Science DLP Grade 9 Quarter 3

PROTOTYPE AND CONTEXTUALIZED
DAILY LESSON PLANS
IN GRADE 9 SCIENCE
(Earth and Space)
QUARTER 3
i
DLP DEVELOPMENT TEAM
WRITERS
IRISH KRIS D. VALERA – Sorsogon National High School
MARICAR H. ABRIGO- Sorsogon National High School
RIA D. LAROSA- Sorsogon National High School
FLORDELIZ N. RETUERMA-Sorsogon National High School
JEANETTE L. EVA- Pamurayan Integrated School
JOVITA DOLOIRAS- Celestino G. Tabuena Memorial National High
School
VALIDATORS
EDGARDO J. BUNGCAG- Pamurayan Integrated School
ALEX D. BARRAMEDA- Pamurayan Integrated School
LALAINE L. JARICAL- Abuyog National High School
RONA DESPABILADERAS- Bogña Integrated School
FLORIDEN DIAZ- Rawis National High School
MA. RACHEL B. ESPINO- Buhatan National High School
VOLTAIRE G. FURIO- Rizal Integrated National School
BENJIE L. CADAG-SDO-CID
DEMONSTRATION TEACHERS
JEANETTE L. EVA- Pamurayan Integrated School
ROWENA JOY T. BAJAMUNDI- Rawis National High School
JOVITA L. DOLOIRAS- Celestino G. Tabuena Memorial National High
School
PAMELA P. DIOQUINO- Rizal Integrated National School
JONAH JOY D. BAYOCA- Bogña Integrated School
ii
TABLE OF CONTENTS
TITLE Page No.
1. Parts of a Volcano 1
2. Different Types of Volcano 8
3. Locating a Volcano 20
4. Active and Dormant Volcano 26
5. Magma vs Types of Eruption 38
6. Viscosity Race 41
7. Under Pressure 44
8. In and Out 46
9. Utilization of Geothermal Energy 50
10. Energy from Volcanoes 53

11. Geothermal Energy 55
12. Parts of Geothermal Power Plant 61
13. Benefits and Drawbacks of Geothermal Energy 64
14. Building a Model of a Geothermal Power Plant 75
15. Testing the Effectiveness of Improvised Geothermal Power Plant 86
16. How does Volcanic Eruption affect Society 89
17. Factors affecting Climate (Latitude) 93
18. Factors affecting Climate (Altitude) 97
19. Factors affecting Climate (Proximity to Bodies of water) 102
20. Factors affecting Climate (Topography) 107
21. What is Climate 111
22. Carbon Dioxide is the Reason 117
23. Impact of Climate Change 123
24. Climate 129
25. The Sun as a Star 133
26. Size and Brightness of Stars 137
iii
27. Color and Temperature of Stars 140
28. Patterns in the Sky 144
29. Stories behind Constellations 147
30. Constellations: Where do I looked at 151
31. Changing the Position of Constellations 156
32. Locating Polaris in the Sky 161
33. Tracking a Constellation 166
34. Different Star Patterns 169
35. Different Star Patterns throughout the Year 173
36. Seasons and Constellations 177
37. Zodiac Constellations 180
38. Beliefs and Practices about Constellations and Astrology 186
iv
School: Grade Level: 9
Teacher: Learning Area: Science
Time and Date: 1session Quarter/Week/Day Q2W1D1
I – OBJECTIVES: The learners demonstrate an understanding of

CONTENT STANDARD: volcanoes found in the Philippines
The learners shall be able to Participates in the

PERFORMANCE
activities that reduce risks and lessen the effects of
STANDARD
natural phenomenon such as volcanic eruption
Describe the different types of volcanoes (S9ES -IIIa-
LEARNING
25)
COMPETENCIES
The learners should be able to:
1. Identify the parts of a volcano
2. Organize information about volcanoes into a
concept map
SPECIFIC OBJECTIVES
3. Demonstrate awareness on the
parts and functions of volcanoes
II – CONTENT: Topic/title PARTS OF A VOLCANO

Unit/module: Unit 3 Module 1
Time allotment: 1 hour
III – LEARNING RESOURCES/
REFERENCES:
Curriculum Guide PAGE 165
Learner’s Materials page 165
Teachers’ Guide page 136
Additional materials from the
LR portal
Other Learning Resources philstar.com
https://www.youtube.com/watch?v=NkbsKVfbBsA
https://www.tes.com/teaching-resource/volcano-worksheet-6388811
https://0.tqn.com/z/g/homeschooling/library/volcanocross.pdf1
https://www.educationworld.com/a_lesson/TM/WS_volcano_voca
bulary.shtml)https://0.tqn.com/z/g/ho
http://cybersleuth-kids.com/games/crossword/volcanoES.htm
IV -
A B
PROCEDURE:
Pre- Activity
Group students into 4 or 5 Group students into 4 or 5 depending
depending on class size on class size
ELICIT Teacher shows a picture -Teacher shows a picture

of Mayon volcano and asks of Mayon volcano and asks what their
what they already know about a observations are.
volcano
1
When you think of a volcano, what
comes into your mind?
Photo credit: philstar.com
(A volcano is a mountain that forms

when magma reaches the surface of
the Earth)
Photo credit: philstar.com
Based on the pictures, using manila paper, marker and the

concept map template on LM p.6, give five descriptions of a
volcano
-Each group is given 2-3 mins to accomplish their work
- In giving points to student responses, consider the following:

5 points: if the concept map is completely filled in with unique and
correct ideas
ENGAGE 4 points: if the concept map is completely filled in with correct but not
unique ideas
3 points: if one part of the concept map is not filled in but the supplied
ideas are
correct
2 points: if two parts of the concept map is not completely filled in and
some of the supplied ideas are incorrect
0 point: no effort exerted
(LM page 4)
Activity Proper
A video is shown to the class entitled: “The Basic Parts of Volcano”
(https://www.youtube.com/watch?v=NkbsKVfbBsA)1
Uploaded By:
IlPredator
EXPLORE Date accessed: February11,2019
After watching, the students are given 10-12 minutes to answer the
attached worksheet.
Post - Activity
Checking of answers.
Teacher posts a diagram of a volcano and asks students to give the
EXPLAIN
correct answers. The teacher may clarify misconceptions
Teacher discusses each part of the volcano and its description or

ELABORATE function.
2
-Progressively runs through the slides to impart all key points
about volcanoes
Students are given a Students match the part of the

crossword puzzle and they volcano to its characteristic.
are to answer in 10 minutes (The words can be written on
EVALUATE Strips of paper with color
coding. Can be done orally or in
a ¼ sheet of paper)
Students identify volcanoes in Students identify volcanoes in the

the locality (region). Discuss locality. “Show and tell” of the
EXTEND how these/ it affect/s the lives volcanoes they have in their area
of the people living in that
particular place.
REMARKS
REFLECTION
A. Number 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?
Number of learners who have
caught up with the lesson
D. Number of learners who continue to
require remediation
E. Which of my teaching strategies worked
well? Why?
F. What difficulties did I encounter?
G. What innovation or localized materials
did use/discover which I wish to share with
other teachers?
3
(Explore) Basics of a volcano worksheet
Source: https://www.tes.com/teaching-resource/volcano-worksheet-6388811)
Below is a picture of a volcano. Write on the box the words below that
identify its parts.
Magma Chamber, Crust, Main Vent, Side Vent, Crater, Lava, Ash and
Gas cloud
4
(Elaborate) Match up the key words with their correct definition
Source: https://www.tes.com/teaching-resource/volcano-worksheet-6388811)
Evaluate (Average)
Magma A secondary leaving point for the magma

Chamber
Crust Where the lava and ash cloud comes out from
Main Vent Volcanic gases which escape through the main vent
Side Vent Outermost layer of the earth
Crater Where the magma is stored in the volcano
Lava
Molten rock which is given off when a volcano erupts
Ash and Gas The main leaving point for the magma
cloud
5
Evaluate (Average)
DIRECTIONS: Find the definition for each volcano term. Write the letter
of the correct definition on the line next to each term.
Source: (https://www.educationworld.com/a_lesson/TM/WS_volcano_vocabulary.shtml )
1. _____ ash a. molten rock beneath Earth's surface
2. _____ ash cloud b. a small cone-shaped volcano formed

by an accumulation of volcanic debris
3. _____ conduit c. a flat piece of rock formed when

magma hardens in a crack in a volcano
4. _____ cinder cone d. an opening in Earth's surface through

which volcanic materials escape
5. _____ crater e. fragments of lava or rock smaller than

2 millimetres in size that are blasted into
the air by volcanic explosions
6. _____ dike f. the part of the conduit that ejects lava

and volcanic ash
7. _____ lava g. a cloud of ash formed by volcanic

explosions
8. _____ magma h. molten rock that erupts from a volcano
9. _____throat i. a circular depression surrounding a

volcanic vent
10. _____vent j. an underground passage magma

travels through
6
Evaluate (Advance)
Source:http://cybersleuthkids.com/games/crossword/volcanoE.htm
7

The learners shall be able to participate in the
PERFORMANCE
activities that reduce risks and lessen the effects
STANDARD
of natural phenomenon such as volcanic eruption
Describe the different types of volcanoes (S9ES -
LEARNING
IIIa-25)
COMPETENCIES
The Learners should be able to:
1. Describe the different types of volcanoes
based on their shape
SPECIFIC OBJECTIVES 2. Create a mini book on the different types of
volcanoes
3. Demonstrate awareness on the
differences of volcanoes
II – CONTENT: Topic/title DIFFERENT TYPES OF VOLCANO
REFERENCES:
Curriculum Guide Page 165
Learner’s Materials Page 165
LR portal
Other Learning Resources Unscramble the Words: Volcano - [member-created
with abctools Unscramble the words from "core" to
"volcano". | Bible craft | Volcano, Science, Volcano for
kidspinterest.com
https://www.slideshare.net/nmhoegerl/volcano-rubric-
31698515
https://www.youtube.com/watch?v=fw52GRc7rhI
https://www.silent-gardens.com/philippines-
volcanoes.php
http://sv196.org/UserFiles/Servers/Server_5786889/File
/BWilliams/Volcano%20Webquest.doc
IV -
A B
PROCEDURE:
Pre- Activity
-Teacher posts strips of paper with jumbled letters written on it.
ELICIT -Call on students randomly for the answer.

(jumbled letters have connection to the parts of the volcanoes)
(See attachment)
The teacher shows pictures The teacher shows pictures of
ENGAGE of the different volcanoes in the different volcanoes in the
the Bicol area and asks the Bicol area and asks the
8
students if they have already students if they have already
seen them. Let the students seen them. Let the students
describe each volcano. describe each volcano.
-Teacher leads in the

discussion that the volcanoes
can be classified according to
shape
Photo credit:
http://www.pinoymountaineer.com
Photo credit:
Malinao
Photo credit:
http://www.pinoymountaineer.com)
Malinao
Photo credit:
http://www.pinoymountaineer.com)
Mount Iriga
Photo Credit:
Mount Iriga
Photo Credit:
Mayon
Photo Credit:
proudtobealbayano.ph
Mayon
Photo Credit: proudtobealbayano.ph
9
Bulusan Bulusan
Photo Credit: Ariel Alega Photo Credit: Ariel Alega
Mount Labo Mount Labo

Photo Credit: greedypeg.com Photo Credit: greedypeg.com
Mount Isarog Mount Isarog

Photo Credit: en.wikipedia.org) Photo Credit: en.wikipedia.org)
Activity Proper
Groups students into 5.
From the attached template, students cut and paste the parts of a
volcano make a mini book.
A. According to shape. –(shape: curvetop/hill /triangular/flat)
B. According to Internal structure(conduit):
(branching/straight/alternating)
EXPLORE
-Allow students to color the parts of the volcano with the color-
coding guide
-Allow students in adding descriptions on each volcano. It may

include the shape and the internal structure
-Discusses the rubric before activity starts.
10
Post - Activity
Each group presents their Each group presents their output
output and explain their and explain their observations on
EXPLAIN
observations on each picture of each picture of volcano in the
volcano in the mini book mini book
Acknowledges the effort by Acknowledges the effort by each
each group. group.
-Lead the clarification on the -Lead the clarification on the

different types of volcano. It different types of volcano. It
can be classified into 6 types can be classified into 6. Watch
based on their mini books. a video clip entitled 6 types of
volcanoes: fissure volcano,
shield volcano, volcanic dome,
stratovolcano, caldera volcano
https://www.youtube.com/watch?
v=fw52GRc7rhI
ELABORATE
https://www.youtube.com/channe
l/UCQ5oHtvtEHTgGyGxdSSv1a
Date accessed: February 13,2019 w
Photo credit:geocatching.com (Students identify the 6 types
based on their mini books)
Date accessed: February 13,2019
Photocredit:geocatching.com
Show the pictures of the different volcanoes in the Bicol area used
EVALUATE on the Elicit part. Allow students in describing the type of volcano
relative to its shape
Create a poster showing the Use online resources to find the
volcano nearest your place and location and classification of the
some of the basic facts: name of given volcanoes. Provide picture
the volcano, geographic for each volcano. (see attached
location, type of volcano worksheet)
EXTEND according to morphology,
hazards posed, eruption history
and other important facts.
11
REMARKS
REFLECTION
A. Number 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?
Number of learners who have caught up
with the lesson
D Number of learners who continue to
require remediation
E. Which of my teaching strategies worked
well? Why?
G. What innovation or localized materials
did use/discover which I wish to share with
other teachers?
12
(Elicit) Direction: Rearrange the letters to form the correct words related
to volcanoes
1. OECR 11. TNMEOL

____________________________ ____________________________
2. NTEMAL 12. AERRCT
____________________________ ____________________________
3. UTSCR 13. NTCETIX
____________________________ ____________________________
4. TVCAEI 14. IAMSTNU
____________________________ ____________________________
5. EAPSTL 15. GMMAA
____________________________ ____________________________
6. CLVOONA
____________________________
7. AALV
____________________________
8. OPNTREIU
____________________________
9. MATONDR
____________________________
10. NTNAOMUI
____________________________
Source:Unscramble the Words: Volcano - [member-created with abctools Unscramble the

words from "core" to "volcano". | Bible craft | Volcano, Science, Volcano for kidspinterest.com
13
Rubric (Explore)
Mini Book: Volcano
Adapted with modification:https://www.slideshare.net/nmhoegerl/volcano-

rubric-31698515
CATEGORY 5 4 3 2
The mini book The mini The mini The mini
shows book shows book shows book was
Quality of considerable attention to some put together
Construction attention to construction. attention to sloppily.
construction. construction.
The items are The items Most items The items
neatly and
are neatly are neatly appeared to
Accuracy/Neatness correctly and correctly and correctly be just
colored. The
colored. The colored. “slapped
edges are
edges are Most edges on”. Pieces
neatly trimmed.neatly are trimmed. may be
All items are trimmed. All All items are loose or
neatly attacheditems are securely hanging
to the backing.securely attached to over the
There are no attached to the backing. edges.
stray marks,
the backing. A few barely stray
smudges or
A few barely noticeable marks,
glue stains.
noticeable stray marks, smudges or
Nothing is
stray marks, smudges or glue stains
hanging over
smudges or glue stains are evident
the edge glue stains are present.
are present. Nothing is
Nothing is hanging over
hanging over the edge
the edge
Oral Presentation Speech is very Speech is Speech is a Speech is
structured very little bit not
,clean and structured structured structured
understandable but speaks and speak and is
too fast. without difficult to
vocalizing understand
TOTAL
14
EXTEND (Average-B)
Webquest: Volcanoes
Source: http://sv196.org/UserFiles/Servers/Server_5786889/File/BWilliams/Volc
ano%20Webquest.doc
I. Classifying Volcanoes
Use online resources to find the location and classification of the following
volcanoes:
TYPE OF
VOLCANO LOCATION PICTURE
VOLCANO
Mt. Pinatubo
Mount Hood
Kilauea
Paricutin
Mount Cotopaxi
Mount Saint
Helens
Mount Rainier
Mauna Loa
Mount Fuji
Mount Shasta
Mt. Etna
MINI BOOK TEMPLATE
Direction: Cut out the template of the 6 types of volcano .Color each numbered part
of the volcano with the corresponding color. Stack all the cut out volcanos and stack
them from the shortest to the tallest volcano.
1 Orange
2 Black
3 Brown
4 Gray
5 Blue
6 Red
15
Template Credit to: Michelle Hernandez-Deocareza
16
17
DOME
18
STRATO
19

PERFORMANCE
STANDARD
LEARNING Differentiate between active and inactive
COMPETENCIES volcanoes (S9ES -IIIa-27)
1. Plot the volcanoes in the Philippines using
latitude and longitude coordinates.
2. Relate the position of the Philippines in the
SPECIFIC OBJECTIVES Pacific Ring of fire to the presence of
volcanoes.
3. Demonstrate awareness on the connection
between Philippines’ geographical location
to the presence of volcanoes.
II – CONTENT: Topic/title LOCATING A VOLCANO
Time allotment: 1 Hour
REFERENCES:
Learner’s Materials Page 166-167
LR portal
Other Learning Resources https://www.youtube.com/watch?v=Be7o6BYVOzA&t=4
4s
Gr 8 LM, UPNISMED
https://www.usgs.gov/faqs/how-many-active-volcanoes-
are-there-earth?qt-news_science_products=0#qt-
news_science_products
http://sbsciencematters.com/6th/earth-
volcano/6.13RingofFire.pdf
https://owlcation.com/stem/12-Dangerous-Volcanoes-
Along-the-Ring-of-Fire
https://www.youtube.com/watch?v=HzX4eqYI_hw
www.3dgeography.co.uk
IV -
PROCEDURE: A B
Pre- Activity
Teacher shows a video clip entitled “Introduction to Volcanoes”
ELICIT
https://www.youtube.com/watch?v=Be7o6BYVOzA&t=44s
20
Uploaded by :Frank Gregorio
Ask students through think-pair-share about what they think of the

video.
ENGAGE
Some students discuss their insights to the class.
Teacher leads the discussion towards the presence of these
volcanoes in the Philippines.
Activity Proper
Use the Philippine map (fig. 3), Review with students how to plot
plot the location of the following points of latitude and longitude
volcanoes. (LM pp. 166-167) on a map
Assign colors for the volcanoes.
Indicate this in the legend. (See Group students into 5.
attachment) Using the Philippine map (fig. 3)
EXPLORE
plot the location of the following
volcanoes. (LM pp. 166-167)
Assign colors for the volcanoes.
Indicate this in the legend. (See
attachment)
Post - Activity
Checking of answers to the following questions.
1. Are all the volcanoes found in the same location?

