyed the most? Which
new lesson part was hard for you? Why?
You have performed activity number 3. You were now ready to
B. Establishing a purpose for the Lesson
explain the effect of the distance of bodies of water.
C. Presenting examples / instances of the
new lesson
D. The students will continue working on the activity
Guide questions:
1. What are the initial temperatures of water and soil?
2.What is the difference between the temperature of soil and
water after 6 minutes?
3. Which heats up faster, water or soil?
Discussing new concepts and practicing
4. What happens to the temperatures of water and soil after you
new skills #1
remove the containers from each tripod?
5. Which cools faster, water or soil?
6. How does a body of water regulate the temperature of a
certain region/country?
7. Why do some areas that are far from bodies of water have
extreme climates?
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of concepts


Why is seawater feel colder during night time?
and skills in daily living

H. Places that are near the oceans have moderate climate


as the body of water regulates the temperature. Even as both
soil and water absorb the same amount of heat, the temperature
of water rises more slowly than that of soil. Because soil heats up
Making generalizations and abstractions
faster than water, air temperature above the sea is lower than
about the lesson
above ground during day time. Warm air thus moves out from
land to sea, slowing down the rise of air temperature above land.
Thus, places without a body of water nearby tend to have higher
air temperature during day time.
Directions: Read each question/statement carefully. Choose the
letter of the correct answer.
1. Which of the following statements describes what
happens when the sun heats water and land?
A. Land heats more slowly than water does.
B. Water heats more slowly than land does.
C. Water and Land absorb heat from the sun at the
same rate.
D. Both absorb heat at the same rate, but water
releases it faster.
2. On a beach, the wind direction during the day is usually
the reverse of wind direction at night. Which of the
following statements best explains this?
A. There is more water in the sea than on land.
B. Land heats up faster than water during the day
and it also cools faster at night.
I. Evaluating Learning C. The water remains at about the same temperature all
throughout the day.
D. This is usually an indication that an El Niño event is
under way.
3. Which of the following is TRUE?
A. During daytime, soil cools down faster than water, so
the air temperature above ground is lower than that
above the sea.
B. Warm air then flows from land to sea, so the drop in
air temperature above ground is moderated.
C. Places that are near the oceans have moderate
climate as the body of water regulates the
temperature
D. During night time, water cools down faster than soil,
so the air temperature above ground is lower than
that above the sea.

J. Additional activities for application or List other factors that might influence climate?
Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%
C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
G. Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:
I. OBJECTIVES
 Demonstrate an understanding of factors that affect climate,
A. Content Standards and the effects of changing climate and how to adapt
accordingly
 Participate in activities that reduce risks and lessen effects
B. Performance Standards
of climate change
C. L.C. 5. Explain how different factors affect the climate of an area
(S9ES-IIIe-30)
Learning Competencies / Objectives
Learning Objectives:
Write the LC code for each
1. Differentiate windward and leeward sides of a high land
2. Explain how topography affects climate

Module 2: Climate
Topic :Factors that Affect Climate
II. CONTENT
Subtopic :Windward and Leeward Sides of the Mountain

III. LEARNING RESOURCES


A. References
1. Teacher's Guide Pages pp 148-149
2. Learner's Materials Pages pp 191-192
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I: Integrated Science Textbook.
3. Textbook Pages NISMED. 2012. pp. 275-282.
3. Science and Technology I: Integrated Science Textbook for First
Year. Villamil, Aurora M., Ed.D. 1998. pp. 185-202
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the A diagram of soil and water will be shown to the class.
new lesson Guide Question:
Which of the two surfaces heat faster? Why? (3min)
A scenario will be presented to the class
Cardo and Onyok are bestfriends living on opposite sides of the
mountain. Both of them are farmers. Onyok frequently visits Cardo
B. Establishing a purpose for the Lesson to ask for fresh fruits and vegetables from his backyard.
Guide Question:
Why do you think Cardo have better harvest than Onyok?
(7min)
C. Activity 4 :
Presenting examples / instances of the
Which Should I Choose, Windward or Leeward?
new lesson
(10 min)
Answer the guide questions related to the activity
1. What happens to water vaporas it rises over the mountain?
2. Which side of the mountain experiences low temperature?
Discussing new concepts and practicing 3. Which side of the mountain experiences high temperature?
D. new skills #1 4.What happens when air becomes warmer and drier as it moves
down the leeward side?
5. What dry region forms at the back of the mountain?
6. How does topography affect climate? (10 min)
Discussing new concepts and practicing
E.
new skills #2

Developing mastery
F
(Leads to Formative Assessment 3)
G. If you were Onyok, in which side of the mountain should you
Finding practical applications of concepts
and skills in daily living choose to live? Why? (3 mins)

H. Moist wind coming from the sae flow up the mountain. Because the
temperature falls with altitude, water vapour eventually condenses
and there is precipitation. Since this is the side of the mountain
facing the wind, it is called the windward side.Formation of the
clouds in the windward side of the mountain is caused by the
Making generalizations and abstractions condensation of water vapour.
about the lesson Since precipitation occurred in the windward side, the wind often
loses its moisture content by the time it reaches the peak. The wind
blowing down the other side called the leeward side, is dry. Since it
barely rains on this side, the mountain is said to form a rainshadow
on the leeward side. Without rain to cool it down, this side of the
mountain has higher temperature. (5min)
Directions: Read each question/statement carefully. Choose the
letter of the correct answer. (7 min)
1. Which side of the mountain often receives the most precipitation?
A. leeward side B. windward side
C. rain shadow D. peak
2. What will happen when the rates of evaporation and
condensation are equal?
A. Clouds form. C. The humidity increases.
B. The dew point is reached. D. Precipitation occurs.
3. How does the windward side differ from the leeward side of a
high land?
A. The windward receives more precipitation than the leeward.
B. The leeward side has more vegetation than the windward side
I. Evaluating Learning C. The windward side receives more heat than the leeward side.
D. The leeward side receives more precipitation than the
windward side.
4. Why does cloud formation disappear as the air moves slowly
towardsthe leeward side of a mountain?
A. The air condenses as it moves to the leeward side.
B. The amount of water vapor is not enough.
C. The temperature becomes lower.
D. There is too much water vapor.
5. When moist winds approach a mountain, they often drop rain as
they rise over the mountain. Which characterizes the wind as it
comedown the other side of the mountain?
A. cooler and drier C. warmer and drier
B. cooler and wetter D. warmer and wetter
Additional activities for application or
Remediation
V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% in the evaluation


