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    Earth Science

    Uploaded by

    Joana Marie Legado
    The document provides a lesson plan for a 9th grade science class on factors that affect climate. The objectives are to explain how distance from the ocean affects climate, compare the effect of heat on water and land, and appreciate the climate of the Philippines. Students will participate in an activity where they measure the temperature of water and soil over time as they heat up and cool down to understand how water absorbs heat more slowly than land. This demonstrates how bodies of water moderate regional climates. Areas far from water bodies are more prone to extreme climates.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Earth Science

    Uploaded by

    Joana Marie Legado
    57 views4 pages
    The document provides a lesson plan for a 9th grade science class on factors that affect climate. The objectives are to explain how distance from the ocean affects climate, compare the effect of heat on water and land, and appreciate the climate of the Philippines. Students will participate in an activity where they measure the temperature of water and soil over time as they heat up and cool down to understand how water absorbs heat more slowly than land. This demonstrates how bodies of water moderate regional climates. Areas far from water bodies are more prone to extreme climates.

    Original Description:

    Earth Science: Factors affecting Climate

    Original Title

    EARTH SCIENCE

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    The document provides a lesson plan for a 9th grade science class on factors that affect climate. The objectives are to explain how distance from the ocean affects climate, compare the effect of heat on water and land, and appreciate the climate of the Philippines. Students will participate in an activity where they measure the temperature of water and soil over time as they heat up and cool down to understand how water absorbs heat more slowly than land. This demonstrates how bodies of water moderate regional climates. Areas far from water bodies are more prone to extreme climates.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    57 views4 pages

    Earth Science

    Uploaded by

    Joana Marie Legado
    The document provides a lesson plan for a 9th grade science class on factors that affect climate. The objectives are to explain how distance from the ocean affects climate, compare the effect of heat on water and land, and appreciate the climate of the Philippines. Students will participate in an activity where they measure the temperature of water and soil over time as they heat up and cool down to understand how water absorbs heat more slowly than land. This demonstrates how bodies of water moderate regional climates. Areas far from water bodies are more prone to extreme climates.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    QUARTER: 3

    Week: 5
    Subject: SCIENCE Grade Level: 9
    Date: Day: 1 and 2
    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

    Competency: explain how different factors affect the climate of an area;


    S9ES-IIIe-30

    I. OBJECTIVES
    Knowledge explain how distance from the ocean affects climate
    Skills compare the effect of heat on water and land
    Attitude appreciate the climate of the Philippines
    II. CONTENT Factors that affect Climate: Heat on Water and Land
    III. LEARNING RESOURCES
    A. References
    1.Teacher’s Guide Pages pp. 147-148

    2.Learner’s Materials Pages pp. 188-190


    3.Textbook Pages None
    4.Additional Materials IM:
    Slide deck presentation

    Activity:
    Water, soil/sand
    iron stand and iron clamp
    2 laboratory thermometers
    2 beakers thick cloth or pot holder
    Sunlight or 2 lamps or alcohol lamps timer
    5.Learning Resource (LR) None
    portal
    B. Other Learning Resources “Oceans Affect Our Weather and Climate”
    https://www.youtube.com/watch?v=ZPoD3jssJBg
    IV. PROCEDURES
    A. Reviewing or presenting On a prepared slide deck presentation, show pictures of any landform
    the new lesson and sea. Then, then ask the following question for recall:
    a. Compare Picture #1 (a landform) and Picture #2 (sea bodies).
    Recall on what you have learned in Grade 7. Which cools and
    Prepared by: JUDELYN E. JAYME-DIONSON
    heats faster? Land or sea?
    b. Why is it that water heats up slowly compared to soil?
    B. Establishing a purpose for Computer-aided Instruction (CAI)
    the lesson
    “Oceans Affect Our Weather and Climate”
    https://www.youtube.com/watch?v=ZPoD3jssJBg
    1. What is convection?
    2. Where do the warm air from northern and southern hemisphere go?
    3. When warm air rises up, what replaces it?
    C. Presenting examples of To encourage collaborative learning in the class, group students into
    the new lesson four (4) groups and let them do Activity 3 entitled “Which cools and
    heats faster?”.

    Since this activity requires sunlight, this should be performed on a


    sunny day. If the weather does not permit, use lamps. Lamps can
    simulate the radiation effect of sunlight. If electricity is not
    available, use alcohol lamps. But emphasize to the students that heat
    coming from alcohol lamps do not simulate the radiation effect of
    sunlight. It simulates only the absorption of heat by sand/soil and
    water from alcohol lamps.
    D. Discussing new concepts Let students answer the following questions through group reporting:
    and practicing new skills
    #1 1. What are the initial temperatures of water and soil?
    2. What is the difference between the temperature of soil and water
    after 6 minutes?
    3. Which heats up faster, water or soil?
    4. What happens to the temperatures of water and soil after you
    remove the containers from
    each tripod?
    E. Discussing new concepts Which cools faster, water or soil?
    and practicing new skills
    #2
    F. Developing Mastery Exposing scientific skills:

    On a graphing paper, make a line graph to show the temperature


    reading in cooling the soil and water. Then discuss interpretation of the
    graph to the class.
    G. Finding practical 1. How does a body of water regulate the temperature of a certain
    applications of concepts region/country?
    and skills in daily living
    2. Why do some areas that are far from bodies of water have extreme
    climates?

    H. Making Generalizations
    and abstractions about Using a Venn Diagram, compare the effect of heat on water and land.
    the lesson

    Prepared by: JUDELYN E. JAYME-DIONSON


    Water Land

    I. Evaluating learning TRUE OR FALSE


    Direction: On the space provided below, write T if the statement is
    correct and F if otherwise.
    ____1. The climate of the place is influenced by the surrounding bodies
    of water.
    ____2. Water absorbs heat faster than soil.
    ____3. Places that are near the oceans have moderate climate as the
    body of water regulates the temperature.
    ____4. Even as both soil and water absorb the same amount of heat,
    the temperature of water rises more slowly than
    that of soil.
    ____5. Places without a body of water nearby tend to have lower air
    temperature during day time.
    ____6. At night, soil cools down faster than water, so the air
    temperature above ground is lower than that above the sea.
    ____7. Places that are far from the bodies of water have extreme
    climates.
    ____8. Soil has higher heat capacity than water.
    ____9. Water also absorbs more heat in warm days and slowly
    releases it in cold days.
    ____10. Areas that are near a body of water will have
    moderate temperature.
    J. Additional Activities for
    application or 1. Describe the Philippines in terms of its location in the world map. Do
    remediation you like the climate that we experience? Why and why not?
    2. How does our climate help the livelihood of the citizens in our
    country?

    V. REMARKS
    VI. REFLECTION
    A. No. of learners who
    earned 80% in the
    evaluation
    B. No. of learners who

    Prepared by: JUDELYN E. JAYME-DIONSON


    require additional
    activities for remediation
    C. Did the remedial lessons
    work? No. of learners who
    have caught up 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 and supervisor
    help me solve?
    G. What innovation or
    localized I used/discover
    which I wish to share with
    other teacher?

    Assignment:
    Each group is given a task to bring the following materials tomorrow:

    1 white cartolina (per group)


    Felt tip pens

    Solutions/Answer:

    A. For answers to subjective questions. Refer to page 147-148.

    B. Evaluating learning. TRUE OR FALSE

    1. T
    2. F
    3. T
    4. T
    5. F
    6. T
    7. T
    8. F
    9. T
    10. T

    Prepared by: JUDELYN E. JAYME-DIONSON

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