EXPLAIN 2. Which of the volcanoes had the most number of eruptions? Least
number of eruptions? No record of eruption?
3. Why is the Philippines rich in volcanoes?
(Adapted from LM page 8)
Teacher clarifies misconceptions.
Lead the discussion in relating the location of the Philippines to the

presence of many volcanoes and ultimately to the Pacific Ring of
Fire.
A video entitled “What is the Pacific Ring of Fire?”

ELABORATE Source:
https://www.youtube.com/watch?v=HzX4eqYI_hw
(Uploaded by: mrgeocjhs)
Students identify the most potentially destructive volcanoes in the

Philippines that can be found on the so-called Pacific "Ring of Fire."
It includes Taal and Mayon volcano.
Answer the question: What is Answer the question: What is

the relationship between the the relationship between the
locations of the Philippines in locations of the Philippines in
the Pacific Ring of Fire to the the Pacific Ring of Fire to the
EVALUATE
presence of volcanoes? presence of volcanoes?
(Most earthquakes and volcanic
eruptions do not strike randomly
but occur in specific areas, such
21
as along plate boundaries. One
such area is the circum-Pacific
Ring of Fire, where the Pacific
Plate meets many surrounding
plates. The Ring of Fire is the
most seismically and
volcanically active zone in the
world.)
Source:
https://www.usgs.gov/faqs/how-
many-active-volcanoes-are-
there-earth?qt-
news_science_products=0#qt-
news_science_products
Using the worksheet (see Attachment) students plot the different
EXTEND volcanoes in the Pacific Ring of Fire.
REMARKS
REFLECTION
A. Number of learners who earned 80% in
the evaluation
activities for remediation who scored below
80%
C. Did the remedial lessons work? Number of
learners who have caught up with the lesson
D. Number of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why?
G. What innovation or localized materials did
use/discover which I wish to share with other
teachers?
22
Explore
Adapted from 8 Learner’s Module (Source: Philippine Institute of Volcanology and

Seismology, accessed Sept. 30, 2013)
23
Fig. 3. Map of the Philippines (Source: Gr 8 LM, UPNISMED)
Legend:
= volcano that has no record of eruption
= volcano that has erupted 1 to 5 times
= volcano that has erupted 6 to 10 times
= volcano that has erupted more than 10 times
24
Extend:
25

PERFORMANCE
STANDARD
LEARNING Differentiate between active and inactive
COMPETENCIES volcanoes. (S9ES -IIIa-27)
1. Define active and dormant volcano
operationally.
2. Differentiate between active and dormant
SPECIFIC OBJECTIVES volcanoes.
3. Classify volcanoes in the Philippines.
4. Demonstrate awareness on the benefits of
the presence of volcanoes in the
Philippines.
II – CONTENT: Topic/title ACTIVE AND DORMANT VOLCANO
REFERENCES:
LR portal
Other Learning Resources https://www.worldvision.org.ph/news/philippines-mayon-
volcano-erupts-spews-heavy-lava-and-volcanic-ash/1
http://www.traveltothephilippines.info/2017/06/23/mt-bagacay-
hiking-destination/camarines-norte-mt-bagacay3/1
https://www.google.com/search?q=worksheet+on+active+dor
mant+volcano&tbm=isch&tbs=rimg:CXm:1
https://www.phivolcs.dost.gov.ph/index.php/volcano-
hazard/volcanoes-of-the-philippines1
https://vmepd.phivolcs.dost.gov.ph/volcan/active?page=3&per
-page=101
https://docs.wixstatic.com/ugd/5cd6ef_b5e3ee20421c4d49b9
956ddea5d3b397.pdf1
https://wovodat.phivolcs.dost.gov.ph/volcano/ph-volcanoes.1
https://vmepd.phivolcs.dost.gov.ph/volcan/inactive?page=12&
per-page=101
https://www.youtube.com/watch?v=E0vwI0Gs8j81
26
IV –
PROCEDURE: A B
Pre- Activity
Teacher shows two pictures of Teacher reviews the previous
volcanoes and asks the students lesson by asking the following
which one is a volcano. questions:
1. What is a volcano?
2. What are the parts of a
volcano?
ELICIT Photo credit: Jijie Morico, NGCP Albay
Source:
http://www.traveltothephilippines.info/20
17/06/23/mt-bagacay-hiking-
destination/camarines-norte-mt-
bagacay3/
The Philippine Institute of Volcanology and Seismology

classifies volcanoes according to its eruptive history
Active -Erupted within historical times (within the last 600 years),
accounts of these eruptions were documented by man erupted
within the last 10,000 years based on the analyses of material from
young volcanic deposits.
ENGAGE
Potentially active (DORMANT)-Morphologically young-looking but
with no historical or analytical records of eruption
Extinct
An extinct volcano has not had an eruption for at least 10,000 years
and is not expected to erupt again in a comparable time scale of the
future.
27
Source: https://www.phivolcs.dost.gov.ph/index.php/volcano-
hazard/volcanoes-of-the-philippines
Activity Proper
Group students into 5. Based from the Philippine map on volcanoes,
classify the volcanoes as to active, inactive.
(See attached worksheet)
Classify the volcanoes into:

EXPLORE
Active Inactive
Post - Activity
Reporting of the answers by Checking of answers and
group. clarification of misconceptions
EXPLAIN
Checking of answers and
clarification of misconceptions
Teacher distributes copies of list Browse and learn about
volcanoes of the Philippines
of active and inactive volcanoes
through this interactive tool.
in the Philippines. Discuss the Students can select from the list
difference among active, of active, potentially active and
dormant and extinct volcanoes extinct volcanoes
.
Source:
https://wovodat.phivolcs.dost.go
v.ph/volcano/ph-volcanoes.
ELABORATE
Source:kisigcsegeography.wordpre
ss.com Reinforce the learning by
(Students give examples of watching a video entitled Trivia
volcano for each type from the Thursday: Top 5 Active
list or from the map) Volcanoes in the Philippines
(Students can now differentiate
Asks students: the types of volcano)
a. Which volcano is closest to
where we live? Source:
https://www.youtube.com/watch?v=
b. Is it active or inactive
E0vwI0Gs8j8
volcano? Uploaded by:Geosoc Creatives
28
c. What makes us say so?
From the word list make 2 to 3 sentences.
EVALUATE . ERUPTS VOLCANO PEOPLE CITY ASHES LAVA

SCARED BIG MOUNTAIN DORMANT SEA
Having a lot of active volcanoes List down some benefits of

in the country, list down some having active volcanoes on the
benefits for the country or the country.
EXTEND
community.
REMARKS
REFLECTION
the evaluation
80%
remediation
Why?
teachers?
29
Explore
30
Source: https://www.phivolcs.dost.gov.ph/index.php/volcano-hazard/volcanoes-of-the-
philippines
List of Active Volcano

Numbe
r of
Histori
cal
Volcano Eleva Erupti Latest
Name Latitude Longitude Province tion ons Eruption
Babuyan_clar 19.52408 121.95005 Cagayan 843 4 1917
o (Babuyan Islands)
Banahaw 14.06038 121.48803 Laguna, Quezon 2169 3 1843
Biliran_(suiro) 11.64109 124.47854 Biliran 1340 1 1939
September
26
Bud_Dajo 6.01295 121.05772 Sulu 620 2 1897
Bulusan 12.76853 124.05445 Sorsogon 1565 30 2011 May 13
Cabalian 10.27986 125.21598 Southern Leyte 945
Cagua 18.2172 122.1201 Cagayan 1160 2 1907
Camiguin_de_ 18.83393 121.86403 Cagayan 712 1 1857
babuyanes (Babuyan Islands)
Didicas 19.07533 122.20147 Cagayan (Babuyan 228 6 1978 January
Islands) 6-5
Hibok-hibok 9.20427 124.67115 Camiguin 1332 5 1948
September 31 -
1953 July
Iraya 20.465417 122.010669 Batanes 1009 1 1454
Iriga 13.45577 123.4538 Camarines Sur 1143 2 1642 January 4
Isarog 13.65685 123.38087 Camarines Sur 1966
Kanlaon 10.42076 123.13737 Negros Oriental 2435 26 2006 June 3 -
July 25
Makaturing 7.658184 124.30206 Lanao del Sur 1908 7 1882
Matutum 6.36111 125.07603 Cotabato 2286 1 4084
Mayon 13.25519 123.68615 Albay 2460 48 2009
November 11 –
2010 January 6
Musuan 7.8768 125.06985 Bukidnon 646 2 1867
Parker 6.10274 124.88879 Cotabato 1784 1 1641 January 4

Pinatubo 15.14162 120.35084 Boundaries of 1445 2 1992 July 9 -
Pampanga, Tarlac August 16
and Zambales
Ragang 7.69066 124.50639 Cotabato 2815 7 1916 July
Smith 19.53915 121.91367 Cagayan (Babuyan 688 5 1924
Islands)
Taal 14.01024 120.99812 Batangas 311 33 1977 October 3
Source: https://vmepd.phivolcs.dost.gov.ph/volcan/active?page=3&per-page=10
31
Inactive Volcano List
Re Volca Tectoni
Volcano gio Near By no Rock c Age Of Elevatio
Name Latitude Longitude Province n Cities Type Type Setting Deposits n
Abongabong 6.503 121.98428 Basilan IX Basilan 863
City
Abunug 11.012 124.6905 Southern VIII Ormoc Calde 600
Leyte ra
Abuyug 10.794919 124.964104 Leyte VIII Abuyug 197
Aguada 10.83333333 121.0333333 Palawan IV Cuyo, Palawan 186
Balague Arc
n
Agutaya 11.15 120.95 Palawan IV Agutaya, Palawan 120
Villasol Arc
Akir-akir 7.2519683 124.54816 Maguind AR Labunga 526
anao MM n
Alligator 14.182436 121.206106 Laguna IV Masili Maar Basalt Macolod 69
Corridor
Alto 11.10833333 124.7417 Leyte VIII Tongona Leyte 0.38 Ma- 135
n Island 0.43 Ma
Volcanic (K-Ar)
Group
Alu 5.68794 120.881403 Sulu AR Tapul Cone Sulu Arc 95
MM (Brgy.
Caloo,
Gapas,
Parian)
Ambalatung 17.31162 121.09731 Kalinga CA Lubuaga 2329
an Group R n (15
km)
Amorong 15.836863 120.795316 Pangasin I Baloy, Eastern 1.14+0.08 376
an Tebang, Bataan Ma
Diaz, Lineame
Concepti nt
on, Luna
Weste
Ampaoid 7.89849 125.66858 Zamboan IX Moncay 1066
ga del o
Norte
Ampiro 8.38067 123.62826 Misamis X Oroquiet Negros 1532
Occident a City Arc
al
Anilao_hill 13.91011 121.17877 Batanga IV Anilao, Scori Basalt Macolod 0.87+/- 358
s Antipolo a Corridor 0.13 Ma
cone (K-Ar)
Anilao_hill 13.91011 121.17877 Batanga IV Anilao, Scori Basalt Macolod 0.87+/- 358
s Antipolo a Corridor 0.13 Ma
cone (K-Ar)
Aquiting 10.86666667 124.85 Leyte VIII Montebe 523
llo,
Ormoc
Arayat 15.20833333 120.7433333 Pampan III San Strato Eastern 0.69+0.06; 1026
ga Juan, volca Bataan 0.53+/-
San no Lineame 0.05 Ma
Mateo, nt (K-Ar)
Gatiauin
,
Arenas,
Telapay
ung,
32
San
Agustin
Ascuero 11.527605 124.573392 Leyte VIII Caibiran Comp Biliran 1266
, Uson ound Island
volca Volcanic
no Group
Atimbia 14.150006 121.365411 Laguna IV Sto. Macolod 1.05+/- 650
Tomas, Corridor 0.05;
Manaul, 0.95+/-
Maravill 0.07 Ma
a (K-Ar)
Bacauan 7.56831 123.24775 Zamboan IX 1824
ga del
Sur
Bagacay 14.21885 122.82418 Camarin V Bagacay Strato Bicol 775
es Norte , volca Volcanic
Malacab no Chain
ang,
Mampun
go,
Mancas
ay, Jose
Pangani
ban,
Labo,
Daet
Bagsak 6.028659 121.135373 Sulu AR Paticul Cone Sulu Arc 1142
MM
Bagua 19.31666667 121.4333333 Cagayan II 0
(Calayan
Island)
Balatubat 18.95 121.9333333 Batanes II 828
Balatukan 8.766666667 124.9833333 Misamis X Gingoog Comp 2560
Oriental City ound
volca
no
Balikabok 14.93757 120.37459 Zambale III Olongap Western 849
s o Bataan
Lineame
nt
Balo_dome 6.30249 125.16812 South SO 873
Cotabato CS
AR
GE
N
Balungao 15.86288 120.68264 Pangasin I Balunga Eastern 382
an o Bataan
Municip Lineame
ality ( nt
Poblacio
n,
Pugarao
Sur,
Mabini,
San
Andres,
San
Vicente),
Rosales
Municip
ality
(Salvaci
on, San
Antonio,
San
Angel,
Calanut
an,
Acop)
Banahao de 14.07632 121.51305 Quezon, IV Taytay, Comp Macolod 1875
lucban Laguna Palola, lex Corridor
Lucban, volca
Dapdap, no
33
Tinamna
n,
Manasa,
Alitao,
Bukal
Ilaya
Bangcay 15.779469 120.732789 Nueva III Bibiclat, Comp Eastern 406
Ecija Burgos, ound Bataan
Cablleo, volca Lineame
Salagus no nt
og,
Calubas
a,
Nangbul
an,
Capuna
y, Baloy
Banton 12.07082 12.07082 Romblon IV Western 596
Mindoro
Lineame
nt
Baonao 11.433842 124.480969 Leyte VIII Strato 485
volca
no
Base_peak 6.246666667 125.1475 South SO 598
Cotabato CS
AR
GE
N
Basilan 6.55179 120.07076 Basilan IX 971
Batelian 7.47859 123.1805 Zamboan IX Sulu Arc 620
ga del
Sur
Batuan 12.82855 123.94387 Sorsogo V Lupi 0
n
Batulao 14.041996 120.801296 Batanga IV Aga, Western 3.40+/- 693
s, Cavite Calaywa Bataan 0.20 Ma
y, Lineame (K-Ar)
Mayasa nt
ng,
Bolboc,
Tuy,
Mataym
anac,
Cayung
an
Baya 7.787166667 124.0955 Lanao AR Malaban 1380
del Sur MM g
Bayaguitos 14.157705 121.395874 Laguna IV Labanga Scori Basalt Macolod 316
n, a Corridor
Lagulo, cone
Balayon
g,
Bunga,
Cabuye
w
Bee_hive_p 6.154989 125.388123 South SO 808
eak Cotabato CS
AR
GE
N
Bigain_hill 13.896857 121.0759 Batanga IV Bigain 2, Macolod 464
s Balagtas Corridor
in,
Pinagton
golan,
Ibabao
Bigong 7.854166667 123.2833333 Zamboan IX Pagadia 770
ga del n,
Sur Aurora,
Labanga
n
Biliran 11.6683 124.3917 Biliran VIII Kawaya 1056
34
Island n,
Mapuyo
Binaca 6.95 124.0166667 Cotabato XII 1004
Binitacan 12.62475 124.01343 Sorsogo V Matnog 0
n
Binuluan 17.27888 121.11583 Kalinga- CA Lubuaga Comp Western 2329
Apayao R n, ound Bataan
Canao, volca Lineame
Uma, no nt
Bangad,
Sumadel
, Bolala,
Pasnan
Bisucay 10.82047 120.97435 Palawan IV Banda, Palawan 105
Bisucay, Arc
Balading
Bitinan 6.05853 121.44408 Sulu AR Luuk, Sulu Arc 215
MM Tongkil
Bito 7.5 124.2833333 Cotabato XII 1058
Blik 6.95996 124.21306 Cotabato XII Dinaig Cotabat 1198
o Arc
Boctong 11.1553 120.97215 Palawan IV Villafia Palawan 271
Arc
Bolacanon 6.84759 125.10611 Cotabato XII Cone 0
cone fields
(bolcf)
Bolcf: 1) 6.924428 125.141973 Cotabato XII Cone 640
unnamed
unnamed
unnamed
unnamed
unnamed
unnamed
unnamed
unnamed
unnamed
unnamed
unnamed
unnamed
Bolcf: 3) mt. 6.867 125.125 Cotabato XII Cone 1060
gap
unnamed
unnamed
unnamed
Bolcf: 7) mt. 6.8806 125.11556 Cotabato XII Cone 826
libadan
unnamed
unnamed
Bolod 6.26163 121.61363 Sulu AR 164
MM
Bonbon 10.899671 121.071444 Palawan IV Palawan 247
Arc
Bontes 9.166666667 123.1666667 Negros VII Dumagu 0
Oriental ete
Bosa 6.116151 124.685174 South SO 2083
Cotabato CS
35
AR
GE
N
Bucas 8.0785 123.8734 Lanao XII Kolambo 450
del Norte gan
Bucutua_(bi 6.14968 121.82358 Sulu AR Tongkil Cone Sulu Arc 89
cutua) MM
Bud_datu 5.135505 119.950629 Sulu AR Basalt Sulu Arc 0
MM
Buga 7.595175 123.2747 Zamboan IX 549
ga del
Sur
Bulalo 14.105367 121.22764 Laguna IV Makban, Macolod 525
Bitin Corridor
Bulan_(bula 6.133333333 121.8333333 Sulu AR Tongkil Cone Sulu Arc 329
an) MM
Bulibu 7.704166667 123.175 Zamboan IX Margosa 566
ga del Tubig,
Sur Malanga
s
Burgos 15.8244 120.86661 Nueva III Burgos, Eastern 130
Ecija Agupalo Bataan
Weste, Lineame
Agupalo nt
Este,
Baracba
c
Butay 9.11952 124.7646 Camiguin X Guinsilib 679
an
Butung 7.7542 125.07619 Bukidnon X 684
Cabaluyan 15.69 120.32956 Pangasin I Cabaluy 285
an an
Cabugao 7.529908 124.228268 Cotabato XII 1812
/Lanao
Cahelietan 15.696654 120.322244 Pangasin I Cabaluy 280
an an,
Malabob
o
Calabugao 9.208333333 124.7083333 Bukidnon X 1864
Calayan 19.32699 121.46747 Cagayan II Narama Babuyan 499
n, (Bashi)
Marama Segmen
ra, t of
Cabuda Luzon-
dan, Taiwan
Casatur Arc
an,
Sagapo
Camalobago 11.6183 124.52 Leyte VIII Caibiran Strato Basalt Biliran 1048
an (asluman , Culaba volca Island
volcano) no Volcanic
Group
Campana 9.208333333 124.7083333 Camiguin X Mambaj 676
ao
Canandag 11.97197 124.41533 Leyte VIII Canand Strato 432
ag volca
no
Canipo 10.9917 120.945 Palawan IV Canipo 164
Cantoloc 10.2967 125.21 Leyte VIII San Strato Leyte 510+/-30 820
(cantocloc Juan volca Island ka
cantodoc) no Volcanic (thermolu
Group[ minescenc
e-TL)
Capinyayan 11.58333333 124.5 Biliran VIII Caibiran 980
Caponayan 10.73333333 120.8983 Palawan IV Palawan 108
Arc
Capual 6.02629 121.43266 Sulu AR Luuk Sulu Arc 312
MM
Caraycaray 11.66269 124.44875 Biliran VIII Naval Calde 437
ra
Cariliao (mt. 14.10864 120.75962 Batanga IV Tumalim Western 1.34+/- 656
talamitan) s , Lagtag, Bataan 0.12 Ma
36
Tulay, Lineame (K-Ar)
Caylawa nt
y
Carling 9.216666667 124.6668333 Camiguin X Mabajao 800
Carlota 13.02779 121.88928 Romblon IV Eatern 49
Mindoro
Lineame
nt
Catmon 8.056678 123.850951 Lanao XII 1624
del Norte
Cgndong 15.708531 120.331851 Pangasin I Cabarab 164
an uan,
Malabob
o
Cocoro 10.88333333 121.2 Palawan IV Cocoro Palawan 95
Arc
Coloumotan 12.57809 123.98483 Sorsogo V Matnog 602
n
Cone - 13.91666667 123.033 Camarin V Baguito, Strato Bicol 1.02+/- 959
culasi peak es Norte, Punta, volca Volcanic 0.10 Ma
Camarin Magsalo no Chain (K-Ar)
es Sur ngi,
Magaras
,
Tarong,
Barana,
Lapugui
n, Bahi,
Napolida
n,
Palantun
a,
Villazar,
Mandao
Costa rica 11.913131 124.302146 Leyte VIII Almagro Strato 394
Island volca
no
Culangalan 12.69624 123.94254 Sorsogo V Bulan 360
n
Culasi 13.89583333 123.0875 Camarin V Daet Strato 387
es Norte volca
no
Cuyapo 15.7977 120.66424 Nueva III Cuyapo Eastern 209
Ecija Municip Bataan
ality Lineame
(Poblaci nt
on,
Landig,
Latap,
Calancu
asan
Norte,
Mayeab
an,
Luna)
Daclan 16.5278 120.80812 Benguet CA Bokod, 1500
R Bagio
City
Dagatan 14.00129 121.37041 Quezon IV Dagatan Maar Macolod 120
Corridor
Dagumbaan 7.825683 124.935524 South SO Dagumb 1128
Cotabato CS aan
AR
GE
N
Dakula 5.981666667 121.1783333 Sulu AR Basalt Sulu Arc 399
MM
Dalupiri 19.0826 121.209 Cagayan II 275
(Dalupiri
Island)
Source: https://vmepd.phivolcs.dost.gov.ph/volcan/inactive?page=12&per-page
37

