Grade 9, Quarter 3

Department of Education
Negros Island Region

DIVISION OF NEGROS OCCIDENTAL
Grade 9 School Grade Level 9 Grade 9

Daily Lesson Log Teacher Learning Area Earth & Space (Earth Science) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 1
Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The learners demonstrate an understanding of volcanoes found in the Philippines.
Performance Standard
Learning Competency 1. Describe the different types of volcanoes
2. Differentiate active and inactive volcanoes
Code: S9ES-IIIa-25 S9ES-IIIa-26 S9ES-IIIa-27
Assess the mastery
Describe different types of Differentiate volcanoes as level of the students
DAILY TASK Pre-Assessment Characterize a volcano. on the topic
volcanoes. active and inactive.
characteristics and
types of volcanoes.
II. CONTENT Pre-test Characteristics of a volcano Types of volcanoes according Active and Inactive volcanoes Summative
to cone shapes. Assessment
III. LEARNING RESOURCES
Teacher’s Guide pp.136
Learner’s Materials pp.165-166 pp.166
Additional Materials Pictures of volcanoes
IV. LEARNING TASKS
Video presentation about the PICTURE ANALYSIS: Different Video clip presentation of an
volcano kinds of volcanoes. erupting Mt. Mayon.
ELICIT (Introduction to the topic about http://int.search.tb.ask.com/searc https://www.youtube.com/watch?
the volcano) h/AJimage. v=YLUZYzGWbOw
https://www.youtube.com/watc
h?v=Be7o6BYVOzA
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
1. What can you say about the 1. What did you see on the 1. What can you say about the
Grade 9
video? picture? video clip? Quarter 3
2. What is a volcano? 2. Compare the three volcanoes. 2. Do you think there are also Page 2
3. Describe a volcano. What can you say about each volcanoes that do not erupt?
ENGAGE volcano? 3. What do you call those
3. Are there similarities among volcanoes that are erupting? How
the volcanoes? Why? about volcanoes that seemed to
erupt and became quiet for a
long period of time?
Essential Question: Essential Question: Essential Question:
What are the characteristics of What are the different types of What is the difference between
a volcano? volcanoes? active and inactive volcano?
Working in groups, students Working in groups, students will Working in groups, students will
will follow guided activity. follow guided activity. Each follow a guided activity. Each
EXPLORE Each group is given the tasks group is given a reading text group is given a reading text to
to characterize a volcano about the types of volcanoes. discuss the difference between
using a concept map (refer to (See attached file) active and inactive volcano.
LM pp. 165-166) http://www.geography.learnonthe (See attached file)
internet.co.uk/topics/typesvolcan http://www.preservearticles.com/
oes.html 2011111717347/classification-of-
volcanoes-on-the-basis-of-
periodicity-of-eruption.html
Publication and Publication and Communicating Publication and Communicating
Communicating Results Results Results
Based on the picture, give five Key Questions: Key Questions:
EXPLAIN (5) descriptions of a volcano. 1. What are the different types of 1. What is an active volcano?
Present your answer in a volcanoes? Inactive volcano?
concept map. 2. What do you think is the basis 2. How will you distinguish active
of differentiating these from inactive volcano?
volcanoes?
3. Describe each type of

Grade 9
volcano. Quarter 3
Key Questions: Key Questions: Key Question: Page 3
ELABORATE 1. How would you describe a 1. What are the different types of What is the difference between
volcano? volcano? active and inactive volcano?
2. What are the characteristics 2. How do they differ from each
of a volcano? other?
Describe the characteristics a A.Describe the following Differentiate an active volcano
volcano. ( 5pts ) volcanoes using the description from inactive volcano. (5pts)
Rubrics: below. Rubrics:
5- All characteristics of 5 - Differentiated clearly and
volcano were present. * are steep sided cones completely.
4- only 4 characteristics are *with gently sloping sides 4 - Differentiation is complete but
EVALUATE present *much steeper sides not clear
3- only 3 characteristics are 3 - Differentiation is complete but
present 1. Composite volcanoes vague.
2 - only 2 characteristics are 2. Shield volcanoes 2 - Differentiation is incomplete
present 3. Dome volcanoes and vague.
1 - only 1 characteristic is B. Tell what type of volcano 1 - Irrelevant answer
present 1. Mayon
2. Pinatubo
Give example of volcano/es Give other examples of volcano Give examples of volcano that
EXTEND locally found in your place and found in the Philippines and are active or inactive found in
describe its/ their identify what type. the country.
characteristics.
V. REMARKS
VI. REFLECTION
Grade 9
From the evaluation,
Quarter 3
No. of Learners who Page 4
earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up
with the lesson
continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?
Grade 9, Quarter 3 Prepared by: Checked by:

Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 1 Date Submitted: Date:
Grade 9, Week 1 Grade 9

