DANIEL C.

MANTOS NATIONAL HIGH Grade

School 9
GRADE 9 SCHOOL Level
CHARITY Learning
DAILY Teacher EVELENDA G. ANTIDO SCIENCE
Area
LESSON Teaching
PLAN Date and March 18, 2024 - 11:00- 12:00 AM Quarter 3rd QUARTER
Time

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the factors that affect climate, and the effects of
changing climate and how to adapt accordingly.
B. Performance The learners should be able to participate in activities that reduce risks and lessen effects
Standard of climate change
C. Learning
Competency Learners are expected to...
Write the LC code for Explain how different factors affect the climate of an area (S9ES-IIIe-30)
each.
II. CONTENT Latitude and Altitude Affecting Climate
Objectives:
a. Explain how latitude and altitude affect climate.
b. Internalize and appreciate the relationship between latitude, altitude and climate of a
place.
c. Interpret data and draw conclusions about how latitude and altitude affect climate
patterns.
III. LEARNING
Google Modules, Learner’s Module, Self-Learning Module (SLM)
RESOURCES
A. References MELCS
1.Teacher’s Guide Pages pp. 118-119
pages
2.Textbook pages Science 9 Learner’s Material, pages pp. 185-188; Science SLM Quarter 3, Module 4
Additional Materials
from Learning Modules from https://lrmds.deped.gov.ph
Resource (LR)portal
3.Other Learning Laptop, TV, Board and IM’s Book, Video clips, Slide decks, Google and Youtube.com
Resource https://www.google.com/search?q=latitude+longitude+coordinate+system&source
B. Integration Music: Students will learn about rhythm and melody as key elements of music.
Across Learning Math: The students will analyze climate data and explain the relationship between latitude,
Areas altitude and temperature of a place.
Araling Panlipunan: The students will explain the impact of climate on the economy and
culture of different regions.
IV. PROCEDURES Collaborative Approach/Interactive Approach ANNOTATION
A. Preliminary The teacher will greet the students warmly with a smile to show they are INDICATOR NO. 5
The teacher set clear
Activity (5 minutes) valued in the science class, fostering open communication and a positive rules for behavior in the
atmosphere. classroom. This helps
create a safe and
supportive environment
To engage the students and test their readiness and critical thinking where students feel
valued and are
skills, the teacher will present an attendance riddle. encouraged to participate
actively in their learning.
The teacher will review the classroom rules and regulations to ensure all
students understand and follow them, maintaining a well-organized and
respectful learning environment.

B. Reviewing ELICIT: INDICATOR 1

previous lesson The teacher will review the previous lesson with a fun activity called The teacher used music
(3 minutes) “Musical Journey: Singing Song of Latitude and Longitude.” The students to help students
understand latitude and
will watch and sing along with a video about latitude and longitude. longitude better. By
https://www.youtube.com/watch?v=JZ-X8UDz0EA adding rhythms and
melodies to the lesson,
students were more
The teacher will remind the students to pay attention to key elements of engaged and could
music such as beats, rhythm, and melody while singing. connect different subjects
together. This approach
made learning enjoyable
and encouraged students
to think creatively across
different areas of study.
Integrating music with
geography helps students
see how subjects relate to
each other, fostering a
deeper understanding and
boosting critical thinking
skills.
C. Presenting the Activity 1: Latitude Quest: Navigating the Globe INDICATOR NO. 3

new The teacher has set up a

lesson/Motivation The teacher will display images of a globe and provide a real globe for fun activity where
students will explore the
(4 minutes) students to examine. Students will be randomly called upon to identify globe and learn about
latitude lines. They will
the parts on the globe and answer the corresponding guide questions to discover how latitude
deepen their understanding. influences climates in
different areas. This
activity encourages
curiosity and exploration,
helping students think
creatively and develop
their critical thinking skills.

1. What does the globe represent?

2. What do lines of latitude signify?
3. Which line serves as the reference for determining latitude?
4. Can you describe the climate in places near the equator?

D. Establishing a The teacher explains the purpose of this lesson and introduces the
purpose for the concept of Latitude and Altitude Affecting Climate
lesson Objectives:
(2 minutes) a. Explain how latitude and altitude affect climate.
b. Internalize and appreciate the relationship between latitude, altitude
and climate of a place.
c. Interpret data and draw conclusions about how latitude and altitude
affect climate patterns.
E. Presenting ENGAGE: Understanding How Latitude Affects Climate INDICATOR NO. 3

examples/Instanc The teacher uses various

es of the new The teacher will show an illustration and ask students to carefully teaching strategies to
lesson observe it. Students will then describe what they see in the illustration. enhance critical and
creative thinking skills,
(5 minutes.) encouraging students to
engage in activities that
promote these higher-
order thinking abilities.

Figure 1 The Sun’s rays and the Earth

Source: Grade 9 Science Module page 185
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?
3. Why does the amount of heat receive by places far from the 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?

F. Discussing new EXPLORE: Altitude Expedition: Analyzing Ice-Covered Mountain Peaks INDICATOR NO. 3

concepts and The teacher will show students a stunning picture of an ice-covered The teacher uses various
practicing new mountain. teaching strategies to
enhance critical and
skills creative thinking skills,
(15 minutes) encouraging students to
engage in activities that
promote these higher-
order thinking abilities.

Source: http://www.eightup.co.uk/
Ask the students what they know about the mountain in the picture in
terms of its name and location.

Ask students to explain why they think the mountain peak is covered with
ice, even though it is located near the equator.