B. No. of learners who require additional activities
for remediation who scored below 80%
C.
Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:
I. OBJECTIVES
 Demonstrate an understanding of factors that affect climate,
A. Content Standards and the effects of changing climate and how to adapt
accordingly
 Participate in activities that reduce risks and lessen effects
B. Performance Standards
of climate change
C. L.C. 5. Explain how different factors affect the climate of an area
(S9ES-IIIe-30)
Learning Competencies / Objectives
Learning Objectives:
Write the LC code for each
1. Differentiate windward and leeward sides of a high land
2. Explain how topography affects climate

Module 2: Climate
Topic :Factors that Affect Climate
II. CONTENT
Subtopic: Temperature of Different Cities Around the World

III. LEARNING RESOURCES


A. References
1. Teacher's Guide Pages pp. 149-150
2. Learner's Materials Pages p. 193
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I: Integrated Science Textbook.
3. Textbook Pages NISMED. 2012. pp. 275-282.
3. Science and Technology I: Integrated Science Textbook for First
Year. Villamil, Aurora M., Ed.D. 1998. pp. 185-202
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
Which side of the mountain do you prefer to live, Windward or
new lesson
Leeward side? Why?( 3min )
The teacher will do the following activities on the class
B. Establishing a purpose for the Lesson 1. Post a big world map on the board.
2. Students will locate some major cities in the world. (7 min)
C. Presenting examples / instances of the Activity 5 :Temperature of Different Cities Around the World
new lesson (10 min)
D. Answer the guide questions related to the activity
1. Which city had the highest temperature?
2. What factor do you think is the cause of high temperature in
that city?
Discussing new concepts and practicing 3. Which city had the lowest temperature?
new skills #1 4. What factor do you think is the cause of low temperature in
that city?
5. What factor do you think greatly affects the climate of
Tokyo? Support your answer.
6. How does the elevation of Paris affect its climate?
E.
Discussing new concepts and practicing
new skills #2

Developing mastery
F. (Leads to Formative Assessment 3)
G.
Finding practical applications of concepts
Denver is one of the highest major cities of the United States. What
and skills in daily living
kind of climate do people living in the place experienced?
H. .-When a place is closer to the equator, the temperature is likely to
be higher. When a place is farther from the equator, the
temperature tends to be lower.
Making generalizations and abstractions
-Places that have high elevations have lower air temperature.
about the lesson
-The closer a region is to a body of water, the temperature range is
smaller. Places far from bodies of water tend to have larger
temperature range. (5min) (5min)
Directions: Read each question/statement carefully. Choose the
letter of the correct answer.
1 City A is surrounded by bodies of water and has a moderate
climate. It is located near the equator. What will most likely affect
the climate of the city?
A. latitude B. altitude
C. topography D. all of these
2. Which of the following must be the reason why two climates that
are at the same latitude may still be different?
A. bodies of water C. earth’s magnetic field
B. distance from the polesD. soil type
I. Evaluating Learning 3. Which of the following is TRUE?

I. Places that have low elevation have lower air temperature.


II. Places far from bodies of water tend to have larger
temperature range
III. The closer a region is to a body of water, the temperature
range is smaller.
IV. When a place is nearer the equator, the temperature tends
to be lower.

A. I only B. II only
C. II and III only D. I, II, III and IV
Additional activities for application or
Remediation
V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% in the evaluation


B. No. of learners who require additional activities
for remediation who scored below 80%
C.
Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?

G. What innovation or localized materials did I


Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time

DAY:

I. OBJECTIVES

 Demonstrate an understanding of factors that affect


A. Content Standards climate, and the effects of changing climate and how to
adapt accordingly
 Participate in activities that reduce risks and lessen effects
B. Performance Standards
of climate change
C. L.C. 5. Explain how different factors affect the climate of an area
(S9ES-IIIf-30)
Learning Competencies / Objectives
Learning Objectives:
Write the LC code for each
1. Define ocean currents.
2. Differentiate the types of ocean current
3. Name examples of ocean currents
Module 2: Climate
Topic Global Factors that Affect Climate
II. CONTENT
Subtopic Ocean Currents and Its Types

III. LEARNING RESOURCES

A. References

1. Teacher's Guide Pages

2. Learner's Materials Pages


1. BEAM 6. Unit 5. Module 13.
3. Textbook Pages 2. Science and Technology I:Integrated Science Textbook.
NISMED. 2012. pp. 300-301.
4.
Additional Materials from Learning
Resource (LR) portal

http://www.srh.noaa.gov/jetstream/ocean/currents_max.html (picture of ocean current)


B. Other Learning Resource http://www.smusd.org/cms/lib3/CA01000805/Centricity/Domain/1836/ocean%20currents.pdf
( worksheet)

IV. PROCEDURES

A.
Reviewing previous lesson or presenting the
How do the location and temperature of the country affect
new lesson
climate?(3min)
The teacher will show the picture to the class.

What do you see in the picture?


What do they represent?
B. Establishing a purpose for the Lesson
C.
Presenting examples / instances of the Activity :Ocean Currents (refer to the attached worksheet)
new lesson (10 min)

D. Students will be given the reading resources about ocean


Discussing new concepts and practicing
currents
new skills #1

E.
Discussing new concepts and practicing
new skills #2

F.
Developing mastery
(Leads to Formative Assessment 3)

G.
Finding practical applications of concepts
and skills in daily living

H.
Making generalizations and abstractions
about the lesson

I. Evaluating Learning

Additional activities for application or


Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation


No. of learners who require additional activities
B.
for remediation who scored below 80%

C.
Did the remedial lessons 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 worked?

F.
What difficulties did I encounter which my
principal or supervisor can help me solve?

G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
Activity: Ocean Currents

Ocean water moves on and below the surface in “streams” known as currents. All ocean
currents are caused by either wind patterns or by differences in water densities. Ocean
waters move in a continuous cycle. The deep waters of the oceans come from the
surface water cooled in the polar region. Near the poles, the surface water is cooled and
becomes heavier. This cool, heavy water sinks and flows towards the equator. Along the
way it mixes with warmer, fresh water and gradually rise. Eventually the surface waters
are moved by the winds toward the polar regions to complete the cycle. Oceanographers
believe that the complete cycle from pole to equator and back again takes hundreds of
years.