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

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

Grade 9

I. OBJECTIVES
Content Standard The learners demonstrate an understanding of volcanoes found in the Philippines.
Learning Competency Explain what happens when volcanoes erupt
Code: S9ES-IIIa-28
Assess the mastery
Classify volcanoes as Describe the effect of high Identify the factors Discuss the external level of the students
DAILY TASK temperature to the affecting the volcano’s on the topic
active and inactive. parts of a volcano.
formation of gas. eruptive style. characteristics and
types of volcanoes.
II. CONTENT Classification of volcanoes Under Pressure Factors affecting the External parts of a Summative
volcano’s eruptive styles. volcano Assessment
Teacher’s Guide pp.136 pp.137 pp.138
Learner’s Materials pp.166-167 pp.168 p170 pp.169
Additional Materials
IV. LEARNING TASKS
PICTURE ANALYSIS: Video clip presentation of Video clip presentation of Show an ice cream cone
Students are given pictures of volcanic eruption. an erupting volcano to the students.
ELICIT Kanlaon, Mt. Pinatubo and https://www.youtube.com/wat https://www.youtube.com/w
Mt. Mayon. ch?v=A4dRMmxrQMo atch?v=t-gsfdYkZbI
https://www.google.com.ph/se
arch?q=mt.+mayon&source=l
nms&tbm=isch&sa=X&ved=0
ahUKEwjFrbDeiIrQAhVBzbw
Grade 9
KHYGABpsQ_AUICCgB&biw Quarter 3
=1360&bih=638#tbm=isch&q Page 8
=mt.+pinatubo+before+erupti
on&imgrc=BxhNK7a4epWHH
M%3A
1. What can you say about 1. What can you say about 1. What can say about the 1. What is this?
the different pictures? the video? video clip? 2. What are its parts?
2. Are all volcanoes located 2. Why volcanoes erupt? 2. How does the volcano 3. What land forms can
ENGAGE on the same place? 3. What causes the eruption erupt? you compare to this
3. Are all volcanoes had a of volcanoes? 3. What do you think are object?
record of eruption? the factors that affect the
eruptive styles of a
volcano?
Essential Question: Essential Question: Essential Question: Essential Question:
How can volcanoes be What is the effect of high What are the factors that What are the external
classified? temperature to the formation affect the eruptive style of parts of a volcano?
of gas? a volcano?
Working in groups, students Working in groups, students Working in groups, students Working in groups,
will follow guided activity. will follow guided activity. will identify the factors that students will discuss the
Each group is given the tasks Each group is given the tasks affect the eruptive styles of different external parts of
EXPLORE to classify volcanoes as active to describe the effect of high a volcano? the volcano. (Refer to
or inactive based on record of temperature to the formation (Refer to LM p.170) Figure 4, LM pp. 169)
eruption. ( Activity 2: of gas. Activity 3: Under
Volcanoes in the Philippines ) Pressure (refer to LM pp.
168-169)
(Refer to LM pp.166-167)
Key Questions: Publication and Publication and Publication and

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

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

Quarter 3
Why did these work?
What difficulties did I Page 11
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?



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

Grade 9
Video clip presentation: What is the effect of high 1.Compare the flow gas What are the different types Quarter 3
Lava flow temperature to the between water water and of volcanic eruptions? Page 13
https://www.youtube.com/w formation of gas? cooking oil.
ELICIT atch?v=ddzU-rkzKF0 2.How does lava flow in
relation to dissolved gas
(note: cut the video content?
presentation until 1min
&30s only)
What does the video show? Video clip presentation/ Are all volcanic eruptions What was considered in
Pictures: Erupting the same? Why? differentiating the type of
volcanoes volcanic eruption from the
Video 1 previous lesson?
https://www.youtube.com/w
atch?v=BUREX8aFbMs What do you think are the
ENGAGE Video 2 other factors that can affect
https://www.youtube.com/w the type of volcanic
atch?v=141onYqSPTY eruption?
1.What have you seen in (Guide students to the
the video clips/pictures? shape of the cone or slope

2.Compare the two as one factor to be
situations/ pictures? considered )
Essential Question: Essential Questions: Essential Question: Essential Question:
How do temperature, How would you determine What are different types of How does the slope of the
chemical composition and the viscosity of some volcanic eruptions? volcano related to its
EXPLORE the amount of dissolved liquids? How does gas flow material emission?
gases affect the viscosity of in different liquids?
magma?
Working in groups, Working in groups, Working in groups, Working in groups,
students will follow guided students will follow guided students will follow guided students will follow guided
activity. Each group is activity. Each group is activity. Each group is activity. Each group is
Grade 9
given the tasks to describe given the tasks to Perform given the tasks to Perform given the tasks to Perform Quarter 3
the effect of temperature, Activity 4: Viscosity Race. the Activity: Differentiating Activity 5: In and Out. Refer Page 14
chemical composition and Refer to LM pp. 171-172 Types of Volcanic to LM pp. 174-175.
the amount of dissolved Eruptions. Figures: 7, 8, 9
gases to viscosity of and 10
magma. LM page 173
(Reading text Activity
Sheet will be provided by

