School Cansilayan Farm School Grade Level 9

Teacher Venicer P. Balaod Learning Area Earth & Space (Earth Science)
Teaching March 20-24, 2023 Quarter Third
Dates

Week 6: Day 1

I. OBJECTIVES

A. Content Standards
Learners demonstrate an understanding of the factors that affect climate, and the effects of
changing climate and how to adapt accordingly.

B. Performance Standards
Learners shall be able to participate in activities that reduce risks and lessen effects of climate
change

C. Most Essential Learning Competencies (MELCS)

Describe certain climatic phenomena that occur on a global level

D. Learning Code
S9ES-IIIf-31

E. Daily Task

Explain how latitude, altitude and distance from the ocean affect climate.
II. CONTENT

Climate
III. LEARNING RESOURCES

1. Grade 10 Learner’s Module pp. 193-200

2. Grade 10 Teacher’s Guide pp. 149-153
3. Additional Materials

IV. LEARNING TASKS

Teacher’s Activity
Please all stand, let us pray. _____________, lead us a short prayer.

Good morning class!

Before you sit down arrange your chairs and pick up some papers and plastics.

We will check your attendance. Say present as I call your name.

Exchange your assignments. We will check that and record your score afterwards

A. Elicit
Recall the recently finished lessons. Ask students about certain relationships of the following:
*Latitude of the place and Atmospheric temperature
*Altitude and temperature
*distance of a place from the sea/ ocean and atmospheric temperature

B. Engage

Show 5 different photos to students. (Photos must show different environments/ communities or
humans in different types of clothing, that will give the students clues about the temperature of the
place in each photo.( e.g. photo showing people in fur coats; photo showing the peak of a mountain
covered with ice; photo of a community near the seashore; photo of tropical country;) Ask students to
infer whether the place in the photo is a cold, very cold, warm or very warm area.

C. Explore

Perform Activity 5: “Temperatures of Different Cities Around the World”, LM p. 193.

Allow them to have a group discussion and let them answer Guide Questions 23- 28.

D. Explain

Ask a representative from each group to present their answers to the guide questions:
#23. Which city had the highest temperature?
#24. What factor do you think is the cause of high temperature in the city?
#25.which city had the lowest temperature?
#26. What factor do you think is the cause of low temperature in that city?
#27. What factor do you think greatly affects the climate of Tokyo? Support your answer.
#28. How does the elevation of Paris affect its climate?

E. Elaborate

Emphasize important points of the lesson based on the activity. Also correct any misconceptions of
students, based on the reports made.

Concretize the idea that the temperature of every place on Earth vary depending on the latitude,
altitude ,and distance from large bodies of water at specific months of the year.

Make students remember that climatic conditions are also affected by the revolution of the Earth.
F. Evaluate:

What climatic condition is experienced at:

1. high altitude areas
2. tropical areas
3. low altitude areas
4. near the ocean
5. far from the ocean
G. Extend

Review assignment:
(Grade7 Lesson) What are the three different ways of heat transfer? What is the process of heat
transfer that occurs only in fluids? (water and air) What is the direction of heat transfer among
molecules of air/ water?
Warmer to cooler or cooler to warmer?
V. REMARKS

VI. REFLECTIONS

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

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

C. Did the remedial lesson worked? No. of learners who caught up with the lesson.

D. No. of learners who continue to require additional remediation.

E. Which of my teaching strategies worked well? Why did this happen?

F. What information or localized materials did I use/discover which I wish to share to other teachers?

Week 6: Day 2
I. OBJECTIVES

A. Content Standards
Learners demonstrate an understanding of the factors that affect climate, and the effects of
changing climate and how to adapt accordingly.

B. Performance Standards
Learners shall be able to participate in activities that reduce risks and lessen effects of climate
change

C. Most Essential Learning Competencies (MELCS)

Describe certain climatic phenomena that occur on a global level

D. Learning Code
S9ES-IIIf-31

E. Daily Task

Explain how ocean currents affect climate.

II. CONTENT

Climate
III. LEARNING RESOURCES

4. Grade 10 Learner’s Module pp. 193-200

5. Grade 10 Teacher’s Guide pp. 149-153
6. Additional Materials

IV. LEARNING TASKS

Teacher’s Activity
Please all stand, let us pray. _____________, lead us a short prayer.

Good morning class!

Before you sit down arrange your chairs and pick up some papers and plastics.

