DETAILED SCIENCE LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY PAGE NO.

Earth and THIRD Quarter NO.
Space 9 (AGUSAN DEL SUR NATIONAL HS)

1. Explain how greenhouse gases trap heat;

2. Demonstrate how closed spaces trap heat;
I. OBJECTIVES
3. Create a role-play about climate change; and
4. Appreciate the importance of environment to humanity.
A. Content Standards The learners demonstrate an understanding of factors that affect
climate, and the effects of changing climate and how to adopt
accordingly.
B. Performance Standard The learners shall be able to participate in activities that reduce risks
and lessen effects of climate change.
C. Learning Describe certain climatic phenomena that occur on a global level.
Competencies S9ES-IIIf-31
Write the LC code for
each

FACTORS THAT AFFECT CLIMATE

II. CONTENT a. Climate Change

III. LEARNING RESOURCES

A. References Science 9 Learner’s Module, Science 9 Teacher’s Guide, Science
Links 9
1. Teacher’s Guide pages 331 – 334
2. Learners Material 197-207
pages
3. Textbook pages 276-285
4. Additional materials http://www.youtube.com/PrinceEaourfuturegeneration
from Learning
Resource (LR) portal.
B. Other Learning
Worksheets, Multimedia Gadgets, PPT
Resource
IV. PROCEDURES
The students will be given a Computer-assisted Evaluation related to
A. ELICIT the previous lesson to determine mastery of the pre-requisite skills
Reviewing previous and promote understanding and comprehension to the scientific
lesson or presenting concepts that will be encountered by the students in their succeeding
the new lesson discussions.
(Computer-assisted Assessment)
B. ENGAGE For students to be able to understand the climate change, they will
Establishing a purpose engage in an activity where they will explore how climate change
for the lesson occurs. (Refer to the Learner’s Module page 198-199 – ACTIVITY:
It’s gettin’ hot in here)
C. EXPLORE INQUIRY-BASED LEARNING. The students will be given time to
Discussing the new assess, explore, share and organize information they could get from
concepts and the activity given.
practicing new skills #1 The class will be divided into eight (8) groups. A leader, a
 secretary, reporters and a facilitator/s will be chosen for each group.
All the information gathered will be analyse and comprehend by each
member. Gathered ideas/experiences will be noted by the secretary.
D. EXPLAIN DIFFERENTATION. In this section, each group of students will be
Developing mastery involved in an analysis of the concepts they’ve discussed. Their
understanding is clarified and modified because of specific
integrative activities.
Group 1 and 5: (Integration: LITERATURE)
The group will compose a poem (at least 3 paragraph,
either free verse or sonnet) that regarding to the topic they
discussed.
Group 2 and 6: (Integration: PHYSICAL MOVEMENT)
The group will do a 3-minute interpretative dance using
“KAPALIGIRAN” song of Asin about the climate change
and its effect to humanity.
Group 3 and 7: (Integration: ARTS)
The group will create colourful poster that convey
humanity’s wrong doing and possible effects to community.
Then choose a representative to explain their output in front
of the class.
Group 4 and 8: (Integration: MEDIA)
This group will have a panel discussion about the activity of
humanity and how much it will cost in the future generation.
They will also tackle about the importance of taking care of
environment and how to prevent future impacts of worst
scenario of global warming. All members must participate.
Given five (5) minutes each group.

You really make my job fun. Very good. I’m totally impressed.
E. ELABORATE This section will give students the opportunity to expand and solidify
Finding practical / concretize their understanding of the concept and / or apply it to
application of concepts real – world situation. A short video clip entitled “Dear Future
and skills in daily living Generation” from an environmentalist, Prince Ea and reflects to what
it try conveys.
F. EVALUATION This section will provide for concept check test items and answer
Evaluating learning key which are aligned to the learning objectives - content and
Aver Diffic performance standards and address misconceptions – if any.
Code Easy Total
(60%)
age ult
(30%) (10%)
The following questions will be given. The students will answer each
S9ES item.
1,2,3,
-IIIf- 4,5,6
7,8,9 10 10 1. What is Climate Change?
31 2.-3. Give at least 2 possible effect of Climate change.
4.-6. At least 3 causes of climate change.
7.-9. Arrange the following phenomena:
 Climate Change
 Greenhouse Effect
 Global Warming
10. Write at least one sentence on how climate change affects
you.
G. EXTEND This section gives situation that explain the topic in a new context, or
Additional activities for integrate it to another discipline / societal concern.
application or  Write a letter to your future generation about how earth
remediation look today. How you enjoy the day and how you love to
see the night sky full of stars and the moon.
V. REMARKS