the teacher)
Key Questions: Key Questions: Key Question: Key Question:
1. What happens to the 1. Is your prediction What are the different types 1. Compare the
viscosity of magma when correct? of Volcanic Eruptions? appearances of the cones.
the temperature is high? 2. Which liquid is the most 2. Which volcano has the
Low? viscous?How do you greatest slope?
2. How about if the know? 3. Which has the least
chemical composition such 3. Which liquid is the least slope?
as silica content is less or viscous? 4. Explain how the type of
low? High? 4. Explain viscosity in your material extruded from a
EXPLAIN 3. What will happen to the own words? volcano affects the shape
viscosity of magma if the 5. Compare how these of its cone.
amount of dissolved gases liquids flow with how you 5. In what way doe the
decreases? Increases? think lava flows. Why do formation of a volcanic
some types of lava travel cone model differ from a
faster than others? real volcano?
6. Compare the movement
of the liquid as the bubbles
move on the surface.
Key Questions Key Questions: Key Question: How does volcano’s slope
Grade 9
1. How do temperature, 1. How would you What are the different types relate to its material Quarter 3
ELABORATE chemical composition and determine the viscosity of of volcanic eruptions? emissions? Page 15
the amount of dissolved some liquids?
gases affect viscosity of 2. Compare the flow of gas
magma? in different liquids?
Multiple Choice: Write the Compare the flow of liquids Matching Type: Match Relate the shape of the
letter of your answer. from the fastest to the Column A with Column B cone to the materials
1.If the temperature slowest by ranking them 1. Plinian emitted by the volcano by
increases, viscosity of (1,2,3 &4)1 as the fastest 2. Volcanian connecting an arrow.
magma and 4 as the slowest. 3. Strombolian Col. A-Shape of the Cone
a. decreases 4. Phreatomagmatic 1.Steep slope
b. Increases 1. Water ___ 5. Phreatic or Hydrothermal 2.Perfect slope
c. remains 2. Cooking oil ___ 3.Broad, slightly-
d. not affected 3. Syrup ___ Column B dome
2. When dissolved gases 4. Honey ____ A. Characterized by tall Col. B -Material
increase, viscosity of eruption columns thjat Emitted
magma 5. Compare how this liquid reach up to 20 km high with A. Non-viscous lava
EVALUATE a.decreases flow with how lava flows. pyroclastic flow and ash fall B. Lava and pyroclastic
b.Increases tephra. deposits
c.remains B. A stream-driven eruption C. Lava fragments
d.not affected as the hot rocks come in
3. The more silica content, contact with water.
the C. A periodic weak to
a. more viscous is the violent eruption
magma characterized by fountain
b. less viscous is the lava.
magma D. Excessively explosive
c. magma viscosity type of eruption of gas and
remains the same pyroclastics.
d. magma is not affected
4. The property of E. A violent eruption due to

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

Quarter 3
Why did these work?
What difficulties did I Page 17
solve?
other teachers?


Page 18
ACTIVITY: Differentiating Types of Volcanic ACTIVITY: Factors Affecting the Viscosity of Magma
Eruptions Objectives:
VISCOSITY is the property of the material’s resistance to flow. It is also described as
1. Describe the types of volcanic eruption; the liquid’s thickness and stickiness. The more viscous and thicker the material is, the
2. Differentiate the volcanic eruption based on magma’s water content; and greater is its resistance to flow.
3. Classify volcanoes according to the type of eruption
Effect of Magma’s Temperature to Viscosity
Materials: The viscosity of the magma decreases with temperature. The higher the temperature
Pictures of the different erupting volcanoes (Refer to LM p.173) of magma is, the lower is its viscosity. As lava flows, it cools and begins to harden, its
Manila paper, pentel pens, masking tape ability to flow decreases and eventually stops.
Procedure: Effect of Magma’s Composition to Viscosity

Magma’s with high silica content are more viscous than those with low silica content .
1. Read: Types of volcanic eruptions refer to LM p173. The magma that contains less silica is relatively fluid and travels far before solidifying.
2. Tabulate the data as shown below:
Type of Cause of eruption Effect of the Amount of Gases Contained in Magma to Viscosity
Volcano Characteristics (Magma’s water Gas (mainly water vapor) dissolved in magma tends to increase its ability to flow.
Eruption Therefore, in near-surface environments, the loss of gases makes magma more
content)
viscous a dome or a columnar.
Grade 9
Quarter 3
Page 19
*Lava with low amount of gas as it rises has high viscosity that piles up at a vent resulting into a dome.
* Lava with less silica content is too viscous to travel far, and tends to break up as it flows
* Lava with less silica content has less silica content has low viscosity that it can travel a great distance, forming a thin sheet.
Grade 9 School Grade Level 9

Grade 9

I. OBJECTIVES
Content Standard The Learners demonstrate an understanding of Volcanoes found in the Philippines
Performance Standard The Learner participates in activities that reduce risks and lessen effects of natural phenomenon such as volcanic eruption.
Learning Competency Illustrate how energy from volcanoes may be tapped for human use;
Code: S9ES –IIIc-d-29
Design a scheme to inform
Identify the kind of energy Illustrate how energy from Discuss how volcanic local folks in your
DAILY TASK that can be generated from volcanoes may be tapped for hometown the things to
eruptions affect society
volcano human use. prepare before, during and
after volcanic eruption
II. CONTENT Energy From the Volcano Energy Flowing From Inside Effects of Volcanic Performance Task Summative
(Geothermal Energy) the Earth Eruption to Society Test
Teacher’s Guide TG p. 141
Learner’s Materials LM p. 176-179
Internet source: Internet source: Text book: Discover
http://www.slideshare.net/nibed http://energy.gov/eere/geother Science K to 12 Edition
itamishra/presentation-on- mal/how-geothermal-power- (2014), DIWA Learning
geothermal-energy- plant-works-simple System, pp.225-226
Additional Materials 24231365?next_slideshow=1
http://energy.gov/eere/geother
mal/how-geothermal-power-
plant-works-simple-text-version
https://www.youtube.com/watc Grade 9
h?v=kjpp2MQffnw Quarter 3
IV. LEARNING TASKS Page 21
Picture Analysis-Geothermal Meta-strips Picture Analysis: (Effects Mood Setting for the
Power Plants in the Philippines Post the different processes of Volcanic Eruption) preparation of designed
ELICIT involve in the energy scheme
transformation of geothermal
power plant into electricity.
Post the pictures of different Let the students work in Show pictures on the Key Questions:
geothermal power plants found groups. Given the meta-strips effects of volcanic eruption. 1. Is your place near a
in the Philippines of the processes involved on volcano? If not, is
how energy is transformed into Key Questions: there a volcano that
Key Questions: electricity. Give time for the 1. What can you say may cause damage
1. What are common to the students to complete the task. about the picture? to your place?
pictures? 2. What are the effects of 2. Are you prepared for
2. What do you call it? Key Questions: volcanic eruption? the possible effect/s
3. Where does it come from? 1. What are the different 3. Is there of volcanic eruption?
4. How is this operated? processes involved in the advantages/disadvanta 3. What should you do
ENGAGE geothermal power plant? ges? Why? before, during and
How is energy transformed? after a volcanic
2. Arrange the processes in eruption?
chronological order. 4. How can you help in
3. What made you conclude minimizing the
that it is the first process? negative effects of
The last process? volcanic eruption?
Let the students present their

output after the time allotted.