The learners shall be able to participate in
PERFORMANCE
activities that reduce risks and lessen effects of
STANDARD
climate change
Explain what happens when volcanoes erupt.
LEARNING
(S9ES–IIIb-28)
COMPETENCIES
At the end of the lesson the students should be
able to:
1. Differentiate between the types of magma.
2. Relate the type of magma to the type of volcanic
eruption.
SPECIFIC OBJECTIVES
3. Explain the movement of magma in the earth’s
interior.
4. Describe the effect of temperature to the
formation of gas
II – CONTENT: Topic/title Under Pressure (Magma Vs. Type of Eruption)

REFERENCES:
Curriculum Guide page 7
Learner’s Materials pages 10-11
LR portal
Other Learning Resources Volcanoes Boardwork.ppt, Plate Tectonics. Ppt
Board work
38
IV -
PROCEDURE:
Pre- Activity
Teacher asks: What do these pictures show us? Can you describe
it?
ELICIT
Credits: www.usi.edu˃GEOL161-volcanoes
Ask the student if it would be possible to dig at the center of the

earth. (The teacher may let the students use a phone application
Solar System Scope downloadable in playstore, if possible for a
more interactive learning process).
The teacher gets their prior knowledge about the three sections of
the earth. Show illustration and let them label it. Students highlights
the similarities and differences between layer of the Earth.
Emphasize that the magma and other material in the Earth’s interior
are released during volcanic eruption.
ENGAGE
Credits: raka1.fortidyndns.com˃content˃6. EarthStructure
Activity Proper
To see the effect of temperature to the formation of gas, the
students perform the activity found in the module pp.10-11 entitled
Under Pressure.
Activity 3:
Under Pressure
Objective
 describe the effect of high temperature to the formation of

EXPLORE gas
Materials
two 300 ml bottled soft drinks (must be sealed before using)
two 300 ml bottled cooking oil
two identical small basins
hot water
Procedure
1. Half – fill basin A with hot water and basin B with cold
water.
39
2. Put one bottled soda in basin A and another one in basin
B. Wait for three minutes.
3. Slowly unscrew the caps from the bottle in each basin and
observe.
4. Replace the hot water in Basin A
5. Put one of the bottled cooking oil in hot water and the
other in cold water, wait for three minutes.
6. Slowly unscrew the caps and observe.
Post - Activity
Students present their observation. Compare students’ observation
to the effect of temperature inside the earth’s interior to the
materials released during volcanic eruption. Students answer the
following questions.
1. What difference did you observe on the reaction of the soft drinks
placed in hot and cold water?
2. What is the effect of temperature to the soft drinks?
3. What difference did you observe on the reaction of the oil placed
EXPLAIN
in hot and cold water?
4. What is the effect of temperature to the oil?
5. Did the two set ups show the same degree of effect?
6. What property of oil and water is different from each other which
resulted to give different degrees in effect?
7. How will you relate temperature to the formation of bubbles in a
viscous material? Less viscous?
The teacher relates the type of magma to the type of material used
ELABORATE in the activity. Relate the behavior of soft drink and oil to the type of
magma.
Write True if the statement is correct and False if not.

1. The rocky outer layer of the earth is the crust.
2. Bubbles move fast in a less viscous liquid.
EVALUATE
3. The tendency of a hot material is to go down or sink.
4. Magma is the molten material in the earth’s interior.
5. Lava which are more viscous flow slower.
Describe the magma exhibited in the pictures below:
EXTEND
https://www.livescience.com
/27295-volcanoes.html
https://lavamagmainfo.weebly.com/magma--
. lava.html
40
REMARKS
REFLECTION
A. Number 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? Number of learners
who have caught up with the lesson
remediation
Why?
teachers?
41

PERFORMANCE
STANDARD
climate change
LEARNING
(S9ES–IIIb-28)
COMPETENCIES
At the end of the lesson, the students shall be able
to:
1. Define viscosity.
SPECIFIC OBJECTIVES
2. Determine the viscosity of some liquids.
3. Describe the flow of gas in different liquids.
II – CONTENT: Topic/title Activity 4 Viscosity Race

REFERENCES:
LR portal
Boardwork
IV - PROCEDURE:
Pre- Activity
Teachers ask the students about the activity made last meeting.
ELICIT Recall on the relationship of the viscosity to the presence of
bubbles on the material.
The teacher shows this picture:
ENGAGE
42
https://www.scconline.org/viscosity-rheology-and-rheology-
modifiers/
What do you observe?

How will you compare the different liquids?
Activity Proper
To be able to describe the flow of gas in different liquids, the
student will perform Activity 4 found in the module pp. 171-172
entitled Viscosity Race.
Activity 4:
Viscosity Race
Objective
 determine the viscosity of some liquids; and
 describe the flow of gas in different liquids
Materials:
four pieces of cone out of a cardboard
clear drinking glass
beaker
drinking straw
tray
timer
water
syrup
honey
cooking oil
Procedure:
EXPLORE 1. Before doing the activity, predict which liquid (water,
syrup, honey, and cooking oil) take the least amount of
time to reach the tray. Which liquid will take the most
amount of time?
2. Place the cone marked A, B, C and D on the tray.
3. Pour water on the top cone A. Record the time it takes for
the water to reach the tray.
4. Perform three times for each material.
NOTE: Use the same amount of material each time.
5. Put 100ml syrup in a clear glass

6. Using a drinking straw, blow air from the bottom of the liquid.
Observe.
7. Repeat procedure 6 by blowing harder on the liquid. Observe.
. Teacher presents the rubrics to the class. (adapted from:
www.qd.edu.qa>CAS_PLO_Rubics)
43
Post - Activity
The students answer the guide questions:
Q.1 Is your prediction correct?
Q.2 Which liquid is most viscous? How do you know?
Q.3 Which liquid is least viscous?
Q.4 Explain viscosity in your own words.
EXPLAIN
Q.5 Compare how these liquids flow with how you think lava
flows. Why do some types of lava travel faster than others?
Q. 6. Compare the movement of the liquid as the bubbles move
on surface.
Students do gallery walk on the outputs made by the students.

ELABORATE Looking on the outputs of other groups and comparing on their
observations
EVALUATE Students’ output during the activity.
Based on the activity arrive at the operational definition of
EXTEND
viscosity
REMARKS
REFLECTION
remediation
Why?
teachers?
44

PERFORMANCE
STANDARD
climate change
LEARNING
(S9ES–IIIb-28)
COMPETENCIES
to:
1. Identify the factors affecting the type of eruption.
2. Determine the type of eruption related to the
SPECIFIC OBJECTIVES factors affecting the eruption.
3. Describe the behavior of the different liquids in
terms of the factors affecting the type of eruption.
II – CONTENT: Topic/title Under Pressure (Magma Vs. Type of Eruption)

REFERENCES:
Teachers’ Guide
LR portal
Boardwork
IV -
PROCEDURE:
Pre- Activity
ELICIT Teachers ask the students about the activity made last meeting.
Teacher ask the students about their gallery walk and how their
ENGAGE
comparison about other groups outputs.
Activity Proper
Students present their outputs in front.
EXPLORE
Post - Activity
Using the guide questions students relate the characteristics of the
materials to the characteristic of magma.
EXPLAIN
With the result of the activity, students relate the different factors to
the type of eruption.
45
Teacher shows videos of volcanic eruption showing explosive and
effusive. Guided by slide deck, teacher discusses the difference
ELABORATE between the two.
Explosive Effusive
EVALUATE Write the following characteristics to the column where they belong.
 A magma has a lot of gas.
 A magma is runny has low viscosity.
 A magma is thick.
 A magma has low silica content
 A magma has little amount of bubbles
List down at least 5 volcanoes you know in the Philippines, then

EXTEND identify its type of eruption.
.
REMARKS
REFLECTION
A. Number of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation who scored below 80%
remediation
Why?
teachers?
46

PERFORMANCE
STANDARD
climate change
LEARNING
(S9ES–IIIb-28)
COMPETENCIES
to:
1. Identify the different materials released during
volcanic eruption.
2. Classify the different types of volcano according
SPECIFIC OBJECTIVES
to their cones.
3. Relate the volcanoes slope to its material
emissions
II – CONTENT: Topic/title In and Out

REFERENCES:
Teachers’ Guide
LR portal
Boardwork
IV -
PROCEDURE:
Pre- Activity
The students watch a video clip about the eruption of Mt. Mayon or
any volcanic eruption. What did you observe? What comes out of
ELICIT
the volcano during eruption?
Below are some anagrams about the materials released during

ENGAGE
volcanic eruption. Arranged the jumbled letters and find out what
47
are those.
a. ceupim
b. vaal msbob
c. lipalil
d. has
e. vaal cbokls
f . sages
g. sah doulc
Activity Proper
Students do Activity 5 in page 174- 175 of the Learner’s Manual
entitled In and Out
Activity 5:
In and Out
Objective:
 relate the volcano’s slope to its material emissions
Materials:
two ¾ cups of cornstarch
two ¼ cups of water
1 cup gravel
3 cardboard pieces
three 250 mL paper or plastic cups
stirrer (any wooden stick )
ruler
protractor
EXPLORE Procedure:
1. Make a data table like the one shown below:
Table 3. Volcano model and slope
2. Mix ¾ cup of cornstarch with ¼ cup of water in a paper or plastic

cup. Stir the mixture well until it thickens.
3. Pour the mixture on a piece of cardboard from a height of 2-3 cm.
write “cone A” on the cardboard and set it aside.
4. Fill another cup with gravel. Pour the gravel slowly on the second
piece of cardboard from a height of about 10 cm. Label this model
“cone B “and set it aside.
5. In a cup, mix the rest of the cornstarch with the rest of the water.
Fill the other paper cup with gravel.
Pour a small amount of the cornstarch mixture on the third piece of
cardboard, then pour some gravel on the top. Repeat until all the
48
cornstarch mixtures and gravel have been used. Label this model
“cone C” and set it aside until the mixtures in both cone A and cone
C have hardened (about 20 min ).
6. Draw the cone of volcanoes A, B and C.
7. Use the protractor to measure the approximate slope of each
cone. You can measure the slope from the base as shown on the
next page. Enter the data in Table 2.
Measuring the slope of the cone
Post - Activity
The students present their outputs guided by the following
questions:
Q.1 Compare the appearances of the cones.
Q.2 Which volcano has the greatest slope? Which has the least
EXPLAIN slope?
Q.3 Explain how the type of material extruded from a volcano
affects the shape of its cone.
Q. 4 In what ways does the formation of a volcanic cone model
differ from a real volcano?
Using pictures, show to the class the different materials released
during volcanic eruption.
Relate the type of cone and slope to the materials released by
volcanic eruption
Discuss the different types of volcano according to the shape of
their cones namely: shield, cinder and composite cones.
ELABORATE Type of Volcano According to Shape
Looking at the pictures below classify the following volcanoes
EVALUATE
49
https://www.endurancebusiness.com/wp-
content/uploads/2018/02/180209_Mayon-volcano-eruption-
postpones-XTERRA-Albay-in-the-Philippines-photo-XTERRA.jpg
http://volcano.oregonstate.edu/paricutin
https://www.pinterest.es/pin/475411304391655979/
EXTEND In your locality, identify and classify the type of volcano.
REMARKS
REFLECTION
C. Did the remedial lessons work? Number of learners who
have caught up with the lesson
D. Number of learners who continue to require remediation
Why?
teachers?
50

PERFORMANCE
STANDARD
climate change
Illustrate how energy from volcanoes may be
LEARNING tapped for human use
COMPETENCIES (S9ES–IIIc-d 29)

to:
1. Define energy.
SPECIFIC OBJECTIVES 2. Differentiate renewable and nonrenewable
energy.
3. Cite the importance of energy coming from
volcanoes.
Energy from Volcanoes Energy from Volcanoes
REFERENCES:
Teachers’ Guide
LR portal
Other Learning Resources (https://www.youtube .com/watch?v=5FURZu-
HuX0&feature=share)
IV -
PROCEDURE:
Pre- Activity
Are volcanoes dangerous?
Do they pose harm to humans? Animals?
ELICIT
Do you think volcanoes are important too? Why?
Students give words that describe or define energy.