There are two major types of currents that move the waters of the world’s oceans.
There are:

• Surface currents are driven by wind and follow global atmospheric patterns. Cold
surface currents move from the polar regions to the equatorial zones, and warm surface
current move in the opposite way.

• Deep currents are caused by the differences in water densities. Because all the oceans
are connected, all ocean currents interact to form a continuous worldwide pattern of
water circulation. The currents flow in certain patterns throughout the world. The
currents in the northern hemisphere flow clockwise up from the equator toward the polar
regions and then back. While the currents in the southern hemisphere flow in a counter
clockwise direction south from the Equator to the polar regions.

• Gulf Stream – a mighty river of ocean water flows northward from the tropics and then
eastward. This current brings warmth to the climate of England and Scandinavia. The
Gulf Stream flows southward off the coast of Spain and Africa and becomes the Canary
Island Current.

• Canary Island Current – flows eastward across the equatorial region towards North
America.

• East Greenland Current – flows south from Greenland brings cold polar waters with it.

• North Atlantic Current – flows north of Europe and Russia back to the polar region
near Greenland.

• Kuroshio Current – is the Pacific Ocean’s equivalent of the Gulf Stream – it flows north
form the Equator to Japan and then travels across the northern Pacific Region to become
the California Current.
• Antarctic Circumpolar Current – is a large current the flows around the world in the
Antarctic polar Regions. This cold water current breaks off into several other currents.

• Peru Current - originates from the Antarctic Circumpolar current and flows northward
up the west coast of South America. • Australian Current - flows out of the warm water
coming from the Equator that traveled northward as the Peru Current.

• Benguela Current – flows north from the Antarctic Circumpolar Current and turns
westward from at the equator. It travels south as the Brazil Current.

• Brazil Current – a warm current traveling southward from the Equator along the cost of
Brazil.
Name:____________________________ Date:__________________

Activity: Ocean Currents

Purpose: To locate and label the major ocean currents.

Materials: map instruction sheet map colors worksheet

Procedure:

1. Read and review the descriptions of the currents.

2. Color the warm currents using a red arrow the map colors.

3. Color in the cold surface currents with a blue arrow.

4. Properly mark the legend to explain the types of ocean currents.

5. Label the following major surface currents:

Gulf Stream East Greenland North Atlantic

Benguela Brazil Canary Islands

Kuroshio Peru California East

Australia Antarctic Circumpolar

Answer in the space provided.

1. Describe the “clock” direction of surface currents in the Northern Hemisphere.

2. Describe the “clock” direction of surface currents in the Southern Hemisphere.

3. What is the most common source of energy for surface currents?

4. What is the relationship between the movement of the atmosphere and the
movement of surface currents?

5. What is the main force that drives deep ocean currents?


6. What factors determine the density of the ocean water?

7. What impact would the Gulf Stream current have on the climate in England, and why?

8. What is a long distance surface current?

9. Where are short distance surface currents located ?

10. Compare the movement of surface and deep currents.

11. What is the most common source of energy for surface waves ?

12. What process brings the deep cold ocean currents up?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time

DAY:

I. OBJECTIVES

 Demonstrate an understanding of factors that affect


A. Content Standards climate, and the effects of changing climate and how to
adapt accordingly
 Participate in activities that reduce risks and lessen effects
B. Performance Standards
of climate change
C. L.C. 5. Explain how different factors affect the climate of an area
(S9ES-IIIf-30)
Learning Competencies / Objectives
Learning Objectives:
Write the LC code for each
1. Define ocean currents.
2. Differentiate the types of ocean current
3. Name the factors that affect ocean current
Module 2: Climate
Topic Global Factors that Affect Climate
II. CONTENT
Subtopic Ocean Currents and Its Types

III. LEARNING RESOURCES

A. References

1. Teacher's Guide Pages

2. Learner's Materials Pages


1. BEAM 6. Unit 5. Module 13.
3. Textbook Pages 2. Science and Technology I:Integrated Science Textbook.
NISMED. 2012. pp. 300-301.
4.
Additional Materials from Learning
Resource (LR) portal

http://www.srh.noaa.gov/jetstream/ocean/currents_max.html (picture of ocean current)


B. Other Learning Resource https://www.sciencedaily.com/terms/ocean_current.htm
http://www.smusd.org/cms/lib3/CA01000805/Centricity/Domain/1836/ocean%20currents.pdf
( worksheet)

IV. PROCEDURES

A.
Reviewing previous lesson or presenting the What do the arrows in your diagram represent?
new lesson Why did you use two colors in the diagram? ( 2 min)

B. Establishing a purpose for the Lesson

C.
Presenting examples / instances of the Students will show their output to the class (5 min)
new lesson
D. Answer in the space provided.
1. Describe the “clock” direction of surface currents in the Northern
Hemisphere.
2. Describe the “clock” direction of surface currents in the Southern
Hemisphere.

3. What is the most common source of energy for surface currents?


Discussing new concepts and practicing
4. What is the relationship between the movement of the
new skills #1
atmosphere and the movement of surface currents?
5. What is the main force that drives deep ocean currents?
6. What factors determine the density of the ocean water?
7. What impact would the Gulf Stream current have on the climate
in England, and why?
8. What is a long distance surface current?
9. Where are short distance surface currents located ?
10. Compare the movement of surface and deep currents.
11. What is the most common source of energy for surface waves ?
12. What process brings the deep cold ocean currents up?

E.
Discussing new concepts and practicing
new skills #2

F.
Developing mastery
(Leads to Formative Assessment 3)

G. What is the importance of ocean currents?

Ocean currents acts to neutralize the temperature difference


between different areas in the oceans just like the winds do on land.
Finding practical applications of concepts
As a body of water warms and cools slowly it's an excellent, and
and skills in daily living
fairly stable, transmitter of heat and cold which feeds into the
weather system. Warm water raises chances for rain, cold water
reduces it.