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

Grade 9
power plants in the generated? participations of students. Quarter 3
Philippines. Page 23
Process students’ responses. Lecturette: Processes involved In response to students’ Why is there a need to
Correct the misconception of in Geothermal Power Plants. responses the teacher will have a disaster
students from their output. Also have an interaction on clarify, concretize and preparedness scheme?
Feedbacking of students’ how Philippines can improve its deepen the understanding From the different
ELABORATE responses and interaction. support of electricity using on the effects of volcanic presentations you have
geothermal power plants as a eruption. performed, what are the
Lecturette: Discuss the two potential alternative source of realizations you have
ways how geothermal energy is energy. made?
generated. Name some
geothermal power plants in the
Philippines.
Open-ended question Illustrate how electricity is True or False Their output serves as their
(5 pts.) generated through a 1. If there is an eruption, it assessment
geothermal power. Use a flow is safe to leave the main
What is geothermal energy? chart to present the processes power switch on and the Refer to the rubric found on
How is it generated? involved. house open. LM p. 216
2. Wear mask and goggles
when there is an ashfall.
3. An indication that a
EVALUATE volcano is about to erupt is
the deformation of the
ground near it.
4. After an eruption, sweep
ash using water to clean
the area faster.
5. An evacuation plan
should be prepared during
volcanic eruption.
Write a short essay about the Make a prototype of What are the precautionary Review and study your Grade 9
EXTEND advantages and disadvantages geothermal power plant using measures you must lesson to prepare for the Quarter 3
of using geothermal energy. cheap or recyclable materials. observe before, during and summative test next meeting. Page 24
after volcanic eruption?
V. REMARKS
VI. REFLECTION
80% and Above:
Below 80%:
Did the remedial lessons work?
No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Which of my teaching strategies
worked well?
Why did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me solve?
which I wish to share with other
teachers?



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

Grade 9
longitude? heats up slowly Quarter 3
compared to soil? Page 26
Show a picture of the Show pictures of Baguio City Video clip: Jumbled words
Earth. Let the students 1. Why is Baguio known “Oceans Affect Our Weather LEEWARD
mark the latitude and as the summer capital and Climate” WINDWARD
longitude on the picture. of the Philippines? https://www.youtube.com/wa TOPOGRAPHY
1. Which one is 2. What do you feel when tch?v=ZPoD3jssJBg CLIMATE
the latitude? you are in the top of 1. What is convection? 1. Are you familiar with
ENGAGE Why did you the mountain? 2. Where do the warm air those words?
say so? from northern and 2. Can you give any
2. Now how about southern hemisphere idea about those
the longitude? go? terms/words?
Why? 3. When warm air rise up,
3. Give the names what replaces it?
of each
latitudes?
Essential Question: Essential Question: Essential Question: Essential Questions:
How latitudes affects How altitude affects climate? How distance from the ocean How does windward differ
climate? affects climate? from leeward?
How does topography affect
climate?
Group activity: Group activity: Group activity: Group activity:
EXPLORE Perform activity #1 Perform activity #2 Activity #3 Activity #4
“When the Sun’s Rays “The Higher the Colder” “Which cools and heats faster?” “Which should I choose,
Strike.” Windward or Leeward?”
Key questions: Key questions:
Key questions: 1. Which place is the 1. What are the initial 1. What happens to water
1. How much is the tilt coldest? temperatures of water and soil? vapor as it rises over the
of the earth’s axis? 2. Which place is the mountain?
hottest?
2. Which part of the 3. Based on the data, 2. What is the difference 2. Which side of the mountain
Grade 9
earth receives most of what is the relationship between the temperature of soil experiences low temperature? Quarter 3
the sun’s rays? between altitude and and water after 6 minutes? 3. Which side of the mountain Page 27
3. Why does the temperature of a 3. Which heats up faster, water experiences high
amount of heat receive place? or soil? temperature?
by places far from the
equator become less?
Group reporting: Group reporting: Group reporting: Group reporting:
Key questions: Key questions: Key questions: Key questions
1. Compare the 1. Compare the 1. What happens to the 1. Which side of the mountain
location of elevation/altitude of temperatures of water and soil experiences high
Japan to the Baguio and after you remove the containers temperature?
location of the Zamboanga with its from 2. What happens when air
Philippines, is temperature. each tripod? becomes warmer and drier as
EXPLAIN there a 2. Do you think the 2. Which cools faster, water or it moves down the leeward
possibility that altitude of the place soil? side?
we can affects the climate?
experience How?
snow?
2. Do you think
the latitude of a
place affects
climate? How?
Key questions: Key questions: Key questions: Key questions:
1. Why it is if a 1. Why do mountain 1. How does a body of 1. What is the difference
ELABORATE certain place is climbers wear water regulate the between leeward and
closer to the jackets and thick temperature of a windward?
equator has a clothes when they certain region/country? 2. How does topography
tropical go up the 2. Why do some areas affect climate?
seasons? mountain? that are far from bodies
2. And why it is if 2. How does altitude of water have extreme