We will check your attendance. Say present as I call your name.

Exchange your assignments. We will check that and record your score afterwards

A. Elicit

Recall grade7 lesson about heat transfer, specifically convection. Ask students to explain the
movement of warm and cool air; about convection currents.
Students must remember
that warm air or water rises and cool air/ water sinks.

Also recall that the atmosphere and oceans are having convection currents; wherein the direction of
fluids is from warm area towards
colder areas

B. Engage

Ask students : What are the different factors that affect the temperature of a certain place?

(Students expected answer: altitude, latitude, distance from the ocean)

Introduce the next topic of the lesson, another factor that affects the temperature of a place.

C. Explore

Let students have their groupings and allow them to have a peer discussion. Let them perform
Activity 6: “Ocean Currents”, LM pp.
194-195. Students will
answer guide questions 29- 33.

D. Explain

A reporter from each group will present their answers in front of the class
Guide Questions:
#29. What are the different ocean currents that carry warm water?
Give at least three (3) #30. What are the different
ocean currents that carry cold water? Give at least three (3).
#31. What kind of air does Greenland current take along? Explain
#32. How do the Kamchatka current and Kuroshio current affect the north eastern part and southern
part of Japan?
#33. How do ocean

E. Elaborate

Important points for discussion:

a. Gyres flow clockwise in the northern hemisphere, while counterclockwise in the southern
hemisphere. This is due to Coriolis effect.
b. Ocean currents from the equator carries warm water and warm air above them.
c. Ocean currents that move towards the equator carry cold water and cold air above them.
d. Ocean currents affect the temperature of places
e. Ocean current is another factor that affects the climate
of a place.

F. Evaluate:

1. What do you call the loops of ocean currents?

a. Convection current
b. Upwelling
c. Coriolis effect
d. Gyre
c. Tilting of earth’s axis
d. All of the above
3. If a coastal area is visited by an ocean current from the equator, what will happen to the
temperature of the place?
a. Increases
b. Decreases
c. Remains the same
d. Increases, then decreases
4. Ocean currents from the polar region carry with them _water?
a. Cold
b. Warm
c. Frozen
d. boiling
5. Kuroshio current comes from the Phil. sea and goes to South Japan. What will happen to the
temperature of South Japan?
a. Increases
b. Decreases
G. Extend

Research through the internet:

Identify 5 gyres of ocean currents that carry warm water and five gyres of ocean currents that carry
cold water
V. REMARKS
VI. REFLECTIONS

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

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

C. Did the remedial lesson worked? No. of learners who caught up with the lesson.

D. No. of learners who continue to require additional remediation.

E. Which of my teaching strategies worked well? Why did this happen?

F. What information or localized materials did I use/discover which I wish to share to other teachers?
Week 6: Day 3

I. OBJECTIVES

A. Content Standards
Learners demonstrate an understanding of the factors that affect climate, and the effects of
changing climate and how to adapt accordingly.

B. Performance Standards
Learners shall be able to participate in activities that reduce risks and lessen effects of climate
change

C. Most Essential Learning Competencies (MELCS)

Describe certain climatic phenomena that occur on a global level

D. Learning Code
S9ES-IIIf-31

E. Daily Task

Assess prior knowledge and experiences about climate change

II. CONTENT

Climate
III. LEARNING RESOURCES

7. Grade 10 Learner’s Module pp. 193-200

8. Grade 10 Teacher’s Guide pp. 149-153
9. Additional Materials

IV. LEARNING TASKS

Teacher’s Activity
Please all stand, let us pray. _____________, lead us a short prayer.

Good morning class!

Before you sit down arrange your chairs and pick up some papers and plastics.

We will check your attendance. Say present as I call your name.

Exchange your assignments. We will check that and record your score afterwards

A. Elicit

Review lesson about factors that affect the atmospheric temperature and climate of a place.

B. Engage
Allow students to perform Activity 7:
”Getting Ready”, LM pp.196-197.

C. Explore

Ask five volunteer students to present the answers to the questions (refer to Activity 7)

D. Explain

Provide correct answers to questions in the bingo card. Relate each answered question to climate
change.