H. An ocean current is any more or less permanent or continuous,


directed movement of ocean water that flows in one of the Earth's
oceans.
The currents are generated from the forces acting upon the water
Making generalizations and abstractions
like the earth's rotation, the wind, the temperature and salinity
about the lesson
differences and the gravitation of the moon.
The depth contours, the shoreline and other currents influence the
current's direction and strength.
Ocean currents can flow for thousands of kilometers.
Direction: Write the letter of the correct answer.
1. How are deep ocean currents formed?
A. As warm, dense water sinks and flows beneath cold ocean
water.
B. As cold, dense water sinks and flows beneath warm ocean
water.
C. As warm, dense water sinks and flows with other warm ocean
water.
I. Evaluating Learning
2. What is the result of the movement of polar water?
A. Differences in density.
B. Differences in temperature.
C. Differences in salinity.
3. Which is a factor to surface current?
A. Deep ocean currents.
B. Air pollution.
C. Earth's rotation.

Additional activities for application or


Remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation


No. of learners who require additional activities
B.
for remediation who scored below 80%

C.
Did the remedial lessons 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 worked?

F.
What difficulties did I encounter which my
principal or supervisor can help me solve?

G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time

DAY:

I. OBJECTIVES

 Demonstrate an understanding of factors that affect


A. Content Standards climate, and the effects of changing climate and how to
adapt accordingly
 Participate in activities that reduce risks and lessen effects
B. Performance Standards
of climate change
C. L.C. 5. Explain how different factors affect the climate of an area
(S9ES-IIIf-30)
Learning Competencies / Objectives
Write the LC code for each Learning Objectives:
Explain how ocean currents affect climate.

Module 2: Climate
Topic Global Factors that Affect Climate
II. CONTENT
Subtopic Ocean Currents & Climate

III. LEARNING RESOURCES

A. References

1. Teacher's Guide Pages pp.150-151


pp.194-196
2. Learner's Materials Pages
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I:Integrated Science Textbook.
3. Textbook Pages
NISMED. 2012. pp. 300-301.

4.
Additional Materials from Learning
Resource (LR) portal

http://oceanexplorer.noaa.gov/facts/climate.html
B. Other Learning Resource

IV. PROCEDURES

A.
Reviewing previous lesson or presenting the
What are the types of ocean currents? Differentiate one from
new lesson
the other(3min)
Ask the students to look for a partner. One student will make a
straight line on a bond paper while his/her partner will slowly spin
the paper.
B. Establishing a purpose for the Lesson
Guide Questions:
1. What shape was formed?
2. Why is that so?
C.
Presenting examples / instances of the Activity 6 :Ocean Currents
new lesson (10 min)
D.
Answer the guide questions:
1. What are the different ocean currents that carry warm water?
Give examples.
2. What are the different ocean currents that carry cold water?
Discussing new concepts and practicing
Give examples.
new skills #1
3. What kind of air does Greenland Current take along? Explain.
4. How do the Kamchatka Current and Kuroshio Current affect the
north eastern part and southern part of Japan?
5. How do ocean currents affect climate?

E.
Discussing new concepts and practicing
new skills #2

F.
Developing mastery
(Leads to Formative Assessment 3)

G. How does ocean current change the climate of a certain area? Why
Finding practical applications of concepts does the Philippines experience different seasons throughout the
and skills in daily living year?

H. Ocean currents act much like a conveyer belt, transporting warm


water and precipitation from the equator toward the poles and cold
water from the poles back to the tropics. Thus, currents regulate
Making generalizations and abstractions global climate, helping to counteract the uneven distribution of solar
about the lesson radiation reaching Earth’s surface. Without currents, regional
temperatures would be more extreme—super hot at the equator
and frigid toward the poles—and much less of Earth’s land would
be habitable.
Direction: Write the letter of the correct answer.
1. Climate is:
A. Pattern of weather over a long period of time
B. The weather report for the day
C. The changing of weather throughout the day
D. None of the above
2. Which of the following is NOT a World Climate zone?
A. Polar
I. Evaluating Learning B. Continental
C. Australian
D. All of the above
3. Factors that effect climate include:
A. Distance from the equator
B. Height above sea level
C. The amount of water around
D. All are factors

Additional activities for application or


Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation


No. of learners who require additional activities
B.
for remediation who scored below 80%
Did the remedial lessons work? No. of learners
C.
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 worked?

F.
What difficulties did I encounter which my
principal or supervisor can help me solve?

G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time

DAY:

I. OBJECTIVES

 Demonstrate an understanding of factors that affect


A. Content Standards climate, and the effects of changing climate and how to
adapt accordingly
 Participate in activities that reduce risks and lessen effects
B. Performance Standards
of climate change
C. L.C. 6. describe certain climatic phenomena that occur on a global
Learning Competencies / Objectives level (S9ES-IIIf-31)
Learning Objectives:
Write the LC code for each
Assess prior knowledge and experiences about climate change

Module 2: Climate
Topic : Climate Change
II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher's Guide Pages pp.151-152


pp.196-198
2. Learner's Materials Pages
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I:Integrated Science Textbook.
3. Textbook Pages
NISMED. 2012. pp. 300-301.

4.
Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resource

IV. PROCEDURES

A.
Reviewing previous lesson or presenting the What is the effect of ocean currents to climate and temperature?
new lesson (3min)

What activities do you usually enjoy doing?


B. Establishing a purpose for the Lesson
What do you feel as you do these activities?
C.
Presenting examples / instances of the
Activity 7: Getting Ready!
new lesson
(10 min)
Answer the guide questions:
D.
1. Which do you prefer to use paper or plastic bag? Why?
Discussing new concepts and practicing
2. What does CFC stand for?
new skills #1
3. Do you use glass in drinking water?
4. What type of greenhouse gas is released when coal is burned?
E.
Discussing new concepts and practicing
new skills #2

F.
Developing mastery
(Leads to Formative Assessment 3)

G. What activities will you do/consider for you to be called as a


Finding practical applications of concepts
and skills in daily living hero of humanity?

H. How well are you aware of climate change? Are you really
Making generalizations and abstractions
ready for this change? What actions must you take in order to
about the lesson
prevent these changes?