Grade 9
a place away affects climate? climates? Quarter 3
from the Page 28
equator has a
colder
temperature?
1. Describe the People living in Kanla-on 1. Explain how distance Direction: choose the letter of
lines of latitude. experience low temperature from the ocean affects the correct answer.
2. Explain how compared to people living in climate. 1. Which of the following
latitudes affects Bacolod. Explain why. 2. Compare the effect of correctly describes the
the climate. heat on water and land windward and leeward
side of a high land?
3pts- correct and I. It faces the wind and has
complete answer low temperature.
2pts- correct but II. It is the area in which
incomplete answer. the wind blows.
1pt- incorrect answer III. It is the area where
there is no cloud
EVALUATE formation.
IV. It is an area where no
precipitation happens
a. I, II
b. I, II, II
c. III, IV
d. I, IV
2. Which term best describes
the area of high land that
is situated away from the
wind?
a. Land breeze
b. Windward
c. Leeward
Grade 9
d. Sea breeze Quarter 3
3. Why are grassland and Page 29
desert plants found in
leeward side of the
mountain?
a. Because temperature
is high and less
precipitation occur.
b. Because formation of
clouds always happen
in this area
c. Because the area is
facing to where the
wind blows.
d. Because the
temperature is low.
Explain briefly:
How does topography

(mountain) affect climate?
Rubric:
3pts- correct and complete
answer
2pts- correct but incomplete
answer.
1pt- incorrect answer
Define what is an In your notebook. Explain how Define leeward and windward. Review/study the past lessons
EXTEND Altitude is. distance from the ocean affects and prepare for a summative
climate? assessment.
Grade 9
V. REMARKS Quarter 3
Page 30
VI. REFLECTION
80% and Above:
Below 80%:
have caught up
with the lesson
continue to require
remediation
Why did these work?
encounter which my
Principal/ Supervisor can
help me solve?
other teachers?


Daily Lesson Log Teacher Learning Area Earth & Space(Earth Science) Quarter 3

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

Grade 9
sea/ ocean and atmospheric atmosphere and oceans are Quarter 3
temperature having convection currents; Page 32
wherein the direction of fluids
is from warm area towards
colder areas
Show 5 different photos to Ask students : What are the Allow students to perform Pose a simple situation to
students. (Photos must show different factors that affect Activity 7: students: On a warm and
different environments/ the temperature of a certain ”Getting Ready”, LM dry day, Jen was left by her
communities or humans in place? pp.196-197 dad inside the car. She
different types of clothing, that noticed that the air
will give the students clues about (Students expected answer: conditioner of the car was
the temperature of the place in altitude, latitude, distance not working well. Then she
each photo.( e.g. photo showing from the ocean) started to feel warm and she
people in fur coats; photo started to sweat a lot.
showing the peak of a mountain Introduce the next topic of *Let us try to understand
ENGAGE covered with ice; photo of a the lesson, another factor the situation of Jen by
community near the seashore; that affects the temperature performing an activity.
photo of tropical country;) Ask of a place.
students to infer whether the
place in the photo is a cold, very
cold, warm or very warm area.
Allow them to justify their
answers based on what they
have learned in the earlier
lessons.
Perform Activity 5: Let students have their Ask five volunteer students By group, let students
Grade 9
“Temperatures of Different Cities groupings and allow them to to present the answers to perform Activity 8 “ It’s Quarter 3
Around the World”, LM p. 193. have a peer discussion. Let the questions (refer to Getting Hot In Here”, Page 33
EXPLORE Allow them to have a group them perform Activity 6: Activity 7) pp.198-199 of Learner’s
discussion and let them answer “Ocean Currents”, LM pp. Module
Guide Questions 23- 28. 194-195. Students will
answer guide questions 29-
33.
Ask a representative from each A reporter from each group Provide correct answers to Ask a representative from
group to present their answers to will present their answers in questions in the bingo card. each group to present the
the guide questions: front of the class Relate each answered result of their experiment
#23. Which city had the Guide Questions: question to climate change. and answers to guide
highest temperature? #29. What are the different questions.
#24. What factor do you think ocean currents that
is the cause of high carry warm water?
temperature in the city? Give at least three (3)
#25.which city had the lowest #30. What are the different
temperature? ocean currents that
#26. What factor do you think carry cold water? Give
EXPLAIN is the cause of low at least three (3).
temperature in that city? #31. What kind of air does
#27. What factor do you think Greenland current take
greatly affects the climate along? Explain
of Tokyo? Support your #32. How do the Kamchatka
answer. current and Kuroshio
#28. How does the elevation current affect the north
of Paris affect its eastern part and
climate? southern part of
Japan?
#33. How do ocean currents
affect climate?
Emphasize important points of Important points for Discuss with students Discuss with the entire class
Grade 9
the lesson based on the activity. discussion: whether climate change is the correct answers to the Quarter 3
Also correct any misconceptions a. Gyres flow clockwise in man- made or not. Elicit guide questions to eliminate Page 34
of students, based on the reports the northern hemisphere, answers from students. misconceptions. Allow
made. while counterclockwise in the Allow them to justify their students to identify the
southern hemisphere. This is answers. greenhouse gases in the
Concretize the idea that the due to Coriolis effect. atmosphere. Allow them to
temperature of every place on b. Ocean currents from the see the relationship of the
Earth vary depending on the equator carries warm water increase in amount of
ELABORATE latitude, altitude ,and distance and warm air above them. greenhouse gases to the
from large bodies of water at c. Ocean currents that move general atmospheric
specific months of the year. towards the equator carry temperature of Earth
cold water and cold air above
Make students remember that them.
climatic conditions are also d. Ocean currents affect the
affected by the revolution of the temperature of places
Earth. e. Ocean current is another
factor that affects the climate
of a place.
What climatic condition is 1. What do you call the Identify the following: 1. Describe greenhouse
experienced at: loops of ocean currents? 1. 3R stands for? gases
1. high altitude areas a. Convection 2. Gas released in 2. Why is the temperature
2. tropical areas current landfills inside the tank
3. low altitude areas b. Upwelling 3. General condition of warmer?
EVALUATE 4. near the ocean c. Coriolis effect the atmosphere 3-4. Cite two greenhouse
5. far from the ocean d. Gyre within a year gases
2. The direction of rotation 4. CFC stands for? 5. What will happen to
of these loops is caused 5. Which will help Earth’s atmospheric
by_____. alleviate climate temperature if the amount
a. Coriolis effect change, eating of greenhouse gases
b. Revolution continue to increase?
c. Tilting of earth’s vegetables or