.
energy
ENGAGE
Activity Proper
51
Let the students identify the following kinds of energy resources.
EXPLORE
Post - Activity
1. Classify whether these energy resources are renewable and non-
renewable.
2. What makes these resources renewable? non-renewable?
EXPLAIN
3. Is geothermal a non-renewable source of energy?
4. Where does geothermal energy come from?
Teacher plays a video about geothermal energy

(https://www.youtube.com/watch?v=5FURZu-HuX0&feature=share)
ELABORATE discuss geothermal energy as a non-renewable source of energy.
The teacher presents that geothermal energy
A. Multiple Choice
1. Which of these energy resources is non renewable?
a. wind b. nuclear c. biomass d. hydroelectric
2. What is the source of geothermal energy?
a. Sun b. heat in the earth’s interior c. wind d. water
3. Which of the following involves steam to turn on turbines?
a. hydroelectric c. tidal
b. geothermal d. solar
EVALUATE
B. Anagram: Rearrange the letters to form a word.
4.bmsiosa
5.ochriceteldry
6. nidw
7.rsola
8.hogaetrlem
9.dltia
10.loac
List down the advantages and disadvantages of geothermal
EXTEND
powerplant.
52
REMARKS
REFLECTION
evaluation
A. Did the remedial lessons work? Number of
B. Number of learners who continue to require
remediation
Why?
teachers?
53

PERFORMANCE
STANDARD
climate change
LEARNING
tapped for human use
COMPETENCIES
(S9ES–IIIc-d-29)
to:
1. Determine the advantages and disadvantages
SPECIFIC OBJECTIVES of geothermal energy.
2. Describe the utilization of geothermal energy
3. Enumerate geothermal power plans in the
Philippines.
Energy from Volcanoes Utilization of Geothermal energy
REFERENCES:
Teachers’ Guide
LR portal
Other Learning Resources (https://www.youtube .com/watch?v=5FURZu-
HuX0&feature=share)
IV -
A B
PROCEDURE:
Pre- Activity
Look around you, most of the things around you and the things we
use is powered by electricity. Is the supply of electricity enough for
ELICIT
all of these?
Teacher asks the students to describe the pictures below:

(These are geothermal power plants in the Philippines, these are
the sources of electrical energy in the country).
ENGAGE
54
a. Tiwi, Geothermal Plant b. BACMAN Geothermal Plant
slideshare.net https://www.bilyonaryo.com.ph/tag/bacman-
Activity Proper
Group Activity:
Scenario: You are environmentalists who are not in favor of putting
up a geothermal powerplant in your community, make a short comic
EXPLORE
strip raising your stand against its construction, considering its
negative effects to the environment.
Post - Activity
Each group presents the output.
EXPLAIN
Discuss to the class the uses and importance of geothermal energy.
ELABORATE
Construct a fish bone diagram on the good side and bad side of
EVALUATE
harnessing geothermal energy.
Find out news articles that shows issues on the construction of
EXTEND
geothermal powerplant in your locality.
REMARKS
REFLECTION
the evaluation
80%
remediation
Why?
teachers?
55

PERFORMANCE
STANDARD
LEARNING Illustrate how energy from volcanoes may be
COMPETENCIES tapped for human use. (S9ES –IIIc-d-29)
1. Identify sources of geothermal energy
2. Describes how geothermal heat resources are
SPECIFIC OBJECTIVES
tapped to generate electricity
3. Recognize the importance of global applications
of geothermal energy technology
II – CONTENT: Topic/title GEOTHERMAL ENERGY
REFERENCES:
LR portal
Other Learning Resources https://www.pbslearningmedia.org/resource/kqedcl
11.sci.ess.geothermalenergy/geothermal-energy-
harnessing-the-power-of-the-earth/#.XGkDlqIzbIU
https://www.youtube.com/watch?v=yrYEgJhLVNQ
https://www.evwind.es/2012/08/31/geothermal-
energy-in-philippines-2/22730
https://www.ducksters.com/science/quiz/geotherm
al_energy_questions.php
https://www.renewableenergyworld.com/geotherm
al-energy/tech/geodirectuse.html
IV -
PROCEDURE: A B
Pre- Activity
Show pictures of volcano, geyser, fumarole and hotspring. Ask
ELICIT students to find the communality on the pictures.
56
Photo credit: https://www.shutterstock.com/search/volcano+cartoon
Photo credit: https://openei.org/wiki/Fumaroles
Photo credit: http://gotravelaz.com/hot-springs/
Photo credit: https://geology.com/articles/geyser.shtml
In two or three sentences, answer the question: What energy

source is best for the Philippines and why?
Teacher leads on the discussion towards the presence of many
ENGAGE
volcanoes to the energy that can be harnessed from them. (Guide
students ‘answers to geothermal energy.)
Activity Proper
Shows a video clip entitled Shows a video clip entitled
“Geothermal Energy” “Geothermal Energy”
Uploaded by: Iken Edu (Video stops or replays to
Source: cater students pacing.)
EXPLORE https://www.youtube.com/watch?v= Uploaded by: Iken Edu
yrYEgJhLVNQ Source:
https://www.youtube.com/watch?v=
yrYEgJhLVNQ
Students will answer the guide
57
questions: Students will answer the guide
1. What is geothermal energy questions:
and how does it work? 1. What is geothermal energy
2) What does it mean when we and how does it work?
say that geothermal energy is 2) What does it mean when we
'sustainable'? say that geothermal energy is
3. How did ancient civilization 'sustainable'?
used hot springs to heat their 3. How did ancient civilization
floors and public baths? used hot springs to heat their
4. How does Geothermal power floors and public baths?
plant differ from Geothermal 4. How does Geothermal power
heat pump? plant differ from Geothermal
5. Why is the Philippines heat pump?
considered largest producer of 5. Why is the Philippines
geothermal power in all of Asia- considered largest producer
Pacific. of geothermal power in all of
Asia-Pacific.
(The Philippines is situated in
the western flank of the
Circum-Pacific Ring of Fire
where numerous active and
dormant volcanoes can be
found.
Under these volcanic centers

lie vast geothermal resources.
It is this same Ring of Fire
which has made Japan,
Indonesia, New Zealand, and
the United States major
players in the geothermal
industry.
Geothermal power plants,

used heat from deep inside
the Earth to generate steam
to make electricity.
Geothermal heat pumps,

tapped heat close to the
Earth's surface to heat water
or provide heat for buildings.)
Source:
https://www.evwind.es/2012/08/31/g
eothermal-energy-in-philippines-
2/22730
58
Post - Activity
Answers the guide questions.
EXPLAIN Checking of answers.
Clarification of misconceptions
Summarizes key points.
-How is geothermal energy used around the world as a renewable
energy source?
(Geothermal hot water can be used for many applications that

require heat. Its current uses include heating buildings (either
individually or whole towns), raising plants in greenhouses, drying
crops, heating water at fish farms, and several industrial processes,
ELABORATE
such as pasteurizing milk.
Historical traces back to ancient Roman times, e.g. for baths and
spas)
Source: http://www.thinkgeoenergy.com/geothermal/
https://www.renewableenergyworld.com/geothermal-
energy/tech/geodirectuse.html
Make a diagram on how to use Answers the worksheet (See
EVALUATE the energy from Geothermal attachment).
Plant
Write a letter of proposal to the Interview a person living near a
mayor of your province volcano or a geothermal power
convincing him to opt for plant on the benefits and the
EXTEND geothermal energy as an disadvantage of living in the
alternative energy source. area.
Include the pros and cons of the
energy resource in your letter.
REMARKS
REFLECTION
remediation
Why?
G. What innovation or localized materials did use/discover
which I wish to share with other teachers?
59
Evaluate (Average)
Introduction to Geothermal Energy

Quiz
Directions
Read each statement and fill in the blanks with the correct answers
.
1.Scientists have determined that the _____________________may be as hot as
____________________
.
2.The ________________is the solid outer layer of our planet. It is approximately
________________and consists of rock and soil.
3.Water temperatures in the ____________________can reach temperatures of
____________________
4.Geothermal energy can be harnessed through _____________________and
______________________
5.We can access this heated water in __________________through hot springs or
by ________________.
6.The ________________ is a flexible layer of solid and molten rock located under
the ________________.
Answer Key
Directions
Read each statement and fill in the blanks with the correct answers
.
1.Scientists have determined that the _____________________may be as hot as
_____________________
.
Answer
earth’s inner core
4000 degrees Fahrenheit
2.
The ________________is the solid outer layer of our planet. It is approximately
________________and consists of rock and soil.
Answer
crust
40 miles thick
3.
Water temperatures in the ____________________can reach temperatures of
____________________
.
Answer
earth’s crust
300 degrees Fahrenheit
60
4.Geothermal energy can be harnessed through _____________________and
______________________
.
Answer
electrical power plants
heat pump systems
5.
We can access this heated water in __________________through hot springs or by
________________
Answer
geothermal reservoirs
drilling
6.
The ________________is a flexible layer of solid and molten rock located under the
________________
.
Answer
mantle
crust
61


PERFORMANCE
STANDARD
LEARNING
tapped for human use
COMPETENCIES
(S9ES –IIIc-d-29)
1. Identify the parts of a geothermal power plant.
2. Trace how the heat coming from the inside of
SPECIFIC OBJECTIVES the Earth is converted into electricity.
3. Recognize the importance of geothermal energy
as a sustainable source of energy
II – CONTENT: Topic/title Parts of Geothermal Power plant

REFERENCES:
LR portal
Other Learning Resources
https://www.youtube.com/watch?v=yrYEgJhLVNQ
https://www3.epa.gov/climatechange//kids/solution
s/technologies/geothermal.html
https://www.youtube.com/watch?v=nZfw_Qa1Acw
IV -
PROCEDURE: A B
Pre- Activity
Think, Pair and share: Asks the question:
What is the importance of What are the factors that
ELICIT Geothermal Energy to human life? should be consider in putting
up a geothermal power plant?
Shows the video:

ENGAGE EDC's Geothermal Titan (The World's Largest)
Uploaded:Green Power
62
Source:https://www.youtube.com/watch?v=nZfw_Qa1Acw
What can you say about the video?

Activity Proper
The students will be given sets of pictures. They will identify and
trace the processes in a geothermal power plant.
1.Hot water is pumped from deep underground through a well under

high pressure.
2.When the water reaches the surface, the pressure is dropped,
which causes the water to turn into steam.
EXPLORE
3.The steam spins a turbine, which is connected to a generator that
produces electricity.
4.The steam cools off in a cooling tower and condenses back to
water.
5.The cooled water is pumped back into the Earth to begin the
process again.
1.
Post - Activity
EXPLAIN Let each group presents their output.
ELABORATE
1. The teacher gives further inputs on the processes
Have students write an essay Trace how heat coming from

arguing for or against the the inside of the earth is
development of more geothermal converted to electricity
energy plants. Essays should
include at least three reasons to
support why they believe
geothermal energy is or is not a
good resource to invest in.
EVALUATE
List down social and economic Create a poster of the

EXTEND
implications of putting a power implications of putting a power
63
plant near a hot spring, which are plant near a hot spring
often developed as tourist areas?
REMARKS
REFLECTION
evaluation
remediation
Why?
teachers?
64
I – OBJECTIVES:
The learners demonstrate an understanding of volcanoes
Content
found in the Philippines
Standard
Performance The learners shall be able to participate in activities that
Standard reduce risks and lessen effects of climate change.
Illustrate how energy from volcanoes may be tapped for
Learning
human use.
Competencies
(S9ES–IIIcd-29)
1. Identify the benefits and drawbacks of using

geothermal energy as a source of electricity.
2. Organize information about the benefits and
Specific drawbacks of geothermal energy into an outline.
Objectives 3. Participate in an informal classroom debate exploring
the merits of using geothermal energy as a power
source.
4. Realize the importance of geothermal energy as a
power source.
II – CONTENT:
Benefits and Drawbacks of Geothermal Energy
Topic/title
Unit/module: 1
Time 1 hour
allotment:
III – LEARNING
RESOURCES/
REFERENCES:
Curriculum
Guide
Learner’s
pages 177-178
Material
Teachers’
Guide
Additional
materials from
the LR portal
Other Learning https://www.energy.gov/eere/geothermal/geothermal-
Resources basics; https://sciencetrends.com/geothermal-energy-
pros-cons-true-advantage-geothermal-power/
IV - PROCEDURE: A B
Pre- Activity
Show students a diagram Show students a diagram of a
of a typical geothermal typical geothermal power plant
power plant. (Taken from and strips of paper where key
ELICIT
the previous lesson) Ask processes in how the power
for a volunteer to use the plant works are written. Ask for
diagram to describe in their a volunteer to arrange in
65
own words how a sequence the strips of paper to
geothermal power plant describe how a geothermal
works. power plant works. Call
another volunteer to point out
in the diagram where these
processes happen.
Pose these questions to Write on the board these

the students: What are the words – benefits, risks and
benefits we get from outweigh.
geothermal power plants?
Could there be risks Ask students if they are
associated with operating familiar with these words and
such power plants? Do the their meanings. If not, then
benefits outweigh the goes on to give clues to help
risks? students define them.
Tell students that these are
the questions the class will Pose these questions to the
ENGAGE
explore today. students: What are the
benefits we get from
geothermal power plants?
Could there be risks
associated with operating such
power plants? Do the benefits
outweigh the risks?
Tell students that these are the

questions the class will explore
today.
Activity Proper
Reading Activity: Reading Activity:
Distribute to students Start the reading activity with
copies of the article entitled unlocking the meaning of
Geothermal Energy Pros difficult words in the article.
and Cons by Daniel Use a matching-type activity
Nelson, published online at where students will match the
Science Trends. words with their correct
meaning.
EXPLORE
Allow students to read the
article silently for 7 Distribute to students copies of
minutes. the article entitled Geothermal
Energy Pros and Cons by
Daniel Nelson, published
online at Science Trends.
Allow students to read the
article silently for 10 minutes.
Post - Activity
Check for Check for
comprehension by asking comprehension by
students questions like: asking students
EXPLAIN
What is the main questions like:
advantage of geothermal What do geothermal power
energy over fossil fuels? plants use as main materials
66
What makes it a reliable to produce electricity?
source of energy? What are the different types of
Why is geothermal energy geothermal power plants?
considered a renewable What is the main advantage of
resource? How can geothermal energy over fossil
harnessing the power of fuels?
geothermal energy lead to What makes it a reliable
geologic instability? source of energy?
How is geothermal energy Why is geothermal energy
limited by geography? considered a renewable
resource?
Briefly remind the students Briefly remind the students on
on the procedure of the procedure of informal
informal debate. debate.
Emphasize discipline and Emphasize discipline and

ELABORATE proper decorum during the proper decorum during the
debate. debate.
Assess students’ Assess students’ performance

performance using an using an appropriate rubric.
appropriate rubric.
Ask the students to answer Ask the students to answer the
the following questions: following questions:
1. What are the benefits 1. Give at least three
of geothermal benefits we get from
energy? Cite at least geothermal power plants.
two and briefly 2. Describe one
explain each one. disadvantage that
2. What are the geothermal power plants
drawbacks that pose.
geothermal energy 3. Why is it important that
EVALUATE
presents? Describe at the pros and cons of
least two. geothermal energy be
3. Why is it important fully understood by
that the pros and everybody, including
cons of geothermal students, like you?
energy be fully Explain.
understood by
everybody, including
students, like you?
Explain.
Ask the students to go Ask the students to go back to
back to the article on the the article on the pros and
pros and cons of cons of geothermal energy
geothermal energy they they have read earlier in the
have read earlier in the lesson.
EXTEND lesson.
Instruct the students to
Instruct the students to organize the information
organize the information contained in the article into a
contained in the article into 2-column table – one column
at least a 3-level outline. for advantages and the second
67
for disadvantages of
Give a brief overview of geothermal power plants. Tell
what an outline is and them to list at least five of
shows a sample outline to each.
help guide the students in
their task. Assess students’ 2-column
table by individually checking
Assess students’ outline the entries under each column.
using an appropriate rubric.
V. REMARKS:
VI. REFLECTION:

evaluation
remediation
Why?
teachers?
ATTACHMENTS TO DAILY LESSON PLAN ON BENEFITS AND DRAWBACKS OF

GEOTHERMAL ENERGY:
Diagram of Geothermal Power Plant

Photo Credit: http://css.umich.edu/factsheets/geothermal-energy-factsheet
68
ARRANGING IN SEQUENCE
The following are the steps on how a geothermal power plant works, but they are not
in order. Your task is to put them in correct sequence.
Cooling tower cools the steam which condenses back to water.
When the water reaches the surface, the drop in pressure causes the water to turn
into steam.
The cooled water is pumped back into the Earth to begin the process again.
Wells are drilled deep into the Earth to pump steam or hot water to the surface.
The steam spins a turbine, which is connected to a generator that produces

electricity.
UNLOCKING OF DIFFICULTIES
The following words are found in the article Geothermal Energy Pros and Cons by
Daniel Nelson which you are going to read today. Match each word with its meaning.
Write only the letter of your choice.
Word Meaning
1. predominant a. capable of working successfully