E. Elaborate

Discuss with students whether climate change is man- made or not. Elicit answers from students.
Allow them to justify their answers.
F. Evaluate:

Identify the following:

1. 3R stands for?
2. Gas released in landfills
3. General condition of the atmosphere within a year
4. CFC stands for?
5. Which vegetables or eating meat

G. Extend

Review assignment: (Lesson in Grade 7)

What are the five layers of the atmosphere?
In which layer that the weather and climate changes occur?
V. REMARKS
VI. REFLECTIONS

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

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

C. Did the remedial lesson worked? No. of learners who caught up with the lesson.

D. No. of learners who continue to require additional remediation.

E. Which of my teaching strategies worked well? Why did this happen?

F. What information or localized materials did I use/discover which I wish to share to other teachers?
Week 6: Day 4

I. OBJECTIVES

A. Content Standards
Learners demonstrate an understanding of the factors that affect climate, and the effects of
changing climate and how to adapt accordingly.

B. Performance Standards
Learners shall be able to participate in activities that reduce risks and lessen effects of climate
change

C. Most Essential Learning Competencies (MELCS)

Describe certain climatic phenomena that occur on a global level

D. Learning Code
S9ES-IIIf-31

E. Daily Task

Demonstrate how closed spaces trap heat.

Explain how greenhouse gases trap heat.
II. CONTENT

Climate
III. LEARNING RESOURCES

10. Grade 10 Learner’s Module pp. 193-200

11. Grade 10 Teacher’s Guide pp. 149-153
12. Additional Materials

IV. LEARNING TASKS

Teacher’s Activity
Please all stand, let us pray. _____________, lead us a short prayer.

Good morning class!

Before you sit down arrange your chairs and pick up some papers and plastics.

We will check your attendance. Say present as I call your name.

Exchange your assignments. We will check that and record your score afterwards

A. Elicit

Review lesson about climate change. Also ask students to recall the different layers of the atmosphere
and in which layer that weather and climate occur?
B. Engage

Pose a simple situation to students: On a warm and dry day, Jen was left by her dad inside the car. She
noticed that the air conditioner of the car was not working well. Then she started to feel warm and she
started to sweat a lot.
*Let us try to understand the situation of Jen by performing an activity.

C. Explore

By group, let students perform Activity 8 “ It’s Getting Hot In Here”, pp.198-199 of Learner’s
Module

D. Explain

Ask a representative from each group to present the result of their experiment and answers to guide
questions.

E. Elaborate

Discuss with the entire class the correct answers to the guide questions to eliminate misconceptions.
Allow students to identify the greenhouse gases in the atmosphere. Allow them to see the relationship
of the increase in amount of greenhouse gases to the general atmospheric temperature of Earth

F. Evaluate:

1. Describe greenhouse gases

2. Why is the temperature inside the tank warmer?
3-4. Cite two greenhouse gases
5. What will happen to Earth’s atmospheric temperature

G. Extend

Prepare for a summative test.

V. REMARKS
VI. REFLECTIONS

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

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

C. Did the remedial lesson worked? No. of learners who caught up with the lesson.

D. No. of learners who continue to require additional remediation.

E. Which of my teaching strategies worked well? Why did this happen?

F. What information or localized materials did I use/discover which I wish to share to other teachers?
Week 6: Day 5

I. OBJECTIVES

A. Content Standards
Learners demonstrate an understanding of the factors that affect climate, and the effects of
changing climate and how to adapt accordingly.

B. Performance Standards
Learners shall be able to participate in activities that reduce risks and lessen effects of climate
change

C. Most Essential Learning Competencies (MELCS)

Describe certain climatic phenomena that occur on a global level

D. Learning Code
S9ES-IIIf-31

E. Daily Task

Summative Assessment
II. CONTENT

Climate
III. LEARNING RESOURCES

13. Grade 10 Learner’s Module pp. 193-200

14. Grade 10 Teacher’s Guide pp. 149-153
15. Additional Materials

IV. LEARNING TASKS

Teacher’s Activity
Please all stand, let us pray. _____________, lead us a short prayer.

Good morning class!

Before you sit down arrange your chairs and pick up some papers and plastics.

We will check your attendance. Say present as I call your name.

Exchange your assignments. We will check that and record your score afterwards

A. Elicit

B. Engage
C. Explore

D. Explain

E. Elaborate

F. Evaluate:

G. Extend

V. REMARKS

VI. REFLECTIONS

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

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

C. Did the remedial lesson worked? No. of learners who caught up with the lesson.

D. No. of learners who continue to require additional remediation.

E. Which of my teaching strategies worked well? Why did this happen?

F. What information or localized materials did I use/discover which I wish to share to other teachers?