Grade 9
axis eating meat? Quarter 3
d. All of the above Page 35
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
c. Remains the
Grade 9
same Quarter 3
d. Increases, then Page 36
decreases
Review assignment: Research through the Review assignment: Prepare for a summative
(Grade7 Lesson) What are the internet: (Lesson in Grade 7) test.
three different ways of heat Identify 5 gyres of ocean What are the five layers of
transfer? What is the process of currents that carry warm the atmosphere?
EXTEND heat transfer that occurs only in water and five gyres of ocean In which layer that the
fluids? (water and air) What is currents that carry cold water weather and climate
the direction of heat transfer changes occur?
among molecules of air/ water?
Warmer to cooler or cooler to
warmer?
V. REMARKS
VI. REFLECTION
80% and Above:
Below 80%:
have caught up with
the lesson
continue to require
remediation
strategies worked well? Why
did these work?
What difficulties did I Grade 9

Quarter 3
solve? Page 37
other teachers?



I. OBJECTIVES
Content Standard Factors that affect climate, and the effects of changing climate and how to adapt accordingly.
Performance Standard Participate in activities that reduce risks and lessen effects of climate change.
Learning Competency 1. Explain how different factors affect the climate of an area.
2. Describe certain climatic phenomena that occur on a global level.
Code: S9ES – IIIe – 30
S9ES – IIIf – 31
Interpret the relationship of Calculate one’s personal Discuss the impacts of Plan ways on how to
carbon dioxide and carbon emission. climate change. inform or educate fellow Summative
DAILY TASK temperature. Take an action to lessen students on the impacts Assessment
the effect of climate of climate change.
change.
II. CONTENT 2.1 Factors that affect climate.
2.2 Global climate phenomena.
Teacher’s Guide p.153 p.154-156 p.156 p.156-157
Learner’s Materials p.201-202 p.202-204 p.205-206 p.207-208
IV. LEARNING TASKS
What are examples of What is the relationship of What is carbon emission? What is a climate change?
greenhouse gases? carbon dioxide to
ELICIT temperature? How can you help lessen What causes climate
What are the sources of the carbon emission in the change?
greenhouse gases? environment?
Bar graph analysis of global The teacher will post a Present a picture showing As a student, how will you
Grade 9
temperature and carbon dioxide. question on the board “Am I emission of carbon from inform your fellow students Quarter 3
(The students will give their a climate hero or a climate automobiles. about the effects of climate Page 39
ENGAGE observation) culprit? change?
What bad effects does too
much carbon emission will
bring to our health and to
the environment in general?
Perform Activity 3: “Climate Hero or a Climate Discuss: Impacts of climate Group Activity:
CO2 is the Reason! Culprit?” change Task: To come up with a
LM pp.201-202 (Please refer to 1. Melting of glaciers that presentation that can
Learners Material pp 202 – covered the land caused the disseminate and educate
204) sea level to rise. their fellow students about
2. Heavy Rainfalls the impacts of climate
3. Abnormality in the change and on how to
EXPLORE reproduction of some plants reduce its effects.
and animals.
4. Cold winds affecting the Group 1 – A comic sketch
climate of the country and Group 2 – A jingle or a song
destroying some crops and Group 3 – News casting
farms. Group 4 – Poster or slogan
5. El Nino Group 5 – Poem
6. La Nina
Guide Questions: Guide Questions: Guide Questions: Note: Give ample time to
1. How much is the increase in 1. Which member has the 1. What are the impacts of the students to plan and
the temperature from 1880 to highest carbon footprint? climate change in our prepare for their
EXPLAIN 2010? 2. Which member has the world? presentation
2. What happened to the amount lowest carbon footprint? 2. What are the ways on
of carbon dioxide from 1880 to 3. What is the average how to lessen its effects?
2010? carbon footprint of the
group?
3. What is the relationship 4. What is your highest