2. geyser b. discharge or eject rapidly and forcibly
3. spew c. counteract something by having an
opposing force or effect
4. reservoir d. present as the strongest or main element
5. drawback e. difficult or impossible to pay
6. offset f. a hot spring in which water boils at irregular
intervals
7. prohibitive g. a disadvantage or problem
8. viable h. to illustrate a place where fluid collects,
especially in rock layers
GEOTHERMAL ENERGY PROS AND CONS

by DANIEL NELSON DECEMBER 19, 2017https://sciencetrends.com/geothermal-energy-
pros-cons-true-advantage-geothermal-power/
Geothermal energy has several pros and cons which make it an ideal energy source for
specific regions. Geothermal energy pros include a passive energy source, environmentally
friendly, and low operating cost once setup. Some geothermal energy cons include high
upfront cost, the requirement to be near a geothermal energy source, and the need for
water or steam.
69
Though fossil fuels have been the predominant form of energy for society for much of
history, awareness about their scarcity and their associated environmental damage has
motivated
scientists and
engineers to
pursue alternate
forms of energy.
Geothermal
energy is one
form of
alternative energy
and it uses the
energy within the
Earth to create
power and heat
homes.
Photo: EPA.gov, Public Domain
What Is Geothermal Energy?
The Earth is full of energy. Deep under the surface of the Earth, hot magma moves around
creating thermal energy. If you have ever witnessed a geyser spew out hot water from deep
underground, or seen images of a volcano, you’ve seen geothermal energy. Geothermal
energy as an industry means finding ways to harness this energy and utilizing it to provide
electricity to power our homes, office buildings, and factories.
Geothermal power functions by drawing up either hot water or steam from geothermal
reservoirs underground, then using the steam to turn turbines.
The closer you get to the Earth’s core, the higher the temperature becomes. The core of the
Earth is around 7600°F (or 4200°C). While some of this magma is able to escape from the
center of the earth and erupt from volcanoes as lava, most of the magma remains
underground and heats up the rocks underneath the ground. The magma also heats up
underground pockets of water, which creates geothermal reservoirs. There are various ways
of tapping into these geothermal reservoirs and extracting geothermal energy for use.
One of the methods of extracting geothermal energy is through geothermal power plants.
These are facilities which are created to pipe the heated water up from underground, then
they use this hot water and the steam it produces to generate electricity. Geothermal power
plants use a variety of methods to produce electricity. The different types of geothermal
power plants include binary cycle pants, flash steam plants, and dry steam plants.
70
Researchers look for possible sites for geothermal power in Alaska. Photo: Frontier Scientists via
Energy.gov, Public Domain
Binary cycle geothermal plants pass the hot water from geothermal work reservoirs through
a heat exchanger, which takes the heat from the water and transfers it to an industrial fluid
that has a lower boiling point. The heating of that industrial fluid creates steam, which turns
turbines and produces electricity. Meanwhile, both flash steam plants and dry steam plants
utilize the steam from the hot water in geothermal reservoirs to power turbines. Dry steam
plants pipe the steam itself up in geothermal reservoirs, while flash steam plants draw up
some of the water which then turns to steam.
Other methods of harnessing geothermal energy include geothermal heat pumps and direct
geothermal energy. In the case of direct geothermal energy, this means pumping up hot
water directly from the geothermal reservoirs and running it through a heat exchanger to
heat a building. This is only possible when a geothermal reservoir, like a hot spring, is near
the Earth’s surface. A geothermal heat pump, by contrast, uses a system of pipes under a
building to regulate a building’s temperature. The heat from warm water can be pulled out
with a heat exchanger and used to heat a house or other building, while the process can be
reversed in the summer and the building cooled thanks to the water running beneath it.
Geothermal power plants offer up a host of benefits over other forms of energy, including
fossil fuels. In general, they are a much more efficient and cleaner method of harnessing
energy than burning fossil fuels. However, they also come with some drawbacks as well.
The Pros of Geothermal Energy
Harnessing geothermal energy is a highly efficient process, which produces few to no

emissions, and is extremely reliable and renewable.
Geothermal Energy Pros:

It is a renewable energy source
The energy formation is highly efficient
71
Does not emit greenhouse gases such as CO2
Long-term savings after installation
Low operating costs
A reliable and abundant source of energy
Renewable
Unlike fossil fuels, which are of a finite quantity, geothermal energy is renewable. As long as
the earth exists, there will be geothermal energy for us to use. This means that while some
fossil fuels could potentially run out a few decades, geothermal energy will be a viable form
of energy for billions of years to come.
Highly Efficient
Using geothermal energy is extremely efficient. Because the heat energy can be drawn out
of the water so easily, it can be used to produce electricity and heat houses with very little
energy wasted. There are also few outside costs associated with geothermal energy, with no
fuel being needed for the harnessing of geothermal energy from water as an example.
No Emissions
Geothermal energy has the least environmental impact on any form of energy production.
No emissions are released from the process of extracting thermal power from geothermal
reservoirs, meaning that its carbon footprint is essentially zero. There may be a few
emissions involved in the construction of a geothermal power plant.
Significant Savings
Using geothermal energy can save homeowners a significant amount of money. Heating and
cooling houses with pipes can cut energy bills by between 25% to 60% every year, which is
enough to offset the investment costs of a geothermal heating/cooling system in only a few
years.
Reliable and Abundant
Other forms of alternative energy, such as solar and wind power, are less stable and reliable
than geothermal power. While wind can die down and the sun only shines for part of the
day, geothermal power is reliable and constant, which makes them excellent ways to meet
base energy demands.
The Cons of Geothermal Energy

The biggest drawbacks of geothermal energy include high initial investment costs, the fact
that it is only usable in certain regions, and that it can create geologic instability.
Geothermal energy cons:
Can only be installed in certain locations that have a geothermal heat source
High initial investment to build and install
Sometimes requires pumping of fluids into the Earth, causing a host of potential issues
72
Sometimes requires discharge which can be environmentally damaging
Energy output could vary through time
Limited to Certain Areas
Geothermal power in only viable in certain regions of the world where geothermal
reservoirs exist. This is much like how sufficient deposits of gas and other fossil fuels only
exist in certain regions.
High Initial Price Point
Those who are interested in using geothermal energy to cool and heat their houses will have
to invest between $10,000 to $20,000 dollars. While the costs would pay themselves off in
around 5-10 years, the startup cost can be prohibitively expensive.
Creates Instability
Geothermal power plants can create geologic instability. Hydraulic fracturing is a process
used to obtain geothermal power, and it can cause earthquakes by altering the fundamental
structure of the land the plant sits on.
Environmentally Damaging Discharge
While geothermal energy doesn’t emit greenhouses gases, the processes involved with the
creation of geothermal power plants can pollute the environment. The process of digging
geothermal wells often releases greenhouse gas into the atmosphere, and compounds like
silica can be discharged during this process as well.
Sustainability Worries
Though geothermal power is typically considered a sustainable resource, overuse of

geothermal reservoirs can deplete them. Geothermal reservoirs refill after rainwater
penetrates into the ground, but in order for these reservoirs to be sustained, they must be
carefully utilized so that the rate of use does not exceed the rate of replenishment.
Geothermal power plants must carefully manage how they use geothermal reservoirs for
them to be truly sustainable.
Ultimately geothermal energy provides clean and renewable energy, but it is limited in use
to regions with viable geothermal reservoirs.
RUBRIC FOR CLASSROOM DEBATE

Adapted from https://www.niu.edu/facdev/_pdf/guide/strategies/classroom_debate_rubric.pdf;
http://course1.winona.edu/shatfield/air/classdebate.pdf
Classroom Debate Rubric

Total
Criteria 5 points 4 points 3 points 2 points 1 point
Points
All statements, Statements Most Statements, Statements,
body language, and statements responses responses
and responses responses and and/or body and/or body
Respect for
were respectful were responses language language
Other Team
and were respectful were were were
inappropriate and used respectful borderline consistently
language appropriate and in appropriate. not
language, appropriate Some respectful
73
but once or language, sarcastic
twice body but there remarks
language was one
was not sarcastic
remark
All information Most Most Some Information
presented in information information information had some
this debate was presented in presented in was major
clear, accurate this debate the debate accurate, but inaccuracie
and thorough was clear, was clear there were s OR was
Information
accurate and and some minor usually not
thorough accurate, but inaccuracies clear
was not
usually
thorough
All counter- Most Most Some Counter-
arguments were counter- counter- counter arguments
accurate, arguments arguments arguments were not
relevant and were were were weak accurate
Rebuttal
strong accurate, accurate and and and/or
relevant, and relevant, but irrelevant relevant
strong several were
weak
Every major Every major Every major Some points All points
point was well point was point was were were not
supported with adequately supported supported supported
several relevant supported with facts, well, others
facts, statistics with relevant statistics were not
Use of Facts/
and/or facts, and/or
Statistics
examples statistics examples,
and/or but the
examples relevance of
some was
questionable
All arguments Most Most Most Most
were clearly tied arguments arguments arguments arguments
to an idea were clearly were clearly were clearly were clearly
(premise) and tied to an tied to an tied to an tied to an
organized in a idea idea idea idea
Organization tight, logical (premise) (premise) (premise) (premise)
fashion and and and and
organized in organized in organized in organized in
a tight, a tight, a tight, a tight,
logical logical logical logical
fashion fashion fashion fashion
The team The team The team The team The team
clearly clearly seemed to seemed to did not
understood the understood understand understand show an
topic in depth the topic in the main the main adequate
Understandi
and presented depth and points of the points of the understandi
ng of Topic
their information presented topic and topic, but ng of the
forcefully and their presented didn’t topic
convincingly information those with present with
with ease ease ease
74
RUBRIC FOR MAKING AN OUTLINE
Adopted with modifications from
http://clarkchargers.org/ourpages/auto/2014/2/3/54974863/Rubric%20for%20Chapter
%20Outlines.pdf
Total
Criteria 4 points 3 points 2 points 1 point
Score
Outline Outline Outline
contains full contains full does not
Very little/no
information information contain full
Main information
from each of from most of information
topic/idea about the
the main the main from most of
organization main topics in
topics in the topics in the the main
the article.
article article topics in the
article
Outline
Outline Outline
Outline contains
contains full contains very
contains full partial
supporting little to no
supporting supporting
Supporting details for supporting
details for details for
details every main details for
most main most main
topic or idea most main
topic or idea topic or idea
in the topic or idea
in the article. in the
article. in the article.
article.
Outline
Outline is Outline tends to not
well follows most be
organized, rules of structured
Organization Outline is
with clear organization, or key
and completely
main points but may pose points are
readability disorganized.
and an easy some difficult to
to follow challenges in recognize
format structure and
interpret
75
Time and Date: 1 session Quarter/Week/Day Q3W4D2
I – OBJECTIVES:
The learners demonstrate an understanding of volcanoes
Content
found in the Philippines
Standard
Illustrate how energy from volcanoes may be tapped for
Learning
human use.
Competencies
(S9ES–IIIcd-29)
1. Simulate how geothermal energy is harnessed by

building a complete scale model of a geothermal
power plant.
2. Work cooperatively in a small group ensuring
each member has the opportunity to contribute to
Specific
the building of the model.
Objectives
3. Handle materials and pieces of equipment safely
while observing the judicious use of resources
available.
4. Recognize the value of producing a well-
constructed and fully-functional scale model of a
geothermal power plant.
II – CONTENT:
Building a Model of a Geothermal Power Plant
Topic/title
Unit/module: 1
Time 1 hour
allotment:
III – LEARNING
RESOURCES/
REFERENCES:
Curriculum
Guide
Learner’s page 176-177
Material
Teachers’ page 10
Guide
Additional
materials from
the LR portal
Other Learning Science Buddies Staff. (2018, March 24). The Power of Heat
Resources Is Right Under Your Feet! Retrieved from
https://www.sciencebuddies.org/science-fair-projects/project-
ideas/Energy_p023/energy-power/geothermal-energy
IV - PROCEDURE: A B
Pre- Activity
Show students three Show students three pictures
ELICIT pictures of the different of the different parts of a
parts of a geothermal geothermal power plant
76
power plant. together with its name
(production well, cooling tower,
Ask students to identify, turbine and generator).
describe, or explain the
function of each part as Ask students this question:
shown in the picture. What are the functions of
these parts of a geothermal
power plant?
Tell students that their task Tell students that they are
today is to design and build going to build a model of a
a fully-functional scale geothermal power plant using
model of a geothermal common materials following a
power plant based on their set of procedures. (The
own ideas. procedure is from Science
Buddies article.)
ENGAGE Discuss the criteria for
evaluating the scale Discuss the procedures to be
models, the standards of followed in making the scale
group activity, and safety model, criteria for evaluating
rules to be followed in the the scale models, the
activity. standards of group activity,
and safety rules to be followed
in the activity.
Activity Proper
In a group of 5, perform the In a group of 5, perform the
activity (see the attached activity (see the attached
sheet). sheet).
Supervise the groups as Supervise the group as they

EXPLORE
they plan, design, and build go over the procedure and
their scale model. build the scale model.
Post - Activity
Ask each group to present Ask each group to present
their scale model in front of their scale model in front of the
the class and explain how class.
they came up with their
ideas, how they built it and Tell them to point out the parts
how they dealt with the of the scale model that
challenges of building the performs the same function as
model. those in the real geothermal
EXPLAIN
power plant.
Remind them to point out
the parts of the scale
model that corresponds to
the parts of a real
geothermal power plant in
terms of purpose or
function.
ELABORATE Ask students to identify the Ask students to identify the
77
similarities and differences similarities and differences of
of the models created by the models created by the
the other groups to their other groups to their own scale
own scale model and to model and to real geothermal
real geothermal power power plants.
plants.
Assess the building of the Assess the building of the
scale model including the scale model including the
presentation using a rubric. presentation using a rubric.
EVALUATE
Testing will be done the Testing will be done the next
next meeting. meeting.
Instruct students to prepare Instruct students to prepare

their scale models for their scale models for testing
testing the next day. the next day.
EXTEND
Allow them to conduct trial Allow them to conduct trial
runs to ensure that the runs to ensure that the models
models are fully functional. are fully functional.
REMARKS
REFLECTION
evaluation
remediation
Why?
teachers?
78
ATTACHMENTS TO DAILY LESSON PLAN ON BUILDING A MODEL OF A
GEOTHERMAL POWER PLANT:
PICTURE 1: Geothermal production well

Photo credit: http://www.mammothpacific.com/?q=node/7
PICTURE 2: Geothermal turbine and generator

Photo Credit: Theodore Clutter
Source: https://fineartamerica.com/featured/turbine-room-geothermal-power-plant-theodore-
clutter.html
79
PICTURE 3: Geothermal cooling tower
Photo credit: Industrial Cooling Solutions
Source:http://h2ocooling.com/project-gallery/palinpinon-geothermal-power-plant/
RUBRIC FOR EVALUATING SCALE MODEL OF A GEOTHERMAL POWER

PLANT (A)
Adopted with modifications from new.schoolnotes.com/files/buttlm8148/3D-MODEL-

RUBRIC
Total
Criteria 4 points 3 points 2 points 1 point Scor
e
Most parts of
Most parts of Some parts
The entire the model do
the model of the model
model not exhibit
exhibits exhibits
exhibits excellent
excellent excellent
excellent craftsmanshi
craftsmanshi craftsmanshi
craftsmanshi p and sturdy
p and sturdy p and sturdy
p and sturdy construction.
construction. Majority of
Most Most
Craftsmanshi All the
components components
p/ components components
are present are present
Construction are present are absent
and correctly and correctly
and correctly and
located. located.
located. incorrectly
Neatness, Neatness,
Neatness, located.
proportion, proportion,
proportion, Neatness,
and correct and correct
and correct proportion,
scale are scale are
scale are and correct
mostly somewhat
evident. scale are not
evident. evident.
evident.
Composition The entire Most of the Some parts Majority of
80
model is 3- model is 3- of the model the model is
dimensional dimensional are 3- not 3-
(not flat) and and made dimensional dimensional
made from a from a and limited in and lacks
variety of variety of the variety of variety of
materials. materials. materials materials
The model is The model is used. The used. The
constructed constructed model is not model is not
solely by the solely by the solely solely
students in students in constructed constructed
the group the group but by the by the
and is not a has used students in students in
pre-made kit some pre- the group but the group but
or other made kit or had some had some
structure. other help from help from
structure. other groups other groups
and has and has
used some used mostly
pre-made kit pre-made kit
or other or other
structure. structure.
Majority of
All Most of the Some of the
the
components components components
components
of the model of the model of the model
of the model
are realistic are realistic are realistic
are not
in their in their in their
realistic in
appearance appearance appearance
their
as much as as much as as much as
appearance
possible with possible with possible with
as much as
Realism regard to regard to regard to
possible with
shape, shape, shape,
regard to
location, location, location,
shape,
connection connection connection
location,
to other parts to other parts to other parts
connection
of the model of the model of the model
to other parts
and technical and technical and technical
of the model
design. design. design.
and technical
design.
Some, but
The entire
Most of the not all, of the Most of the
model is fully
functional.
of the model of the model did not
Function (to Each part
functioned functioned function
be rated worked
according to according to according to
during the according to
expectation expectation expectation
testing phase) expectation
and and and did not
and
withstood the somewhat withstand the
withstood the
testing done. withstood the testing done.
testing done.
testing done.
81
RUBRIC FOR EVALUATING SCALE MODEL OF A GEOTHERMAL POWER
PLANT (B)
Adopted with modifications from new.schoolnotes.com/files/buttlm8148/3D-MODEL-RUBRIC
Total
Criteria 4 points 3 points 2 points 1 point Scor
e
Most parts of
Most parts of Some parts
The entire the model do
the model of the model
model not exhibit
exhibits exhibits
exhibits excellent
excellent excellent
excellent craftsmanshi
craftsmanshi craftsmanshi
craftsmanshi p and sturdy
p and sturdy p and sturdy
p and sturdy construction.
construction. Majority of
Most Most
Craftsmanship All the
components components
/ components components
are present are present
Construction are present are absent
and correctly and correctly
and correctly and
located. located.
located. incorrectly
Neatness, Neatness,
Neatness, located.
proportion, proportion,
proportion, Neatness,
and correct and correct
and correct proportion,
scale are scale are
scale are and correct
mostly somewhat
evident. scale are not
evident. evident.
evident.
Some parts All parts of
of the model the model
The entire Most parts of are made are not made
model is the model from from
made from are made materials not materials
materials from specified in specified in
specified in materials the guide. the guide.
the guide. specified in The model is The model is
Composition
The model is the guide. not solely not solely
constructed The model is constructed constructed
solely by the constructed by the by the
students in solely by the students in students in
the group. students in the group but the group but
the group. had some had some
help from help from
other groups. other groups.
All Most Some The
components components components components
of the model of the model of the model of the model
are are are are not
measured measured measured measured
Specification
and made as and made as and made as and made as
specified in specified in specified in specified in
the guide. All the guide. the guide. the guide.
components Most of the Some The
are made to components components components
82
resemble the are made to are made to made do not
actual parts. resemble the resemble the resemble the
actual parts. actual parts. actual parts.
Some, but
The entire
Most of the not all, of the Most of the
model is fully
functional.
of the model of the model did not
Function (to Each part
functioned functioned function
be rated worked
according to according to according to
during the according to
expectation expectation expectation
testing phase) expectation
and and and did not
and
withstood the somewhat withstand the
withstood the
testing done. withstood the testing done.
testing done.
testing done.
BUILDING A MODEL OF GEOTHERMAL POWER PLANT (B)
The Power of Heat is Right Under Your Feet