I. Evaluating Learning

Additional activities for application or


Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%

C.
Did the remedial lessons 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 worked?

F.
What difficulties did I encounter which my
principal or supervisor can help me solve?

G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of factors that affect climate,


A. Content Standards and the effects of changing climate and how to adapt
accordingly
 Participate in activities that reduce risks and lessen effects
B. Performance Standards
of climate change
C. L.C. 6. Describe certain climatic phenomena that occur on a global
Learning Competencies / Objectives level (S9ES-IIIf-31)
Learning Objectives:
Write the LC code for each
Explain how greenhouse gases trap heat

Module 2: Climate
Topic Global Climate Phenomenon
II. CONTENT
Subtopic Climate Change

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp 152-153
pp. 198-200
2. Learner's Materials Pages
1. BEAM 6. Unit 5. Module 13.
3. Textbook Pages 2. Science and Technology I:Integrated Science Textbook.
NISMED. 2012. pp. 300-301.
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Give countries/cities that experience high temperature in the


Reviewing previous lesson or presenting the
world? Explain
new lesson
(3min)
A scenario will be presented to the class.
On a warm and dry day, Jen was left by her dad in their car. She
noticed that the air conditioner of the car was not working well.
B. Establishing a purpose for the Lesson Then, she started to sweat a lot. What do you think caused her to
sweat a lot? Do you think she will experience the same thing if the
weather is cool? Why? (7min)

C. Presenting examples / instances of the Activity 8: Its Gettin’ Hot in Her


new lesson (10 min)
D. Answer the guide questions related to the activity
1. Which thermometer shows a faster rise in temperature?
Discussing new concepts and practicing 2. What happened to the temperature inside the aquarium?
new skills #1 3. How does the wall of the aquarium relate to greenhouse
gases?
4. What traps heat in the atmosphere?
E. Discussing new concepts and practicing
new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)
G. Cite human activities that can cause accumulation of greenhouse
Finding practical applications of concepts gases. As a student, what can you do to minimize the greenhouse
and skills in daily living gases? (3 min)

H. Greenhouse gases absorb heat, preventing them from flowing


out of the earth. Naturally the greenhouse gases play an important
role in keeping the earth warm. The Earth would be very cold if
there were no greenhouse gases that absorb heat. Global
Making generalizations and abstractions temperature increases when the amount of greenhouse gases in
about the lesson the atmosphere increases. Greenhouse gases include carbon
dioxide, methane (CH4 ),, chlorofluorocarbons (CFC’s) and nitrous
oxide (N2O).
Greenhouse effect happens where there is too much carbon dioxide
in the atmosphere.(5min)
Choose the letter of the best answer. Write your answer on the
space provided.
1. What will happen if there is too much methane in the
atmosphere?
A. Greenhouse effect occurs.
B. Temperature increases.
C. Water vapor condenses.
d. climate changes
2. Which is the best practice to reduce the greenhouse
gases?
A. livestock raising
I. Evaluating Learning B. burning fossil fuel
C. organic farming
D. car manufacturing
3. Which of the following statements is correct?
A. Greenhouse effect happens when there is too much
carbon dioxide in the atmosphere.
B. Greenhouse gases absorb heat, allowing them
from flowing out of the earth.
C. Global temperature decreases when the amount
of greenhouse gases in the atmosphere increases
D. Greenhouse gases include carbon dioxide,
methane and oxygen.
Additional activities for application or
Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%
C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?

G. What innovation or localized materials did I


Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time

DAY:

I. OBJECTIVES

 Demonstrate an understanding of factors that affect


A. Content Standards climate, and the effects of changing climate and how to
adapt accordingly
 Participate in activities that reduce risks and lessen effects
B. Performance Standards
of climate change
C. L.C. 6. Describe certain climatic phenomena that occur on a global
level; (S9ES-IIIf-31)
Learning Objectives:
Learning Competencies / Objectives
1. Identify the impacts of climate change
Write the LC code for each
2. Interpret the relationship between carbon dioxide and global
temperature

Module 2: Climate
Topic Global Climate Phenomenon
II. CONTENT Subtopic Climate Change
Impacts of Climate Change

III. LEARNING RESOURCES

A. References

1. Teacher's Guide Pages pp.153-154


pp.201-201
2. Learner's Materials Pages
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I:Integrated Science Textbook.
3. Textbook Pages
NISMED. 2012. pp. 300-301.

4.
Additional Materials from Learning
Resource (LR) portal

https://www.youtube.com/watch?v=aFsC4sGzMJ8
B. Other Learning Resource

IV. PROCEDURES

A. A short video presentation will be presented to the class.


Reviewing previous lesson or presenting the Guide Questions:
new lesson What did you see in the video?
What is climate change? (3min)
Students will study the graph about Global Average
Temperature and Carbon Dioxide Concentration from year
B. Establishing a purpose for the Lesson 1880-2006

Guide Questions
1. How much is the increase in temperature from 1880 to 2010?
2. What happened to the amount of carbon dioxide from 1880 to
2010?
3. What is the relationship between the amount of carbon dioxide
and global temperature?
4. When was temperature at its highest and at its lowest? (7min)
C.
Presenting examples / instances of the Activity 10: Am I a Climate Hero or a Climate Culprit?
new lesson (10 min)

D.
Discussing new concepts and practicing
new skills #1

E.
Discussing new concepts and practicing
new skills #2

F.
Developing mastery
(Leads to Formative Assessment 3)

G.
Finding practical applications of concepts
and skills in daily living

H.
Making generalizations and abstractions
about the lesson

I. Evaluating Learning

Additional activities for application or


Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation


No. of learners who require additional activities
B.
for remediation who scored below 80%

Did the remedial lessons work? No. of learners


C.
who have caught up with the lesson

No. of learners who continue to require


D.
remediation

Which of my teaching strategies worked well?


E.
Why did these worked?

What difficulties did I encounter which my


F.
principal or supervisor can help me solve?

G. What innovation or localized materials did I


Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of factors that affect


A. Content Standards climate, and the effects of changing climate and how to
adapt accordingly
 Participate in activities that reduce risks and lessen effects
B. Performance Standards
of climate change
C. L. C. 6. Describe certain climatic phenomena that occur on a global
level (S9ES-IIIf-31)
Learning Competencies / Objectives Learning Objectives:
Write the LC code for each 1. Calculate the personal carbon emission
2. Take an action to lessen the effects of climate change.

Module 2: Climate
Topic Global Climate Phenomenon
II. CONTENT Subtopic Climate Change
Impacts of Climate Change

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp.153-154
pp.201-201
2. Learner's Materials Pages
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I:Integrated Science Textbook.
3. Textbook Pages
NISMED. 2012. pp. 300-301.