Grade 9
between the amount of carbon source of carbon emission? Quarter 3
dioxide and global temperature? 5. What is your lowest source Page 40
4. When was temperature at its of carbon emission?
highest and its lowest?
Carbon dioxide – is a gas that is Each of us contributes to Climate change can bring
produced when people and carbon emission. You realize great changes in our world.
animals breathe out or when that you are either a climate
certain fuels are burned and that hero or a climate culprit. Because of climate change
is used by plants as energy. several calamities are
Anyone can be a contributor happening, like floods,
Temperature – is a in changing our climate. heavy rainfall and severe
measurement that indicates how typhoons.
hot or cold something is. Climate is always changing.
It has shown how much it Climate change could leave
When Industrial Revolution could affect our lives. great destruction and great
ELABORATE began more emissions of carbon loss of lives.
dioxide and other greenhouse
gases threatened all living Climate change could
things, destroy crops of farmers,
thus resulting to low crop
Burning of fossil fuel is one of the production.
main sources of carbon dioxide
emission. In addition, climate change
could result to El Niño and
As the amount of carbon dioxide La Niña.
increases the global temperature
increases too.
How is carbon dioxide related to As a student how can you Identify the following
Grade 9
temperature? help lessen the effects of situations as to the effect of Quarter 3
climate change? What climate change. Page 41
actions will you do? Write TRUE or FALSE
1. Increasing global
temperature
2. Destruction of
properties and loss
EVALUATE of lives due to
frequent
occurrences of
typhoons.
3. Increase crop
production
4. La Nina and El Nino
5. Earthquakes
resulting from
tectonic movements
Write at least 3 ways to reduce What are the impacts of Make a research on the
CO2 emission. climate change? impacts of climate change
EXTEND to man and to the
Identify the effects of climate environment.
change.
V. REMARKS
VI. REFLECTION
80% and Above:
Below 80%:
Did the remedial lessons Grade 9

Quarter 3
have caught up
with the lesson Page 42
continue to require
remediation
did these work?
solve?
other teachers?



I. OBJECTIVES
Content Standard Factors that affect climate, and the effects of changing climate and how to adapt accordingly.
Performance Standard Participate in activities that reduce risks and lessen effects of climate change.
Learning Competency Describe certain climatic phenomena that occur in a global level.
Code: S9ES-111e-31
Design a scheme on Presentation of the Design Critiquing of the Output Dissemination of Output
DAILY TASK information dissemination of Information Assessment
the impacts of climate change.
II. CONTENT 2.2 Global Climate Phenomenon
Teacher’s Guide TG p.207
Learner’s Materials LM p.157
IV. LEARNING TASKS
ELICIT Cite a specific example of an What plan did you make for How well did you make your Presentation of outputs:
impact of climate change your presentation? design? Group 1-Comic sketch
Designing a scheme on Practice/ Preparation of the Practice/ Preparation of the Group 2- Jingle or song
ENGAGE information dissemination on the presentation presentation Group 3-Newscasting
impacts of climate change. Group 4-Poster and slogan
Group 5- Poem
Group 1-Comic sketch Presentation of the design Critiquing of the output. Grade 9
Group 2- Jingle or song Quarter 3
Group 3-Newscasting Page 44
Group 4-Poster and slogan
EXPLORE Group 5- Poem
Presentation of outputs will be

scored based on scoring rubric.
(Please refer to LM p.157)
V. REMARKS
VI. REFLECTION
80% and Above:
Below 80%:
have caught up
with the lesson
continue to require
remediation
did these work?
solve?
What innovation or localized Grade 9

Quarter 3
other teachers? Page 45



I. OBJECTIVES
Content Standard The relationship between the visible constellations in the sky and earths position along its orbit.
Performance Standard Discuss whether or not popular beliefs and practices with regards to constellations and astrology have scientific basis.
Infer the characteristics of stars Infer that the arrangement of Observe that the position of Show which constellations
Learning Competency based on the characteristics of stars in a group constellation changes in the may be observed at
the sun. (constellations) does not course of a night. different times of the year
change. using models.
Code: S9ES-IIIg-32 S9ES-IIIh-33 S9ES-IIIi-34 S9ES-IIIj-35
Relate color with temperature Explain why some
of a star. Group stars together in a Describe the apparent Summative
DAILY TASK constellations are not
Explain the factors that may recognizable pattern motions of stars at night Assessment
seen at certain months
affect the brightness of a star
II. CONTENT Characteristics of a Star Constellations
Teacher’s Guide pp. 160 pp. 160-161 p.161
Learner’s Materials pp. 214-215 p.216 p.217
IV. LEARNING TASKS
Let the students sing the song. What are the characteristics What are constellations? What is a constellation?
“ Twinkle, twinkle little star” of a star? Name some of them. What constellations do you
ELICIT How does the color of a star know?
relate with its temperature?
What factors influence the
brightness of a star?
What information does the song Have you observe the sky at Are all constellations be
Grade 9
give? night? seen at the same time or Quarter 3
How is star described in the Have you seen stars that month of the year? Page 47
ENGAGE song? form patterns or shapes of
What other descriptions can you object in night sky?
describe about a star aside from What do you call these group
the song you have sung? of stars?
What are the characteristics of a What are the groups of stars What direction do stars Why are some
star? that seem to form patterns/ move? constellations cannot be
figures/ images in the night seen in the same month of
sky? the year?
EXPLORE Working in groups, students will Working in groups, students Working in groups, students Working in groups, students
perform the Activity 1: will perform Activity 2: will perform Activity 3: will perform the Activity 4:
Characteristics of Stars and will Patterns in the Sky and will Apparent Movement of the Different Star Patterns
follow Guided Activity from the follow Guided Activity from Stars through the Night and through the Year and follow
LM pp.214-215. LM p.216 will follow Guided Activity Guided Activity from LM
from LM p.217 p.218-221
By group, students will present By group, students will Compare the position of the By group, students will
their answers using manila present their answers using stars in the sky. What do present their answers using
papers by following guide the manila papers by following you notice? manila papers by following
questions: guide the questions: Are the stars visible at 7 pm the guide questions:
EXPLAIN 1. What is the color of the 1. What figure/ pattern you still visible at 11 pm in their 1. Compare the
filament as you dim the bulb? have traced/ formed? “original position”? Why is photographs? What do you
2. What is the color of the 2. What are the stories of this so? notice?
filament as you turn the switch at these figures/ patterns? 2. Why are some
full power? 3. What are your bases for How do the stars move? constellations visible in
3. What happens to the coming up with this figure? Describe the movement of March but not visible in
temperature of the filament as the stars in the night sky. September?
the bulb becomes brighter and Q4. How is the motion of 3. What constellations are
Grade 9
brighter? stars similar to the motion of prominent during winter? Quarter 3
the Sun? Fall? Summer? Spring? Page 48
1. What is one of the What do you call stars that How do the stars move? Why are not all
characteristics of a star? group together and seem to Describe the movement of constellations be seen at
ELABORATE 2. How does color relate with the form images or patterns or the stars in the night sky. the same time?
temperature of a star? figures in the sky?
3. What two factors affect the
brightness of a star?
Choose the letter of the best Name the constellation How do stars appear to Multiple Choice: Choose the
answer. Use the table below that formed by the group of stars move in the night sky? correct answer and write the
presents information about stars below. (5pts) letter only.
A, B, C, and D. 1.) 1.The following
Star Color constellations can be
A observed prominently in
B Yellow June EXCEPT_____.
A. Bootes
C White
B. Draco
D Blue
C. Hydra
1. Which star is the
D. Orion*
EVALUATE hottest? Answer: Cygnus (Swan) 2.Leo can only be observed
a. A in the month of __.
b. B 2.)
A. March*
c. C
B. June
d. D
C. September
2. Which star is very similar
D. December
to our sun?
3.Ursa Major can be
a. A
observed in the months of
b. B
Anser: Cepheus ( King ) A. March and June*
c. C
B. June and September
d. D
3. Which is the 3.) C. September & Grade 9