VI. REFLECTION

A. No. of learners who Out of 65 students 55 earned 80%.

earned 80% in the
evaluation
B. No. of learners who Out of 65 students 10 of learners who are required additional
require additional activities for remediation that scored below 80%.
activities for
remediation who
scored below 80%
C. Did the remedial Yes. Out of 10 students all caught up with the lesson.
lesson worked? No. of
learners who have
caught up with the
lesson
D. No. of learners who None
continue to require
remediation
E. Which of my teaching Inquiry-Based Learning & Differentation
strategies worked
well? Why did this
work?
F. What difficulties did I None
encounter which my
principal or supervisor
can help me solve?
G. What innovation or Implementing Solid Waste Management in collaboration with the
localized material did I Eco-Saver Club.
use/discover which I
wish to share with
other teachers?
PREPARED BY:

JONALYN B. REQUILLO
SST-I

OBSERVED BY:

FE J. DE ASIS
MT-I
 Attachment 1

“Uncover my Secrets”
Love, Eclipses!
You know that the Sun gives off light. As the different members of the solar system
move around the Sun, they block the light from the Sun and form shadows. This means that
planets have shadows, and even their moons have shadows too. But we cannot see the shadows
that they form because we are far from them. The only shadows that we can observe are the
shadows of the Moon and Earth.
As the Earth revolves around the Sun, the Moon revolves around the Earth as well.
The Moon’s orbit around the Earth is tilted five degrees with respect to the plane and perfect
alignment among the three is rare. When the Moon is too high, its shadow does not fall on Earth.
When the Moon is too low, the Earth’s shadow does not fall on the Moon. Their shadows are cast
in space. So, when can we observe these shadows?
As the Moon is neither too high nor too low and is in a straight line between the Sun
and the Earth, a shadow could be cast on a surface and not in space. Whether a shadow is cast
on the surface of the Moon or Earth depends on the positions of the Sun, Moon, and the Earth.
When the shadow of the Moon falls on the Earth, a Solar Eclipse can be experienced. This occurs
when the Moon comes directly between the Sun and Earth. The Moon’s shadow could have a gray
outer region called the penumbra and a darker inner region called the umbra.
If you are standing within the umbra of the Moon’s shadow, you will see the Sun
disappear from your view. The surroundings appear like it is early evening. In this case, you are
witnessing a Total Solar Eclipse. In comparison, if you are in the penumbra, you will see the Sun
partially covered by the Moon. There are no dramatic changes in the surroundings; there is no
noticeable dimming of sunlight. In this case, you are observing a Partial Solar Eclipse.
At a position where the Earth is in between the Sun and the Moon, a different type of
eclipse occurs. In this manner, the Moon is in the shadow of the Earth. You will then observe a
Lunar Eclipse. The shadow of the Earth is wider than that of the Moon and darkens it. The
appearance of the Moon is dependent on its location in the Earth’s shadow since it also has umbra
and penumbra. When the entire Moon is within the umbra, it will look totally dark. At this time, you
will observe a Total Lunar Eclipse. But when the Moon passes only through a part of the umbra, a
Partial Lunar Eclipse will be observed. A part of the Moon will look dark while the rest will be
lighter.
In science, explanations are supported with evidence. Beliefs related to eclipses,
such as the Sun being swallowed by Bakunawa (a large animal), or increase of harmful
microorganisms during an eclipse, are passed on by adults to young children. But until now, no
proof has been offered to show that they are true.
 However, there are beliefs that have scientific bases. For example, it is bad to look
directly at the Sun during a Solar Eclipse. Doing so will damage your eyes. This is true. Even if
only a thin crescent of the Sun is left uncovered by the Moon, it will still be too bright for you to
observe. In fact, it is 10,000 times brighter than the Full Moon and will certainly harm your retina.
So if you ever observe a solar eclipse, be ready with a solar filter or welder’s goggles to protect
your eyes.

Attachment 2

Investigate Me More!

Survey Form:

Kindly fill out this form and answer the questions that follow.

Name:
Address:
Birthdate:
Age:
Religion:
Ethnicity:

Questions:

1. What do you know of eclipses?

2. Do you believe in Superstitious Beliefs? (If no, state the reason why.)

3. What superstitious beliefs do you know is related to eclipses?

4. Which among the beliefs you have known do you consider true?

5. Are there any proofs that tell you they are true?

6. Have you shared these beliefs to your relatives?

7. How do these superstitious beliefs affect you’re living especially when an eclipse is
occurring?