Source: Science Buddies Staff. (2018, March 24). The Power of Heat Is Right Under
Your Feet! Retrieved from https://www.sciencebuddies.org/science-fair-
projects/project-ideas/Energy_p023/energy-power/geothermal-energy
Materials and Equipment
 Clean metal can with one lid removed, 14.5-ounces [428.8162 ml]; available
at any grocery store
 Hammer
 Nail, 1/8-inch diameter
 Wood ruler or thin piece of wood, 12 inches long
 Rubber bands (2)
 Medium-sized pot, 3 quarts [2.83906 liters]
 Aluminum foil
 Stove top
 Pinwheel, available at toy stores or novelty stores
o Note: many store-bought pinwheels require a strong, consistent
breeze to make them spin. The steam coming from the pot in this
project might not be enough to make them spin. If you buy a pinwheel
that does not work, you can try making your own homemade pinwheel
using an aluminum pie pan.
 Permanent marker
 Timer
 Oven mitts
 Lab notebook
 Graph paper
Experimental Procedure
Note: You will be working with a hot stove top. Please exercise caution when
working with hot surfaces and with steam. Steam can cause painful burns.
83
1. Using the hammer and nail, make a hole at the edge of the lid that is still
attached. Make another hole directly opposite the first hole. Both holes
should be no larger than 1/8 inch in diameter.
2. Attach the ruler, vertically, to the side of the can, using rubber bands.
Position the ruler so that it is between the two holes. Make sure that the
bottom edge of the ruler is flush with the bottom edge of the metal can. The
can and ruler should not be tilted when placed on a flat surface. The open
end of the can should be facing down. See Figure 3.
Figure 3. The can and ruler

assembly is a model of a
3. Fill your 3-quart pot with 2 quarts (or just over half full) of tap water. Take a
piece of aluminum foil and place it on top of the pot. Crimp the foil down over
the edges of the pot so that the water is sealed in. Take another piece of foil
and place it on top of the first piece of foil. Crimp the second piece to ensure
that when the water boils, no steam can get out from the edges. The foil-
covered pot models the earth. The aluminum foil is the crust, covering the
heat that is within the earth.
4. Gently poke a hole in the center of the aluminum foil pieces, using the nail.
Make sure that the nail goes through both layers of aluminum foil. The hole
should be no larger than 1/8 inch in diameter.
5. Turn the stove top on medium to medium high and place the pot on top of
the flame or hot surface. Note the setting of the stove top in your lab
notebook in a data table like the one shown below. The heat setting should
be hot enough to boil water; however, make sure that the water doesn't boil
so heavily that water hits the foil.
6. Make one large mark on the back of the pinwheel at the base of the spokes
with the permanent marker. You want to be able to see the mark clearly
while the pinwheel is spinning.
7. Wait for the water to boil. When you see steam coming out of the hole and
the foil cover is slightly inflated, you are ready to start the experiment.
8. Get your timer ready. Place the can and ruler on top of the hole in the foil.
Let the can sit undisturbed for 30 seconds. This represents a power plant
collecting steam from a reservoir in the earth.
9. Now it's time to test your model. Hold the pinwheel, facing down, above the
can over both holes. See Figure 4, below. Make sure that the ruler is not in
the way of the pinwheel and that the pinwheel is parallel to the can's top. If
necessary, push the ruler down gently so that the can doesn't move too
much. The pinwheel will start spinning. Note the height at which you are
holding the pinwheel. You can use the ruler to determine the height. Write
this number down in your lab notebook.
84
10. If your pinwheel does not spin at all, it might have too much friction to be
powered by the steam in this project. You will need to make your own
homemade pinwheel that spins more easily. To make it easier to hold the
homemade pinwheel over a pot of boiling water, you can puncture a straw
with the wooden skewer, as shown in Figure 5. This will allow you to hold the
pinwheel from the side, but make sure you still wear oven mitts.
11. You're ready to start the experiment. First note the location of the mark on
the back of the pinwheel. Each time you see that mark reach that location
again, the pinwheel has made a complete spin. Count the number of
complete spins in 20 seconds. Use the timer to keep track of time and the
mark you made on the pinwheel to count the number of spins. Record the
number of complete spins in 20 seconds in your lab notebook. Repeat this
step two more times and record the
information in your lab notebook.
12. Use the oven mitt and remove the can from
the top of the pot and place it to the side.
Now hold the pinwheel over the hole in the
foil at the same height as in step 11. You
might need a helper to hold the ruler near
the pan, flush with the aluminum foil, but in
the air, so you can see how high you should Figure 5 An example of a
be holding the pinwheel. Count the number homemade pinwheel made using
of complete spins the pinwheel makes in 20 an aluminum pie plate, a straw, and
seconds. Use the timer to keep track of time. a wooden skewer.
Record the information in your lab notebook.
Repeat this step two more times and record all information in your lab
notebook. Holding the pinwheel over the bare foil without the can represents
the power of geothermal steam from the earth without a power plant.
13. Take the pot off the flame or hot surface and let it cool down. After it has
cooled down, you can leave the water that's in the pot, simply adding some
85
more to fill the pot just past half full. Carefully undo the foil, add the water,
and crimp the foil back onto the pot. Now use the nail and poke eight more
holes in both aluminum foil layers around the edge of the pot. The holes
should be no bigger than 1/8 inch in diameter. You can reuse the same
pieces of aluminum foil, but if the foil rips, remove it and replace it with two
layers of aluminum foil, poking a hole in the center, as in step 4. The holes in
the foil represent openings in the earth over the geothermal reservoir. If there
are many openings around a geothermal reservoir, there are many ways for
steam and heat to escape (so this simulates a situation where not all the
steam from a reservoir is collected by the power plant, and some just
escapes into the atmosphere).
Figure 6. Counting number of spins over bare foil
14. Turn on the stove top to the setting recorded in your lab notebook from step
5. Once the water is boiling and there is steam coming out of the holes, place
the can and ruler on top of the hole in the middle of the foil and pot. Use your
timer and let it sit there for 30 seconds. Now hold the pinwheel above the can
and the two holes at the same height as recorded in your lab notebook from
step 11. Count the number of complete spins that the pinwheel makes in 20
seconds. Use the timer to keep track of time. Repeat this step two more
times and record all information in your lab notebook.
15. Use the oven mitt and remove the can from the pot and place it to the side.
Now hold the pinwheel over the hole in the center of the foil at the same
height as in step 11. Again, you might need a helper to hold the ruler near
the pan, flush with the aluminum foil, but in the air, so you can see how high
you should be holding the pinwheel. Get your timer ready. Count the number
of complete spins the pinwheel makes in 20 seconds and write the value in
your lab notebook. Repeat this step two more times and write all of the
information in your lab notebook.
16. Remove the pot from the flame or hot surface and let it cool down. Repeat
step 12, this time poking 12 more holes in the foil around the edge of the pot
(for a total of 20 holes around the edge) and repeat steps 13-14.
17. What does poke holes around the edge of the foil do? Does it affect the
number of pinwheel spins when the pinwheel is over just the foil? Does it
affect the number of pinwheel spins when the pinwheel is above the can?
18. Graph the information in your lab notebook on a scatter plot.
86
19. Make two different scatter plots, one showing the recorded data with the can
on top of the pot and one without the can on top of the foil. For both plots,
label the x-axis Holes Around the Edge and the y-axis, Average Number of
Pinwheel Spins. The can on top of the foil models a geothermal power plant.
What kind of conclusion can you make about how geothermal power plants
work?
87
I – OBJECTIVES: The learners demonstrate understanding of

CONTENT STANDARD: volcanoes found in the Philippines.
PERFORMANCE The learners should be able describe how
STANDARD geothermal power plants work.
The learners should be able to illustrate how
LEARNING
energy from volcanoes may be tapped for humans
COMPETENCIES
use. (S9ES – IIIc-d – 29)
1. Identify the parts and function of
2. Test the effectiveness of the improvised
SPECIFIC OBJECTIVES
3. Show awareness of how electricity is
generated in a geothermal power plant.
II – CONTENT: Topic/title TESTING THE EFFECTIVENESS OF

IMPROVISED GEOTHERMAL POWER PLANT
Unit/module: UNIT 3 MODULE 1
REFERENCES:
Learner’s Materials Page 176 - 177
Teachers’ Guide Pages 141-148
LR portal
Other Learning Resources You Tube
by alternativeenergycom
http://calenergy.com (http://AlternativeEnergy.com
posted). Much more information on geothermal at
http://AlternativeEnergy.com.
Spectra.mhi.com/Energy/Geothermal
IV -
PROCEDURE: A B
Pre- Activity
Recall previous lesson on parts and function of geothermal power
ELICIT plant.
The teacher presents a short video that shows how geothermal

power plant generates electricity.
ENGAGE Source
You Tube
Oct 30, 2007 by alternativeenergycom
http://calenergy.com (http://AlternativeEnergy.com posted). Much
more information on geothermal at http://AlternativeEnergy.com.
88
Based from the video presentation, what energy transformations are
involved in the geothermal power plant?
You have just seen how geothermal power plant functions.

Are you now ready to witness how our improvised geothermal
power plant works?
Activity Proper
Group presentation.
(Students are grouped during the construction of the model.)
EXPLORE
The students are now ready to test whether their improvised
geothermal power plants work or not.
Post - Activity
Students answer the guide questions.
1. What happens to the water when heated?
2. How can water vapor move the turbine?
Use a flowchart to describe how energy is transformed to
generate electricity in a geothermal power plant.
Answers:
1. The water undergoes physical change. The water becomes
EXPLAIN
steam or water vapor.
2. As water is changed to vapor, it moves very fast making the
turbine rotates.
3. Thermal energy from inside the earth - mechanical
energy in a turbine – mechanical energy of a generator
– electrical energy.
The teacher discusses the following steps followed to generate

electricity in a geothermal power plant.
1. Wells are drilled deep into the earth to pump steam or hot
water to the surface.
2. When the water reaches the surface, the drop-in pressure
causes the water to turn into steam.
ELABORATE
3. The steam spins a turbine, which is connected to a
generator that produces electricity.
4. Cooling tower cools the steam which it condenses back to
water.
5. The cooled water is pumped back into the earth to begin the
process again.
Students will be graded based on their presentation of their power
plant model.
EVALUATE
To rate the effectiveness of the geothermal power plant model a
rubric is used. (refer to previous LP on constructing the power plant)
1.Identify some geothermal power plants found in the Bicol region.

EXTEND 2.Why is geothermal power plants are located near a volcano?
89
REMARKS
REFLECTION
evaluation
remediation
Why?
teachers?
90
I – OBJECTIVES: The learners demonstrate understanding of

CONTENT STANDARD: volcanoes found in the Philippines.
PERFORMANCE The students should be able to illustrate how
STANDARD volcanic eruption affects society.
The students should be able to illustrate how
LEARNING
energy from volcanoes may be tapped for human
COMPETENCIES
use. (S9ES-IIIcd-29)
1. Identify signs of impending volcanic
eruption.
2. Determine the materials needed in case of
SPECIFIC OBJECTIVES
an impending volcanic eruption.
3. Demonstrate awareness of the volcanic
hazards- before, during and after volcanic
eruption.
II – CONTENT: Topic/title HOW DO VOLCANIC ERUPTIONS AFFECT
SOCIETY?
REFERENCES:
Learner’s Materials Page Pages 177 - 180
Teachers’ Guide
LR portal
Other Learning Resources https://kupdf.net>download>a Detailed Lesson Plan
IV -
PROCEDURE: A B
Pre- Activity
Show pictures of volcanoes used in previous lesson. Ask the
students to name them.
(Mount Mayon in Albay

ELICIT
Bulusan Volcano in Sorsogon
Taal Volcano in Batanggas
Mount Pinatubo in Zambales
Musuan Volcano in Bukidnon)
Have you seen Mount Mayon erupting?
What are the signs of an impending volcanic eruption?
Will you describe an erupting volcano?
Is it dangerous living near a volcano?
ENGAGE
(Answers may vary)
The following are commonly observed signs that a volcano is about
to erupt:
1. Increase in the frequency of volcanic quakes with rumbling
91
sounds; occurrence of volcanic tremors;
2. Increased steaming activity; change in color of steam
emission from white to gray due to entrained ash;
3. Crater glow due to presence of magma at or near the crater;
4. Ground swells (or inflation), ground tilt and ground fissuring
due to magma intrusion;
5. Localized landslide, rockfalls and landslides from the summit
area which are not attributable to heavy rains;
6. Noticeable increase in the extent of drying up vegetation
around the volcano’s upper slopes;
7. Increase in the temperature of hot springs, wells near the
volcano;
8. Noticeable variation in chemical content of springs, crater
lakes within the vicinity of the volcano;
9. Drying up of springs, wells around the volcano; and
10. Development of new thermal areas and/or reactivation of old
ones.
Now if you were living in a place near an active volcano, what would
you feel? What are the preventive measures that you can do?
So, for today’s activity you are going to think of how you can reduce
the negative effects of volcanic eruption to reduce loss and save
lives.
Activity Proper
Divide students into five groups.
Performance task
You are a volcanologist from Bicol. On your way back to your
hometown, you saw the destruction brought by the eruption of
EXPLORE
Mayon Volcano. You decided to invite you colleagues to come with
you on your next visit with a mission, that is, to create awareness
among your townmates about volcanic hazards – before, during and
after volcanic eruption. Decide on how you will accomplish your
mission.
Post - Activity
Group Presentation
EXPLAIN
Give each group 3 minutes for their presentation.
Discuss how each group accomplishes their mission of creating
awareness among townmates about what to do before, during and
ELABORATE after volcanic eruption.
Rate the presentation based on the following criteria:

 Details and information
 Methods of presentation
EVALUATE
 Techniques/creativity
 Accuracy
(please see attached rubric)
As a student write an essay on how you can help reduce the
EXTEND
hazards of volcanic eruption.
92
REMARKS
REFLECTION
evaluation
remediation
Why?
teachers?
Rubric for Group Presentation
Criteria Excellent Proficient Adequate Limited

4 3 2 1
Details and Has included at Has included 4 Has included 3 Has included 2
information least 5 things to things to things to things to
remember before, remember before, remember remember
during and after a during and after before, during before, during
volcanic eruption volcanic eruption and after volcanic and after volcanic
eruption eruption
Methods of Presentation is Presentation is Presentation is Presentation is
Presentation easy to unique but not not unique but not unique and
understand, organized organized not organized
unique, and
exemplary
Techniques/ Well-prepared Well-prepared but Variety of props Limited props or
Creativity with a variety of limited props or or materials used materials used to
props or materials materials used to to create an create an image
used to create a create an adequate image which minimally
powerful image interesting image that is appeals to or is
about what to do about what to do moderately not suitable
before, during and before, during and suitable about about what to do
after volcanic after volcanic what to do before, during
eruption. eruption before, during and after volcanic
and after volcanic eruption
eruption
Accuracy Information Information Information Information
contains contains minor contains errors contains many
essentially no errors, none of which somewhat errors which limit
errors which which interfere interferes with the clarity of
interfere with with clarity of clarity of communication
clarity of communication communication
communication
93
I – OBJECTIVES: The learners demonstrate understanding of the

CONTENT STANDARD: factors that affect climate, and the effects of
changing climate and how to adapt climate
change.
The learners should be able to participate in
PERFORMANCE
STANDARD
climate change
The learners should be able to explain how
LEARNING
different factors affect the climate of an area.
COMPETENCIES
(S9ES – IIIe-30)
1. Explain how latitude affects climate.
2. Demonstrate awareness of the relationship
SPECIFIC OBJECTIVES
between latitude and climate.
3. Recognize the effect of the Philippine’s
location on Earth to its climate.
II – CONTENT: Topic/title FACTORS AFFECTING CLIMATE (LATITUDE)
ACTIVITY 1 – WHEN THE SUN’S RAYS STRIKE
REFERENCES:
Teachers’ Guide Pages 145-146
LR portal
Other Learning Resources
IV -
PROCEDURE: A B
Pre- Activity
Students recall their previous knowledge about latitude and
longitude; tropical region, temperate region and polar region.
With the use of map or globe, the students identify:
ELICIT a. the latitude and longitude
b. the tropical region, temperate region and polar region.
places that are found in tropical regions, temperate region and polar
region.
A student locates the Philippines in the map/ globe.
To what region is the Philippines located? What climate do we
ENGAGE experience? Now, in this activity you will find out the role of latitude
in varying the climate of different places.
Activity Proper
EXPLORE Students do the activity.
94
Introduce activity 1- “When the Sun’s Rays Strike” as paper- and –
pen activity. (Philippines is located in the tropical region. It is located
in the latitude near the equator.)
Students study the given illustration then answer the guide
questions.
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 received by places far from
the equator become 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?
Post - Activity
The teacher guides the students in answering the questions.
Answers to the guide questions:
1. The earth is tilted 23.5
2. The equator receives most of the sun’s rays.
3. It is due to the tilting of the earth’s axis and the shape of the
earth.
4. Places found near the poles are the coldest because they
EXPLAIN
receive less amount of heat.
5. Due to the tilting of the earth’s axis, places near the equator
receive more heat making the air temperature higher.
When the area is farther from the equator¸ the air temperature is
lower resulting in a cold climate. When the place is closer to the
equator, the air temperature is higher which results in a warm
climate.
Lecture- Discussion
The teacher facilitates the discussion emphasizing the relation
between latitude and climate.
When an area is farther from the equator, the air temperature is
ELABORATE lower resulting in a cold climate. When the place is closer to the
equator, the air temperature is higher which results in warm climate.
What is the relationship between latitude and climate?