coolest star? December Quarter 3
a. A D. December and March Page 49
b. B 4. Which statement best
c. C explain why some
4. What 2 factors affect constellations like Cygnus
the brightness of the star? is visible to an observer in
Manila in September but
not visible in March?
A. Earth’s spins on
Answer: Ursa Major (Big its axis.
Bear) B. Earth orbits the sun.*
C. Cygnus spins on its
4.) axis
D. Cygnus orbits
the Earth.
5. Constellation Pisces
changes position during
the night. Which motion is
Answer: Cassiopeia (Queen) 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.
Do all stars have the same Prepare and bring the Prepare and bring the Study your lessons for the Grade 9
brightness? Why? materials needed for materials needed for summative test. Quarter 3
the Activity 3. the Activity 4. Page 50
In preparation for the next Using the software
day’s activity the students will Stellarium, let the students
be assigned to observe the explore the Night Sky for a
night sky at 7pm until 9 pm. certain date.
Do the following: Identify one constellation
EXTEND a. Focus on one star and and follow its movement
mark the position of that star through a period of time.
at 7pm by choosing a
reference point nearby it. Stellarium can be
Then follow up or monitor the downloaded at:
position of that same star http://www.stellarium.org/
after 1 hour & 2.hours.
Record & bring your
observation in the class for
your next activity.
V. REMARKS
VI. REFLECTION
80% and Above:
Below 80%:
Did the remedial lessons Grade 9

Quarter 3
have caught up
with the lesson Page 51
continue to require
remediation
did these work?
solve?
other teachers?


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Department of Education

Negros Island Region

Grade 9 School Grade Level 9 Grade 9

Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

3. Describe each type of

Grade 9, Quarter 3 Prepared by: Checked by:

Grade 9, Week 1 Grade 9

Grade 9, Week 1 Grade 9

Grade 9 School Grade Level 9

Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Key Questions: Publication and Publication and Publication and

3 - Description is complete 4 - Identified and Grade 9

Which of my teaching Grade 9

Grade 9, Quarter 3 Prepared by: Checked by:

Grade 9 School Grade Level 9 Grade 9

Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. LEARNING TASKS

the video clips/pictures? shape of the cone or slope

Sheet will be provided by

4. The property of E. A violent eruption due to

Which of my teaching Grade 9

Grade 9, Quarter 3 Prepared by: Checked by:

Grade 9, Week 3 Grade 9

Procedure: Effect of Magma’s Composition to Viscosity

Grade 9 School Grade Level 9

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Let the students present their

Essential Question: Essential Question: Essential Question: Essential Question:

4. Name some geothermal 3. How is electrical energy and results to active

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Grade 9 School Grade Level 9 Grade 9

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. And what is a 2. Why is it that water

2. And why it is if 2. How does altitude of water have extreme

How does topography

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Grade 9 School Grade Level 9 Grade 9

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

*distance of a place from the Also recall that the

c. Tilting of earth’s vegetables or

What difficulties did I Grade 9

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Grade 9 School Grade Level 9 Grade 9

Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

3. What is the relationship 4. What is your highest

Did the remedial lessons Grade 9

Grade 9, Quarter 3 Prepared by: Checked by:

Grade 9 School Grade Level 9 Grade 9

Week No. 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Presentation of outputs will be

What innovation or localized Grade 9

Grade 9, Quarter 3 Prepared by: Checked by:

Grade 9 School Grade Level 9 Grade 9

Week No. 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

3. Which is the 3.) C. September & Grade 9

Did the remedial lessons Grade 9

Grade 9, Quarter 3 Prepared by: Checked by:

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