Connect the picture to the new concept of altitude by having students

engage in various activities exploring how the altitude or elevation of a
place affects its temperature.
Divide the students into three groups and designate a group leader in
each team who will be responsible for presenting their findings.
Emphasize the significance of cooperation and teamwork throughout the
task.

Group 1 (Data Analysis) World City Temperatures

City Altitude (m) Temperature (degrees

Celsius) October 4, 2013)
INDICATOR NO. 2

High Low The teacher assigned a

numeracy activity aimed
at improving learners'
Paris 30.0 23 18 math skills by linking the
concept to real-world
applications within the
Beijing 43.7 24 11 mathematics curriculum.
This activity integrates
mathematical concepts
Cairo 74.1 30 22 with practical examples,
helping students
understand the relevance
Berlin 36.0 15 2 of what they are learning.

Denver 1609.3 7 -3

Manila 13.1 31 26

Tokyo 20.1 21 18

Vienna 19.1 -1 -6

Warsaw 110.0 11 -1

Guide Questions:

1. Which city had the highest temperature?

2. What factor do you think is the cause of high temperature
in that city?
3. Which city had the lowest temperature?
4. What factor do you think is the cause of low temperature in
that city?

Group 2 (Picture & Video Insights)

INDICATOR NO. 2
The teacher assigned a
reporting-based learning
activity that aims to enhance
the literacy skills of the
learners. This help learners
improve their reading,
writing and allowing them to
become more proficient in
language and
communication.
Source: https://youtu.be/UV6xL4j_-CE?feature=shared

During summer, many people visit Baguio City. It has an annual

average temperature of 16 C. It has an elevation of 1435 m above
sea level.

Question:

1. Why do many people visit Baguio City during summer?

2. What do you think causes the low temperatures in that city?

Group 3 (Picture Analysis)

 .

Questions:

1. Why do mountain climbers wear jackets and thick clothes

when they go up the mountain?
2. What is the relationship between the altitude and the
temperature?

Appreciate students answer by giving them positive feedback on their

answer. Reward each group

G. Developing EXPLAIN: INDICATOR NO.3

The learners will answer
mastery that lead though-provoking
to formative The teacher will pose the following questions to the students: questions, encouraging
them to think critically and
assessment analytically. These
(5 minutes) 1. How can you tell that latitude affects climate? questions are designed to
challenge learners existing
2. How can you tell that altitude affects climate? knowledge and promote
higher order thinking skills.
3. Do you know that the Philippines is known for its warm climate? This will help learners for
4. What are some benefits of having a warm climate? deeper understanding of the
subject matter.
H. Finding practical ELABORATE: Latitude and Altitude Explorers: A Role-Playing
application of Adventure
concepts and
INDICATOR NO. 4
skills in daily living Scenario 1: “Destination Decisions” This activity allows learners
(15 minutes) You are planning a vacation with your friends and to use their mother tongue for
more effective delivery of the
considering two destinations: one near the equator but at high altitude, play, aiming to promote or
fosters a supportive and
and another at higher latitude but at sea level. Based on the knowledge inclusive learning environment
of latitude and altitude affecting climate, which destination would you where learners can celebrate
choose for a cooler climate? Why? their linguistic diversity and
showcase their talents.

Scenario 2: “ Mountain Exploration”

You and your classmates are going on a field trip to a mountainous
region. As you ascend the mountain, you notice a significant drop in
INDICATOR NO. 6
temperature. Reflect on why mountains tend to have a colder climates The teacher organized
despite being closer to the sun. this role-playing activity where
learners can actively
participate, feel cared for, and
Scenario 3: “ Farming Strategies” respected. Promoting
You are part of the group conducting research on sustainable farming kindness, fairness and positive
social interactions among
practices in different regions with different climate. How would you adapt learners.
farming practices to maximize productivity?

RUBRICS

Excellent (5 Strong (4 Fair (3 Needs

points) points) points) Improvem
ent
(2 points)
Content Main ideas are Main ideas Main Main ideas
clear and well- are clear but ideas are are not clear.
supported by are not well- somewha
detailed and supported by t clear.
accurate detailed
information. information.
Organization Information is Information is Informatio Information
relevant and relevant but n is is not
presented in a not presented somewha relevant.
logical order. in a logical t relevant.
order.

I. Evaluating EVALUATE: INDICATOR NO. 9

The teacher evaluates
learning students learning through
(5 minutes) Remind students to be honest in taking the short quiz. conducting summative
test to ensure if the
learners meet the
Choose the letter that corresponds to the correct answer and write curriculum requirements
it on your notebook. in varied teaching
contexts.

1. During summer, many people visit Baguio because of the

cold weather. What do you think makes Baguio cold?
a. The distance from the ocean
b. The topography
c. the altitude
d. all of the above
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 temperature remains the same as the altitude
increases
d. The temperature decreases as the altitude decreases
 3. It refers to the atmospheric condition of a place over a long
period of time.
a. Climate c. monsoon
b. weather d. topography
4. Why does the equator experience about the same
temperature year-round?
a. It tilts toward the sun and gets much more direct solar
energy.
b. It has no prevailing winds.
c. It has no mountains to affect its climate.
d. The sun’s rays strike the equator at about the same
angle all year.
5.The most severe high altitude stress for human is usually
a. High winds and extreme cold
b. Daily alternating climate extremes
c. Low air pressure
d. High air pressure

J. Additional EXTEND:
activities for Tell the students to research other factors that affect climate other than
application or latitude and altitude.
remediation
(1 minute)
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 work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared and submitted by:

EVELENDA G. ANTIDO
Teacher- III
Checked and noted by:

JONARD B. AMARILLA
School Head