4. Additional Materials from Learning


Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A.
The teacher will review the graph of Global Temperature and
Carbon Dioxide
Reviewing previous lesson or presenting the What is the relationship of the amount of carbon dioxide to
new lesson global temperature?
Name some of your activities that contribute on the emission
of carbon dioxide.

B. Establishing a purpose for the Lesson


C. Presenting examples / instances of the
new lesson
D. Answer the guide questions related to the activity
1. Which member gets the highest carbon footprint?
2. Which member gets the lowest carbon footprint?
3. What is the average carbon footprint of the group?
4. What is your highest source of carbon emission?
5. What is your lowest source of carbon emission?
6. What will happen if there is an increasing rate of carbon
Discussing new concepts and practicing
emission?
new skills #1
7. What is the relationship between carbon dioxide and global
temperature? Explain.
8. What would be the impact of climate change in plants and
animals?
9. How will you describe the two cyclical events that we
encounter (El Niño and La Niña)?

E. Discussing new concepts and practicing


new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)
G. Anyone can be a contributor in changing our climate. What can you
Finding practical applications of concepts do to make this world remain hospitable to human beings? (3
and skills in daily living min)

H. As the carbon dioxide increases in the atmosphere, the more heat is


absorbed resulting to the increase of global temperature. The
increase of global temperature will lead to global warming.
Impacts of climate change:
1. Some animals and birds tend to stay in their local territory
Making generalizations and abstractions because the climate is already suitable for them.
about the lesson 2. Some species of plants bloom earlier than it is expected.
3. Some animals that supposedly still hibernating are
already up.
4. The melting of glaciers that cover the land causes the
sea level to rise.
5. Occurrence of heavy rainfall. (5min)
Directions: Choose the letter of the best answer. Write your
answer on the space provided.
_____1. Which of the following shows the effect of climate change?
A. rising of sea level
B. deforestation of the forest
C. coastal erosion in some places
D. siltation of bodies of water

_____2. Which condition happens during La Niña phenomenon?


A. Air pressure in the western Pacific increases
B. Air pressure in the eastern Pacific decreases
I. Evaluating Learning
C. Upwelling of cold water is blocked
D. Trade wind becomes stronger

_____3. Which of the following is not an impact of climate change?


A. Occurrence of heavy rainfalls.
B. Some species of plants bloom earlier than it is
expected.
C. Some animals that supposedly still hibernating
are already up
D. Melting of glaciers that cover the land causes
the decrease in sea level.
Make a strategic plan to lessen carbon emission.
Additional activities for application or
Remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation


B. No. of learners who require additional activities
for remediation who scored below 80%

C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time

DAY:

I. OBJECTIVES

 Demonstrate an understanding of factors that affect


A. Content Standards climate, and the effects of changing climate and how to
adapt accordingly
 Participate in activities that reduce risks and lessen effects
B. Performance Standards
of climate change
C. L.C. 6. Describe certain climatic phenomena that occur on a global
level (S9ES-IIIf-31)
Learning Competencies / Objectives
Write the LC code for each Learning Objectives:
Assess prior knowledge and experiences about climate change

Module 2: Climate
II. CONTENT Topic : Climate Change

III. LEARNING RESOURCES

A. References

1. Teacher's Guide Pages pp.151-152


pp.196-198
2. Learner's Materials Pages
1. BEAM 6. Unit 5. Module 13.
2. Science and Technology I:Integrated Science Textbook.
3. Textbook Pages
NISMED. 2012. pp. 300-301.

4.
Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resource

IV. PROCEDURES

A.
Reviewing previous lesson or presenting the
new lesson

B. Establishing a purpose for the Lesson

C.
Presenting examples / instances of the The class will be divided into groups .The group will have a role
new lesson playing about “Climate Change: Its Causes and Effects:

D.
What were the causes of climate change?
Discussing new concepts and practicing
Did he group able to present the effects of climate change?
new skills #1
As a student, what will you do to inform the people in your
community to avoid climate change?
E.
Discussing new concepts and practicing
new skills #2

F.
Developing mastery
(Leads to Formative Assessment 3)

G.
Finding practical applications of concepts
and skills in daily living

H.
Making generalizations and abstractions
about the lesson

Students will be evaluated based on the given rubics


I. Evaluating Learning
(see attached copy)

Additional activities for application or


Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation


No. of learners who require additional activities
B.
for remediation who scored below 80%

C.
Did the remedial lessons 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 worked?

F.
What difficulties did I encounter which my
principal or supervisor can help me solve?

What innovation or localized materials did I


G. Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of the relationship between


A. Content Standards the visible constellations in the sky and Earth’s position
along its orbit
 Discuss whether or not popular beliefs and practices with
B. Performance Standards
regard to constellations and astrology have scientific basis
C. L.C. 7. infer the characteristics of stars based on the characteristics
of the Sun; (S9ES-IIIg-32)
Learning Competencies / Objectives 1. Explain how stars differ in brightness
Write the LC code for each 2. Differentiate apparent brightness from absolute brightness of the
stars

Module 3: Constellations
Topic Characteristics of Stars
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages p. 160
pp 213-216
2. Learner's Materials Pages
1. BEAM 5. Unit 7. 20 The Sun.
2. EASE Science I. Module 18.
3. Textbook Pages
3. Science and Technology I: Integrated Science Textbook. Villamil,
Aurora M., Ed.D. 1998. pp. 268-270.
4.
Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resource

IV. PROCEDURES

A. Assess students prior knowledge and understanding about


Constellation thru KWHL
 What do I know?
Reviewing previous lesson or presenting the
 What do I want to find out?
new lesson
 How can I found out what I want to learn?
 What did I learn?
(3min)
The teacher will show pictures of stars
Guide questions before presenting the pictures:
1.Have you tried star gazing?
2. What makes the stars fascinating?
B. Establishing a purpose for the Lesson
After presenting the pictures:
1. What can you say about the pictures?
2. What makes the stars differ in brightness?
(7min)
C. Characteristics of stars
Presenting examples / instances of the (10 min)
new lesson
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
Directions: Choose the best answer and write the letter of your
answer.
1. The star Algol is estimated to be as bright as the star
Aldebaran and have approximately the same temperature as the
star Rigel. Which of the following statement is correct?
A. Algol and Rigel have same color.
B. Algol and Rigel have the same brightness.
C. Algol and Aldebaran have the same in size.
D. Algol and Rigel have the same brightness and color.
2. It refers to the brightness of the star if all stars were at
I. Evaluating Learning
the same standard distance from earth.
A. Absolute brightness C. Accurate brightness
B. Apparent brightness D. Amazing brightness
3. What characteristic of a star depends on how far away a star
from the earth?
A. Accurate brightness C. Amazing brightness
B. Apparent brightness D. Absolute brightness