EVALUATE (The closer the latitude to the equator, the higher the temperature,
the warmer the places located in it, and the farther the latitude to the
95
equator, the lower the temperature, the colder the places located in
it.)
The Philippines is located in the latitude near the equator. How
would you relate this to the climate the Philippines has? (The
Philippines is located in the latitude near the equator. Since equator
receives much more radiant energy released by the sun, so places
EXTEND near the equator have warm climate.)
What about those located near the poles? What can you say
about their climate? (The areas closer to the poles receive less
amount of energy because the angle of sunlight becomes smaller,
so the colder these places are.)
REMARKS
REFLECTION
the evaluation
80%
remediation
Why?
teachers?
96
Activity 1
When the Sun’s Rays Strike
Objective:
 Explain how latitude affects climate.
Materials:
Globe or map
Procedure:
Study the illustration below.
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 received by places far from the equator become 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?
97

changing climate and how to adapt climate change.
PERFORMANCE
STANDARD
climate change
The learners should be able to explain how
LEARNING
different factors affect the climate of an area.
COMPETENCIES
(S9ES – IIIe-30)
1. Identify the annual average temperature of
selected cities.
SPECIFIC OBJECTIVES 2. Explain how altitude affects climate
3. Recognize the importance of altitude in
categorizing the temperature of a particular
area.
II – CONTENT: Topic/title FACTORS AFFECTING CLIMATE
(ALTITUDE)
ACTIVITY 2 – THE HIGHER, THE COLDER
REFERENCES:
Teachers’ Guide Pages 146 - 147
LR portal
Other Learning Resources  LM for G7 pp 84
 http://hs.umt.edu/bssp/documents/cuturally%
20congruent%20Units/LindaMandy_Climate_U
nit.pdf
 https://www.gettyimages.com/photos/mount-
apo-pictures-and-
images?mediatype=photography&phrase=mou
nt%20apo%20pictures%20an
 https://int.search.tb.ask.com/search/AJimage.jhtml?
&n=783a8339&p2=%5EBBQ%5Expu016%5ETTAB02
%5Eph&pg=AJimage&pn=15&ptb=
IV -
PROCEDURE: A B
Pre- Activity
Ask the students to describe the pictures.
ELICIT
98
Cagayan
Photo Credit
Source:
https://int.search.tb.ask.com/search/AJimage.jhtml?&n=783a8339&p2=%5EBBQ%5
Expu016%5ETTAB02%5Eph&pg=AJimage&pn=15&ptb=
(The picture is a valley.

It is located in the troposphere.
It is covered with grasses and trees.
Valley is a low landmass.
The temperature in the valley is high because it is closer to the
ground. Molecules of gas in the valley is closer to one another.)
Mount Apo
Photo Credit
Source:
https://www.gettyimages.com/photos/mount-apo-pictures-and-
images?mediatype=photography&phrase=mount%20apo%20pictures%20an
The picture is a mountain.

It is covered with grasses and trees.
It is located in the troposphere.
Mountain is high.
Temperature in the mountain is low.
Molecules of gas in the mountain are farther apart from each other.
Air expands
There is less air.
From their descriptions of the valley and mountain;

 The students complete the Venn Diagram, comparing and
ENGAGE contrasting the valley and the mountain.
A Venn Diagram shows relationships between and among
sets or groups of objects that that have something in
common.
99
 The students share their Venn Diagram.
MOUNTAIN VALLEY
 found
 higher than in the
valley tropos  lower than
 molecules phere mountain
of gas are  molecules of
not so  there gas are
are
close grasse closer
 lower s and  higher
temperatur trees temperature
e  warmer
 colder
What do you think caused the differences between valley and mountain?
(altitude)
Activity Proper
Present Activity 2: The Higher, The colder
Procedure:
1. Locate each of the following cities on a Philippine Map.
(Bacolod, Baguio, Laoag, Manila, Tacloban, Tagaytay,
Zamboanga)
2. Place a sticky note on each city to help students see that they
are located at nearly the same latitude.
3. Provide the students with table below:
Different Cities in the Philippines and Their Annual Average

Temperature.
Name of Elevation Annual Average
Place above the Temperature
Sea (C)
(m)
EXPLORE Bacolod 10 27.5
Baguio 1400 16.0
Laoag 20 27.3
Manila 10 27.7
Tacloban 20 29.4
Tagaytay 640 22.7
Zamboanga 30 27.6
Source: http://mapcarta.com
4. Study the table above and then answer the guide questions.
Guide questions:
Q1. Is the climate of these cities the same?
Q2. What happens to temperature as altitude increases?
Q3. Which place is the coldest?
Q4. Which place is the hottest?
100
Construct a scatter graph based on the data above.
Scatter graph demonstrate a trend in the data and are similar to line
graph.
Q5. Based on the data, what is the relationship between
altitude and temperature?
Post - Activity
Lead the discussion about the similarities and differences between
EXPLAIN the climate of the different cities. Point out each city again on the
map.
To sum up the lesson, let us have a short video presentation.
Source: | Jan 05, 2019 | 53 views | by Samantha Ariana
ELABORATE Created using Powtoon -- http://www.powtoon.com/youtube/ --
Create animated videos and animated presentations for free.
Describe the relationship between altitude and climate.
EVALUATE
Why do mountain climbers wear jacket and thick clothes when they
go up the mountains?
(The air temperature decreases as altitude increases. At higher
EXTEND
elevation, there is less air. The air molecules are farther apart, thus
making the air less dense. Lighter air cannot absorb much heat
making air temperature lower.)
REMARKS
REFLECTION
the evaluation
80%
remediation
Why?
teachers?
101
The Higher, the Colder
Objectives:
 Explain how altitude affects climate.
Materials:
Philippine Map
Sticky notes
Graph paper
Pencil
Ruler
Procedure:
1. Locate each of the following cities on a Philippine Map. (Bacolod, Baguio,
Laoag, Manila, Tacloban, Tagaytay, Zamboanga)
2. Place a sticky note on each city to help students see that they are located at
nearly the same latitude.
3. Provide the students with table 2.1.
Table 2.1 Different Cities in the Philippines and Their Annual Average
Temperature.
Name of Place Elevation above the Sea Annual Average

(m) Temperature (C)
Bacolod 10 27.5
Baguio 1400 16.0
Laoag 20 27.3
Manila 10 27.7
Tacloban 20 29.4
Tagaytay 640 22.7
Zamboanga 30 27.6
Source: http://mapcarta.com (as of September 30)
4. Study table 2.1 above and then answer the guide questions.
Guide questions:
Q1. Is the climate of these cities the same?
Q2. What happens to temperature as altitude increases?
Q3. Which place is the coldest?
Q4. Which place is the hottest?
5. Construct a scatter graph based on the data above.
Scatter graph demonstrate a trend in the data and are similar to line graph
Q5. Based on the data, what is the relationship between altitude and
temperature
102

change.
PERFORMANCE
STANDARD
climate change
The learners should be able explain how different
LEARNING
factors affect the climate of an area. (S9ES – IIIe-
COMPETENCIES
30)
1. Compare the effect of heat on water and
land.
2. Explain how distance from bodies of water
SPECIFIC OBJECTIVES affects climate.
3. Appreciate the role of surrounding bodies
of water to the climate of a certain region.
II – CONTENT: Topic/title FACTORS AFFECTING CLIMATE (PROXIMITY

TO BODIES OF WATER)
ACTIVITY 3 – WHICH COOLS AND HEATS
FASTER?
REFERENCES:
Learner’s Materials Page 188 - 191
Teachers’ Guide Pages 147 - 148
LR portal
Other Learning Resources https://int.search.tb.ask.com/search/AJimage.jhtml?&
n=783a8339&p2=%5EBBQ%5Expu016%5ETTAB02%5Ep
h&ptb=C700217A-FB66-48E1-B
https://int.search.tb.ask.com/search/AJimage.jhtml?&
enc=0&n=783a8339&p2=%5EBBQ%5Expu016%5ETTAB
02%5Eph&pg=AJimage&pn=1&
IV -
PROCEDURE: A B
Pre- Activity
Show pictures of two common bodies of water; Boracay Beach
ELICIT Resort and Pagsanjan falls.
103
Pagsanjan Falls
Source:
https://int.search.tb.ask.com/search/AJimage.jhtml?&n=783a8339&p2=%5
EBBQ%5Expu016%5ETTAB02%5Eph&ptb=C700217A-FB66-48E1-B
Boracay Beach Resort
Source:
https://int.search.tb.ask.com/search/AJimage.jhtml?&enc=0&n=783a8339&
p2=%5EBBQ%5Expu016%5ETTAB02%5Eph&pg=AJimage&pn=1
What is common to both pictures? (They are bodies of water.)

*The teacher may use available pictures taken from his/her locality.
Do you think the proximity of bodies of water to a particular region
has something to do with its climate?
ENGAGE Let us find out by doing the next activity; “Which Cools and Heats
Faster”?
Activity Proper
Perform the activity on LM pages 188 – 191
Remind learners of the Dos and Don’ts regarding the activity such
as:
EXPLORE  Bulb of the thermometer must not touch the bottom of the
container
 They have to be careful in using the thermometer
(Please see attached activity for the modification.)
Post - Activity
Group presentation will be graded using a rubric.

(Please see attached rubric)
EXPLAIN
Table 3.1 Temperature readings in heating the soil and water.
Time (min) Temperature of Temperature of
soil (C ) water (C )
0
104
2
4
6
8
10
Guide Questions:
1. What is the initial temperature of soil and water?
2. What is the difference between the temperature of soil and
water after six minutes?
3. Which heats up faster, water or soil?
Table 3.2 Temperature readings in cooling the soil and water.
Time (min) Temperature Temperature

0C 0C
of soil ( ) of Water ( )
0
2
4
6
8
10
Guide Questions:
1. What happens to the temperatures of water and soil after
you remove the containers from each tripod?
2. Which cools off faster, water or soil?
1. What generalization can you derived from the activity.

2. Compare the effect of heat on bodies of water and on land.
ELABORATE 3. Explain how distance from bodies of water affects climate of a
particular region. (Please refer to the selection in the LM page 190)
The teacher may considers the group presentation as their
EVALUATE evaluation.
(Please see attached rubrics)
How will you compare the temperature in Sorsogon City and in
EXTEND
Bacon considering that they are both near a body of water?
REMARKS
REFLECTION
evaluation

105
remediation
Why?
teachers?
Activity 3
Which Cools and Heats Faster?
Objectives:
 Compare the effect of heat on water and land?
 Explain the effect of heat on water and land.
Materials:
Water soil/sand
2 laboratory thermometers 2 beakers
Sunlight or 2 lamps or alcohol lamps timer
Iron stand and iron clamp thick cloth or pot holder
Procedure:
1. Fill one can with soil/ sand. Label them.

2. Fill another can with water. Label the container.
3. Prepare the set up (refer to fig. 3.1 in LM page 188)
4. Take the initial temperatures of water and soil. (enter your data in table 3.1)
5. Place the set up under the sun. Take the temperature every two minutes for
10 seconds. Record your data in table 3.1
Table 3.1 Temperature readings in heating the soil and water.

Time (min) Temperature of soil Temperature of
0
(C) water (0C )
0
2
4
6
8
10
Guide Questions:
1. What is the initial temperature of soil and water?
2. What is the difference between the temperature of soil and water after six
minutes?
3. Which heats up faster, water or soil?
106
Table 3.2 Temperature readings in cooling the soil and water.
0 0
Time ( min) Temperature of soil ( C ) Temperature of Water ( C )
0
2
4
6
8
10
Guide Questions:
1. What happens to the temperatures of water and soil after you remove the
containers from each tripod?
2. Which cools off faster, water or soil?
6. On a graphing paper, the students make a line graph to show the data
presented in Table 3.1 and 3.2. then they interpret the result.
Scoring Rubric for Reporting
Category Scoring Criteria Total Score

Points
Organization  Information is presented in logical sequence 10
(15 pts)
Content  Technical terms are well-defined in 10
(45 pts) language appropriate for the target 10
audience
 Presentation contains accurate information. 10
 There is an obvious conclusion summarizing 10
the presentation.
Presentation  Speaker maintains good eye contact with 10
(40 pts) the audience
 Speaker uses clear, audible voice 10
 Visual aids are well prepared, informative,
effective. 10
 Length of presentation is within the
assigned time limits 10
 Information was well communicated. 10
Total Points 100
Source: hplengr.engr.wisc.edu>rubric
107

change.
PERFORMANCE
STANDARD
climate change
The learners should be able explain how different
LEARNING
factors affect the climate of an area. (S9ES – IIIe-
COMPETENCIES
30)
1. Differentiate windward and leeward sides
of a highland.
2. Explain how topography affects climate.
SPECIFIC OBJECTIVES
3. Relate the presence of tropical
rainforest of the Philippines to its
topography
II – CONTENT: Topic/title FACTORS AFFECTING CLIMATE

(TOPOGRAPHY)
ACTIVITY 4-WHICH SHOULD I CHOOSE,
WINDWARD OR LEEWARD?
REFERENCES:
Learner’s Materials Page 191 – 192
Teachers’ Guide Pages 149
LR portal
Other Learning Resources 3.2.5_NASA_Celestial_Islands_Lesson.pdf
https://int.search.tb.ask.com/search/AJimage.jhtml?&
n=783a8339&p2=%5EBBQ%5Expu016%5ETTAB02%5Ep
h&pg=AJimage&pn=5&ptb=C7
You tube
Uploaded by: Nicastri Tankard, January 24, 2013
IV -
PROCEDURE: A B
Pre- Activity
108
Recall:
How latitude, altitude and proximity to bodies of water affect
climate.
 Areas located in latitude near the equator receives much
more energy released by the sun, thus have warm climate.
While areas closer to the poles receives less amount of
energy because the angle of sunlight becomes smaller, so
the colder these places are.
 The air temperature decreases as altitude increases. At
ELICIT higher elevation, there is less air. The air molecules are
farther apart, thus making the air less dense. Lighter air
cannot absorb much heat making air temperature lower and
vice versa.
 The climate of the place is influenced by the surrounding
bodies of water. Soil absorbs heat faster than water. At the
same time, soil releases heat faster compared to water.
These slow absorption and release of heat by the body of
water greatly affect climate.
Now, we are going to explore another factor that influence climate.

Are you familiar with Leeward and Windward?
 Unlocking of Difficulties
The teacher asks the students to define the following terms.
a. Windward
ENGAGE b. Leeward
c. Rain shadow
(Windward side- the side which faces the prevailing wind (upwind)
Leeward side – the side sheltered from the wind by the mountain’s
very elevation (downwind)
Rain shadow –the area located on the leeward side of the mountain
that receives low amounts of precipitation.)
Activity Proper
The teacher presents a video clip that shows the different sides of
the mountain, leeward and windward sides.
For video presentation:

You tube
Uploaded by: Nicastri Tankard, January 24, 2013
If internet connection is not available, illustration in the LM page 191

can be used.
EXPLORE
Guide Questions:
1. Which side of the mountain is the windward side?
2. What do you notice about the windward? Why is it green?
3. What kind of climate would make this side so green?
4. What might the weather be like more often in this side?
5. Which is the leeward side?
6. What do you notice about the leeward side of the mountain?
Why does it look so brown?
109
7. What kind of climate would make this side so brown?
8. What might the weather be like there most often?
Answers:
1. The area in which the wind blows is the windward.
2. The windward side is so green because it is covered with
vegetation.
3. The windward side gets more precipitation thus it has low
temperature which means more vegetation making the side
color green.
4. It is most of the time raining in this area.
5. The side of the mountain where there is no cloud formation.
The temperature is high and precipitation does not happen.
6. It looks so brown because there is no vegetation.
7. The leeward side of the mountain has dry climate.
8. The leeward side becomes dry and has less precipitation.
This dry region in the leeward side is called the rain shadow.
Post - Activity
EXPLAIN Lead the discussion of the students’ answers to guide questions.
Use the illustration on page 191 of the LM to show how the
northeast trade wind affect weather.
Explain that the trade winds hit the windward side and the air cools
as it rises up the slope of the mountain and condenses, leading to
clouds and rain. On the leeward side of the mountain, the climate is
warmer and drier, as the air moves down the opposite side of the
ELABORATE mountain, it loses its moisture and warms up.
Explain also to the students that rain shadow is seldom found in the
Philippines because our country is surrounded by bodies of water.
Another reason is that the Philippines has two local winds systems
such as the habagat and amihan. These local winds bring
precipitation in every part of the Philippines.
 Study the picture.

 Identify the part of the mountain that clearly shows leeward
and windward side. (2pts)
 Describe the climate on leeward and
Windward side on your own words. (8pts)
EVALUATE
110
https://int.search.tb.ask.com/search/AJimage.jhtml?&n=783a8339&p2=%5
EBBQ%5Expu016%5ETTAB02%5Eph&pg=AJimage&pn=5&ptb=C7
Create a clay model showing the leeward and windward side of a

EXTEND
mountain showing the tropical rainforests in the Philippines.
REMARKS
REFLECTION
evaluation
remediation
Why?
teachers?
111
Time and Date: 2 sessions Quarter/Week/Day Q3W6D1
I – OBJECTIVES: The learners demonstrate an understanding of factors that

Content affect climate, and the effects of changing climate and how
Standard to adapt accordingly.
Learning Describe certain climatic phenomena that occur on a
Competencies global level. (S9ES-IIIf-31)
1. Define climate change operationally.