Additional activities for application or


remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%

C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of the relationship between


A. Content Standards the visible constellations in the sky and Earth’s position
along its orbit
 Discuss whether or not popular beliefs and practices with
B. Performance Standards
regard to constellations and astrology have scientific basis
C. L.C. 7. Infer the characteristics of stars based on the characteristics
of the Sun
(S9ES-IIIg-32)
Learning Competencies / Objectives Learning Objectives:
Write the LC code for each 1. Explain how stars differ in brightness
2. Differentiate apparent brightness from absolute brightness of the
stars

Module 3: Constellations
II. CONTENT Topic Characteristics of Stars

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages p. 160
pp 213-216
2. Learner's Materials Pages
1. BEAM 5. Unit 7. 20 The Sun.
2. EASE Science I. Module 18.
3. Textbook Pages
3. Science and Technology I: Integrated Science Textbook. Villamil,
Aurora M., Ed.D. 1998. pp. 268-270.
4. Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resource

IV. PROCEDURES

A. In the activity performed, what were the characteristics of the stars


Reviewing previous lesson or presenting the that you discovered?
new lesson How do these characteristics help you in describing stars?
(3min)
B. Establishing a purpose for the Lesson
C. Presenting examples / instances of the Activity 1: Characteristics of Stars
new lesson (10 min)
D. Guide Questions:
Part A
1. What is the color of the filament as you dim the bulb?
Discussing new concepts and practicing 2. What is the color of the filament as you turn the switch at full
new skills #1 power?
3. What happens to the temperature of the filament as the
bulbbecomes brighter and brighter?
Part B
1. Why do the two flashlights have different brightness?
2. What makes the flashlight similar from the stars?
3. Why do stars have different brightness?
4. How would you differentiate apparent brightness from absolute
brightness?

E. Discussing new concepts and practicing


new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. What is the brightest star that you know? How would you classify its
Finding practical applications of concepts
and skills in daily living brightness, apparent or absolute? (3 min)

H. The brightness of a star as seen from the Earth depends on two


factors-distance and the actual brightness (or absolute brightness)
of the star. The star’s brightness as seen from Earth is its apparent
brightness. Apparent brightness depends on how far away a star is
Making generalizations and abstractions
from the Earth.
about the lesson
Astronomers consider the star’s absolute brightness when
comparing stars. A star’s absolute brightness is the brightness the
star would have if all stars were the same standard distance from
Earth. (5min)
Directions: Choose the best answer and write the letter of your
answer.
1. The star Algol is estimated to be as bright as the star
Aldebaran and have approximately the same temperature as the
star Rigel. Which of the following statement is correct?
A. Algol and Rigel have same color.
B. Algol and Rigel have the same brightness.
C. Algol and Aldebaran have the same in size.
I. Evaluating Learning D. Algol and Rigel have the same brightness and color.
2. It refers to the brightness of the star if all stars were at
the same standard distance from earth.
A. Absolute brightness C. Accurate brightness
B. Apparent brightness D. Amazing brightness
3. What characteristic of a star depends on how far away a star
from the earth?
A. Accurate brightness C. Amazing brightness
B. Apparent brightness D. Absolute brightness
Additional activities for application or
Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%

C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
Use or discover which I wish to share with other
G. teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of the relationship between


A. Content Standards the visible constellations in the sky and Earth’s position
along its orbit
 Discuss whether or not popular beliefs and practices with
B. Performance Standards
regard to constellations and astrology have scientific basis
C. L.C. 8. Infer that the arrangement of stars in a group
(constellation) does not change; (S9ES-IIIg-33)
Learning Competencies / Objectives
Learning Objectives:
Write the LC code for each
1. Infer that stars are fixed and can be grouped together
2. Group stars together in a recognizable pattern
Module 3: Constellations
Topic Arrangement of Stars in a Group
II. CONTENT
Subtopic: Constellations

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages p. 160
p.217
2. Learner's Materials Pages
1. EASE Science I. Module 18.
2. Science and Technology I: Integrated Science Textbook. Villamil,
3. Textbook Pages
Aurora M., Ed.D. 1998. p. 272. *

4. Additional Materials from Learning


Resource (LR) portal
http://www.astronomytrek.com/10 interesting-facts-about-the-
B. Other Learning Resource
constellations/

IV. PROCEDURES

A. Reviewing previous lesson or presenting the Why is the sun considered as a star? What are the different
new lesson characteristics of stars? (3min)
Show the pictures of stars.
Refer to LG page 32
Guide Questions:
B. Establishing a purpose for the Lesson 1. What have you noticed on the first two pictures?
2. What about in pictures 3 and 4?
3. Can you recognize the figure formed in picture no. 5?
(7min)
C. Presenting examples / instances of the Activity 2 :Patterns in the Sky
new lesson (10 min)
D. Guide Questions:
1.What figure were you able to form?
2. What is your basis for coming up with the figure?
3. What makes you decide to come up with that story?
Discussing new concepts and practicing
4. How do the Greeks called the large constellation, which is
new skills #1
prominent in the night sky all over the world during winter?
5. Which group of stars was seen by early Filipinos and associated
with a trap used in hunting wild pigs.
6. How do Christian Filipinos named the three stars, Orion’s belt?
E. Discussing new concepts and practicing
new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)
G. Zodiac constellations include, Capricorn, Aquarius, Pisces, Aries,
Finding practical applications of concepts Taurus, Gemini, Cancer, Leo, Virgo, Libra, Scorpio, and Sagittarius.
and skills in daily living Is it advisable to believe on the horoscope based on these given
zodiac constellations? Explain your answer.(3 min)
H. Constellations (“set of stars”) are basically groups of stars that have
imaginatively been linked together to depict mythological
characters, animals and objects from mankind’s past. This allowed
Making generalizations and abstractions
early people to organize the night sky into a recognizable form to
about the lesson
assist in their religious study of the celestial heavens, as well as
more earthly applications, such as predicting the seasons for
farming, measuring time or as a directional compass. (5min)
Identification: Identify the terms being described in each number.
__________ 1. Groups of stars that have imaginatively been linked
together to depict mythological characters, animals and objects.
__________ 2. It refers to the large constellation which means
hunter and is prominent in the night sky all over the world during
I. Evaluating Learning
winter.
__________ 3. These are the three stars called by Christian
Filipinos as Tatlong Maria or Tres Marias.
__________ 4. During these times giving names to different
constellations started.
Additional activities for application or Look at the stars clearly every hour of the night, from 7pm to 11pm.
Remediation Record the changes in the formation of stars

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%

C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of the relationship between


A. Content Standards the visible constellations in the sky and Earth’s position
along its orbit
 Discuss whether or not popular beliefs and practices with
B. Performance Standards
regard to constellations and astrology have scientific basis
C. L. C. 9. Observe that the position of a constellation changes in the
Learning Competencies / Objectives course of a night
(S9ES-IIIi-34)
Write the LC code for each
Learning Objectives:
Describe the apparent motion of stars at night
Module 3: Constellations
Topic Changing position of constellations during the night
II. CONTENT and at different times of the year
Subtopic: Apparent Movement of the Stars through the Night

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages p.161
pp.218-220
2. Learner's Materials Pages

3. Textbook Pages EASE Science I. Module 18


4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource https://www.youtube.com/watch?v=1gwwgR7oNb4

IV. PROCEDURES

A. Reviewing previous lesson or presenting the


What is constellation? Name examples of constellations. (3min)
new lesson
A video presentation will be shown to the class.
Guide Questions:
B. Establishing a purpose for the Lesson 1. What have you seen on the video?
2. Are stars really moving?
(7min)
C. Presenting examples / instances of the Activity 3: Apparent Movement of the Stars through the Night
new lesson (10 min)
D. Guide Questions:
1. Compare the position of the stars in the sky. What do you notice?
2. Are the stars visible at 7 pm still visible at 11 pm in their
Discussing new concepts and practicing “original position”? Why is this so?
new skills #1 3. How do the stars move? Describe the movement of the stars in
the night sky.
4. How is the motion of stars similar to the motion of the Sun?
(10 min)
E. Discussing new concepts and practicing
new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)

G.

The picture shows Polaris and star trail.


Finding practical applications of concepts Why is it difficult to observe or see in some
and skills in daily living places?(3 min)

H. By observing Sun’s movement and position in the sky, we can tell


what time of the day it is. At night, stars are used to tell the time.
Just like the Sun, stars also seem to move from East to
West.
Polaris, commonly known as North Star, is the brightest star in the
Making generalizations and abstractions
constellation Ursa Minor (Little Dipper). It is very close to the north
about the lesson
celestial pole, making it the current northern pole star.
Star trail is a type of photograph that utilizes long-exposure
times to capture the apparent motion of stars in the night
sky due to the rotation of the Earth. ( 5 min)

Directions: Read the following and write the letter of the correct
answer.
1. How do stars appear to move in the night sky?
A. From East to West
B. From North to South
C. From West to East
D. From South to North
2. The constellation Pisces changes position during a night, as
shown in the diagram below.

Evaluating Learning
I. 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

3. At which location can an observer not see Polaris in the night sky
at any time during the year?
A. A and D
B. B and C
C. C and D
D. D and B

Additional activities for application or


Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation


B. No. of learners who require additional activities
for remediation who scored below 80%

C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Third
Time
DAY:

I. OBJECTIVES

 Demonstrate an understanding of the relationship between


A. Content Standards the visible constellations in the sky and Earth’s position
along its orbit
 Discuss whether or not popular beliefs and practices with
B. Performance Standards
regard to constellations and astrology have scientific basis
C. L.C. 10. Show which constellations may be observed at different
Learning Competencies / Objectives times of the year using models.
(S9ES-IIIg-35)
Write the LC code for each
Learning Objectives:
Explain why some constellations are not seen at certain months
Module 3: Constellations
Topic Beliefs and Practices about Constellations and Astrology
II. CONTENT
Subtopic: Different Star Patterns through the Year

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages p.161
pp. 220-224
2. Learner's Materials Pages

3. Textbook Pages EASE Science I. Module 18.


4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the Why can’t we see the constellations at the same time? Are stars
new lesson really moving (3min)
Show the pictures of stars.
Refer to LG page 37
Guide Questions:
B. Establishing a purpose for the Lesson 1. Name the constellations seen in the pictures?
2. When do we usually see this constellation?
3 Why are some constellations only visible at particular months?
(7min)
C. Presenting examples / instances of the Activity 4: Different Star Patterns Throughout the Year
new lesson (10 min)
D. Guide Questions:
1. Compare the photographs. What do you notice?
2. Why are some stars visible in March but not visible in
September?
Discussing new concepts and practicing 3. What constellations are prominent during winter? fall?
new skills #1 summer?spring?
4. Why the stars on the same side as the sun cannot be seen?
5. During what time were the constellations of Orion and Taurus
visible? (10 min)

E. Discussing new concepts and practicing


new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. 1. How are constellations useful in calendars?

Finding practical applications of concepts 2. Why is Polaris used in navigation?


and skills in daily living

H. The rotation of the Earth on its axis causes the apparent nightly
Making generalizations and abstractions movement of the stars across the sky. The revolution is responsible
about the lesson for the fact that we can see different parts of the sky at different
parts of the year.
Directions: Read the following and write the letter of the correct
answer.
1. Which constellation is prominently seen in the sky during
summer?
A. Orion B. Pegasus C. Hercules D. Virgo
2. Which statement best explains why Cygnus is visible to an
observer in Manila in September but not visible in March?
A. Earth spins on its axis. C. Cygnus spins on its axis.
I. Evaluating Learning
B. Earth orbits the Sun. D. Cygnus orbits the Earth.
3. If you are located at the North Pole, where will you see the
Polaris?
A. Overhead
B. Just above the horizon
C. Around 45° from the horizon
D. Polaris will not be seen in the North Pole.

Additional activities for application or


Remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities


for remediation who scored below 80%

C. Did the remedial lessons 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?