2. Participate actively in an activity designed to
assess one’s prior ideas and experiences about
climate change.
Specific 3. Explain why the greenhouse effect is considered
Objectives as one of the causes of climate change.
4. Infer the relationship between increased
greenhouse gases in the atmosphere and rise in
global temperature.
5. Describe the effects of change in global
temperature on living things.
II – CONTENT: What is climate change?
Topic/title Getting Ready!
It’s Getting Hot in Here
Unit/module: 2
Time
allotment:
III – LEARNING
RESOURCES/
REFERENCES:
Curriculum Guide
Learner’s
pp. 196-198
Material
Teachers’
p. 29
Guide
Additional
materials from
the LR portal
Other Learning National Geographic Society. Climate 101: Causes and
Resources Effects. [Video file] Retrieved from
https://www.nationalgeographic.com/environment/global-
warming/global-warming-overview
IV - PROCEDURE: A B
Pre- Activity
Find out if students Find out if students know about
know about climate climate change by performing
ELICIT
change by performing Act. 7- Getting Ready!
Act. 7- Getting Ready!
ENGAGE Process the result of Process the result of the activity
112
the activity by by checking the answer of the
checking the answer first bingo card
of the first bingo card.
Activity Proper
Tell the students that Tell the students that they will
they will continue continue enriching their ideas on
enriching their ideas climate change by investigating
on climate change by the greenhouse effect in Activity
investigating the 8- It’s Getting Hot in Here.
greenhouse effect in
Activity 8- It’s Getting Discuss the procedure in the
Hot in Here. activity. Demonstrates the proper
positioning of the thermometer
EXPLORE Discuss the procedure and how to read temperature
in the activity. readings off of the thermometer.
Emphasize the proper
positioning of the Supervise the students as they
thermometer. perform the activity.
Supervise the
students as they
perform the activity.
Post - Activity
The students present The students present the data
the data they collected they collected in Table 8.1.
in Table 8.1. Answer Answer questions (Q34-37).
questions (Q34-37).
The teacher checks accuracy of
The teacher checks answers to activity questions.
accuracy of answers Corrects misconceptions and
to activity questions. clarifies ambiguous ideas.
Correct Discuss how the activity is a

misconceptions and simulation of the role of
clarifies ambiguous greenhouse gases in the
ideas. atmosphere in the rise of global
temperature.
EXPLAIN Ask students to
explain how the Using Figure 8.2, discuss how
activity is a simulation greenhouse gases affect the
of the role of Earth’s temperature.
greenhouse gases in
the atmosphere in the Questions:
rise of global 1. What do you think will happen
temperature. to earth’s temperature if the
amount of gases increased in the
Using Figure 8.2, atmosphere?
discuss how 2. What will be the effects of this
greenhouse gases increase in global temperature to
affect the Earth’s greenhouse effect?
temperature.
113
Questions:
1. What do you think
will happen to earth’s
temperature if the
amount of gases
increased in the
atmosphere?
2. What will be the
effects of this increase
in global temperature
to greenhouse effect?
The teacher gives The teacher gives lecturette to
ELABORATE lecturette to clarify clarify some misconceptions.
some misconceptions.
Asks students to Asks students to answer these
answer these questions:
questions: 1. What is climate change?
1. What is climate 2. What is greenhouse effect
change? and why is it considered
2. What is as one of the causes of
greenhouse climate change?
effect? 3. What are the effects of
3. Why does climate change? Explain
greenhouse how these might affect
effect consider you and your community.
as one of the
EVALUATE
causes of
climate
change?
4. What are the
effects of
climate
change?
Explain how
these might
affect you and
your
community.
REMARKS
REFLECTION
the evaluation
80%
D. Number of learners who continue to
require remediation
114
Why?
use/discover which I wish to share with
other
teachers?
ATTACHMENTS TO DAILY LESSON PLAN ON CLIMATE CHANGE, ACT. 7-

GETTING READY! AND ACT. 8-IT’S GETTING HOT IN HERE
Bingo Card
Source: Science 9 Learner’s Material p. 197 as adapted from http://www.wwf.org.ph/
Can say the What is this CFCs stand for? Say the word Which do you
word “carbon sign? “renewable” 10 ride to go to
dioxide “in a times school, bus or
scary way a tricycle?
Can say What type of Who invented Where can you Do you eat
“Climate gas is the standard find the 1st vegetables?
Change” 7 released in incandescent wind farm in
times while landfills - bulb? Southeast
covering the methane or Asia?
nose CO2?
What type of Yes or No: A renewable Do you use a

greenhouse Writing on energy that glass when
gas is released both sides of uses water to drinking water?
when coal is paper is produce
burned? called energy
reusing.
Yes or No: What does Is Energy What A person who

weather is the 3Rs stand efficiency being renewable is wearing
atmospheric for? “sulit”? energy facility something
condition that is found in white
can quickly Lanao del
change in a Norte?
day.
The general Name 3 Give 2 A type of Which do you
condition of the things that examples on renewable prefer to us:
atmosphere can be how to conserve technology that paper bag or
within a year is reused. electricity. uses energy of plastic bag?
known as - the sun
climate or
weather?
115
COMPREHENSION QUESTIONS FOR THE VIDEO ENTITLED CLIMATE 101:
CAUSES AND EFFECTS
(Video source: National Geographic Society. Climate 101: Causes and Effects.
[Video file] Retrieved from https://www.nationalgeographic.com/environment/global-
warming/global-warming-overview
1. What is the main cause of the increase in Earth’s temperature?

2. What are the examples of greenhouse gases?
3. What do these greenhouse gases do?
4. What happens when there are more and more greenhouse gases in the
atmosphere?
5. How much increase in carbon dioxide was caused by burning of fossil fuels
since the Industrial Revolution?
6. How much carbon dioxide was there in the atmosphere 400 000 years ago
and today?
7. What are the consequences of climate change in terms of weather and
climate?
8. How can our health be affected by climate change?
9. How can we combat the rapid rate of climate change?
10. What is the general message of the video?
Answers:
1. greenhouse effect
2. water vapour, carbon dioxide, methane, nitrous oxide, chloroflourocarbons
3. lets the sun’s light in but keeps some of the heat from escaping
4. more heat is trapped
5. burning fossil fuels since the Industrial Revolution has contributed to more
than one-third increase in carbon dioxide
6. 280 parts per million (ppm) 400 000 years ago; today it is 400 ppm
7. Climate change which means rising global temperature causes melting of ice
sheets that in turn leads to a rise in sea level that result to more flooding in
coastal areas. The warmer temperatures also make weather more extreme
weather like more intense major storms, and longer and frequent droughts.
The erratic weather can cause disruption in food and water supply.
8. Our health is affected because of smog formation which proliferates in
warmer temperatures. Smog can cause asthma, heart disease, and lung
cancer.
9. We can combat the rapid rate of climate change by replacing fossil fuels with
renewable sources of energy like wind and solar power.
10. The general message of the video is that climate change is happening, that
we should pay attention to this most pressing problem, and to contribute to
finding solutions that can reduce global warming and its associated effects.
116

Content affect climate, and the effects of changing climate and how to
Standard adapt accordingly.
Learning Describe certain climatic phenomena that occur on a global
Competencies level. (S9ES-IIIf-31)
1. Describe the global carbon concentrations and

temperature over the last hundred years.
2. Interpret the relationship of carbon dioxide and
Specific temperature.
Objectives 3. Explain the role that the Industrial Revolution had
on global carbon concentrations.
4. Determine one’s contribution to carbon
concentration by calculating the personal carbon
emission.
II – CONTENT: Activity 9 – CO2 is the Reason; Activity 10 – Am I a Climate
Topic/title Hero or Climate Culprit?
Unit/module: 2
Time
1 hour
allotment:
III – LEARNING
RESOURCES/
REFERENCES:
Curriculum Guide
Learner’s
pp. 198-204
Material
Teachers’
Guide
Additional
materials
from the LR
portal
Other Environmental Science by Karen Arms p. 11 (Online Edition)
Learning published by Holt, Rinehart &
Resources Winston;https://medium.com/@badeekhoury/the-father-of-all-
engines-the-steam-engine-9f53053e870 ;
https://quizlet.com/117618629/biome-climatograph-flash-
cards/;
IV - PROCEDURE: A B
Pre- Activity
Distribute copies of Distribute copies of word search
crossword puzzle about puzzle about climate change to
ELICIT
climate change to students. The words in the puzzle
students. The puzzle are from the introductory lesson
117
contains words from the on climate change.
introductory lesson on
climate change. Give instructions on how it is to
be accomplished.
Give instructions on how it
is to be accomplished.
Conduct a pre-activity Conduct a pre-activity discussion
discussion on the on the procedure to be followed
procedure to be followed in performing the activity.
in performing the activity.
Explain briefly about
ENGAGE
Explain briefly about climatographs and show a
climatographs and show a sample climatograph to students.
sample climatograph to
students.
Activity Proper
Students perform Activity Students perform Activity 9 –
9 – CO2 is the Reason CO2 is the Reason and Activity
and Activity 10 Am I a 10 Am I a Climate Hero or a
EXPLORE
Climate Hero or a Climate Climate Culprit. pp. 201-202 of
Culprit. pp. 201-202 of Learner’s Material.
Learner’s Material.
Post - Activity
Lead the post-activity Lead the post-activity discussion
discussion on their on their answers to Q38-Q41.
EXPLAIN
answers to Q38-Q41.
What personal activities What personal activities would

would you think may you think may contribute to an
contribute to an increase increase in carbon concentration
ELABORATE
in carbon concentration in in the atmosphere?
the atmosphere?
The performance during The performance during the

the activity may serve as activity may serve as the
EVALUATE
the evaluation of the evaluation of the lesson.
lesson.
Instruct students to select Instruct students to select their
their top three sources of top three sources of carbon
carbon emission and emission and make a strategic
make a strategic plan on plan on how these may be
how these may be reduced.
reduced. Show students a sample strategic
EXTEND Show students a sample plan, discusses the parts of the
strategic plan and then plan and then supervises them as
supervises them as they they make their own.
make their own.
Monitor students’ Monitor students’ compliance
compliance with their own with their own plan.
plan.
118
REMARKS
REFLECTION
evaluation
remediation
Why?
teachers?
ATTACHMENTS TO DAILY LESSON PLAN ON ACTIVITY 9 – CO2 IS THE

REASON AND ACTIVITY 10 – AM I A CLIMATE HERO OR A CLIMATE CULPRIT?
CROSSWORD PUZZLE (A): Our Changing Climate

Use the clues provided to complete the puzzle below.
1 2
3
5 6 4
10
119
Across:
3. river of ice
8. trapping sun’s warmth
9. significant change in global temperature
10. atmospheric conditions
Down:
1. heat up
2. colourless, odourless gas
4. coal is an example
5. greenhouse gas
6. intensity of heat
7. prolonged period of abnormally low
rainfall
Answers: Across: glacier, greenhouse, climate change, weather Down: warming,
methane, fossil fuel, carbon dioxide, temperature, drought
WORDSEARCH PUZZLE (B)
Look for these words in the puzzle below. Circle the words you find. The letters may
be arranged backwards or diagonal.
carbon dioxide rainfall

drought glaciers
sea level climate change
fossil fuels methane
storms coal
T S D N U F L E V E L A E S
Y V J C F Q B D U J P Q W X
Z V V K R L F G F G L F Q D
F O S S I L F U E L S C N R
R X G N O I F G N I J R S O
T E B U A T L U J F G M T U
B S W F P A P G T E E E O G
H R B O C W S L A O C T R H
N K H I O D H B T O Q H M T
G C E D E B B O S G H A S U
A R L L A F N I A R L N B X
S A L S J X F L Y C W E D R
X E D I X O I D N O B R A C
E G N A H C E T A M I L C U
120
SAMPLE CLIMATOGRAPH
Photo Credit: https://quizlet.com/117618629/biome-climatograph-flash-cards/
Table 10.1 What’s your carbon footprint? Evaluate your carbon emission.
Source: Science 9 Learner’s Material p. 203 as adapted from
http://www.wwf.org.uk/oneplanetchallenge/downloads/energy_session_all.pdf
Sometimes Never
Different Activities Always (1 pt)
(3pts) (5pts)
I use water wisely.
I eat a mixture of meat and vegetarian meals.
We use kerosene lamp or low energy light
bulbs at home.
I use basin in washing our dishes.
I eat locally grown food.
I turn off electric appliances or battery-
operated gadgets instead of leaving them on
standby.
I use a glass of water when brushing my
teeth.
I eat organic foods.
I use reusable bags when buying things from
the market.
I avoid eating ready meals. (e.g. noodles,
sardines etc)
I use recycled notebooks and papers.
I throw my biodegradable wastes into a
compost pit.
I replace my toy or gadget when it stops
working rather than just to get the most up-to-
date model.
I always know where my food or products are
made.
121
I give the clothes I have outgrown to charity
or to my younger siblings and friends.
I throw my trash into the garbage bin or bag.
I just walk if the place I want to go to is near.
I do recycling at home.
I do recycling in school.
I share a ride or walk or cycle on the way to
school.
Total Score
CHECKLIST FOR CHECKING THE BAR GRAPH (ACT. 10)
Standards of a Good Bar Graph Present Absent

1. has a title ( y vs. x format)
2. x-axis is labelled including unit
3. y-axis is labelled including unit
4. independent variable is on the x-axis
5. dependent variable is on the y-axis
6. each axis is properly calibrated
7. the bars are of equal width and there are
spaces between bars
SAMPLE STRATEGIC PLAN FOR REDUCING PERSONAL CARBON EMISSION

Source: Science 9 Teacher’s Guide
Name of Member: ________________________________ Group Number: _______

Grade and Section: ______________________________
My top three sources of carbon:

1. Waste
2. Transportation
3. Electricity
My Strategic Plan
Month: _______________
(Put a check mark if you have done this strategy every week, otherwise put an X)
Strategy Plan Week 1 Week 2 Week 3 Week 4

A. Waste
1. I still use the back of the used
paper as a scratch paper.
2. I put left over foods, vegetables’
peelings in a compost pit.
B. Transportation
1. 1. I will just walk if the place I
will go to is near.
C. Electricity
1. I will turn off electric appliances
when not in use.
2. I will limit my time in watching t.v
or listening to the radio
My carbon/ecological footprint: ___________________________
122

Describe the potential global impact of climate

change.
Specific 1. Characterize the effects of climate change on the
Objectives lives of certain individuals all over the world.
2. Explain why El Niño and La Niña happen.
3. Diagram how these cyclical climatic events occur.
4. Contrast the effects of El Niño from La Niña.
II – CONTENT:
Impact of Climate Change; El Niño and La Niña
Topic/title
Unit/module: 2
Time
1 hour
allotment:
III – LEARNING
RESOURCES/
REFERENCES:
Curriculum Guide
Learner’s
pp. 205-206
Material
Teachers’
Guide
Additional
materials
from the LR
portal
Other https://www.sunstar.com.ph/article/1753759
Learning https://www.eco-business.com/news/climate-change-will-
Resources impact-philippines-ability-to-feed-its-people/
https://www.nytimes.com/2016/07/03/world/asia/climate-
change-kiribati.html
https://www.nytimes.com/interactive/2016/07/07/world/americ
as/bolivia-climate-change-lake-poopo.html
https://www.nytimes.com/interactive/2016/12/15/world/africa/a
gadez-climate-change.html
https://www.nytimes.com/interactive/2016/10/24/world/asia/livi
ng-in-chinas-expanding-deserts.html
https://www.nytimes.com/interactive/2016/11/29/science/alask
a-global-warming.html
https://www.nws.noaa.gov/om/csd/graphics/content/outreach/
123
brochures/FactSheet_ElNino-LaNina.pdf
https://sealevel.jpl.nasa.gov/files/archive/make-your-own-el-
nino.html
https://spaceplace.nasa.gov/la-nina/en/
IV - PROCEDURE: A B
Pre- Activity
Let students to free write for Let to students to free write for
five minutes on what they five minutes on what they
know, or think they know, know, or think they know, what
what they are unsure of, they are unsure of, what
what they’ve read or heard they’ve read or heard about
about climate change. climate change.
Ask students to find a Ask students to find a partner

ELICIT partner from among the from among the students in the
students in the class to class to share what he had
share what he had written. written.
Call on three volunteers to Call on three volunteers to
share to the entire class share to the entire class their
their collaborative summary collaborative summary of ideas,
of ideas, insights, and insights, and doubts about
doubts about climate climate change.
change.
Ask volunteer to read a Ask three volunteers to read a
newspaper article about the portion each of a newspaper
Philippines’ vulnerability to article on the country’s
the effects of climate vulnerability to climate change.
change. Allow students to express their
Allow students to express reaction to the news article.
their reaction to the news
article.
ENGAGE
Tell students that what could
Tell students that what happen in the Philippines is
could happen is not isolated something that could happen,
to the Philippines but is or might be happening already
something that might in some parts of the world.
happen or could possibly be
happening now elsewhere
in the world.
Activity Proper
Asks students to read an article
Provide the storytellers with entitled “Climate Change will
the links to the stories they Impact Philippines’ Ability to
will tell two days before this Feed its People” by Karen
lesson. Bermejo.
EXPLORE Assign students to five Write on the board the

groups and one storyteller comprehension questions for
per group. students to answer as they
read.
Identify the specific roles of 1. How has climate
the storyteller and listeners change affected the
- storytellers narrate the crop yields in our
124
experiences of people from country? By how much?
all over the world whose 2. Why is it that farmers
lives have been deeply are going to be one of
affected by climate change the most affected by
while the listeners listen and climate change?
answer these questions: 1. 3. What does a decline in
How has the climate and food production mean
geography of the area been for the country’s ability
affected by climate change? to deal with other
2. How did these changes problems like food
affect the lives of the people security and
living in the area? malnutrition?
3. What adaptations have 4. What adaptations were
the people done to cope suggested in the article?
with the changes? 5. Is this article important
4. Why is this story to you? Why?
important to you even
though this happened in a
place far from the
Philippines?
Post - Activity
Call for one volunteer from Discuss with the students the
each group to address the article they have read.
entire class and retell the
story he has heard from the Check the answers to the
storyteller assigned to his comprehension questions.
EXPLAIN
group.
Ask volunteers to recite
their answers to the
comprehension questions to
the entire class.
Tell students that aside Tell students that aside from
from dealing with the effects dealing with the effects of
of climate change, we also climate change, we also have
have to contend with two to contend with two cyclical
cyclical changes involving changes involving Pacific
Pacific Ocean surface Ocean surface temperature
temperature called El Niño called El Niño and La Niña.
and La Niña.
Give a hands-on Give a hands-on demonstration
demonstration on El Niño, on El Niño, trade winds, and
trade winds, and upwelling upwelling using the activity
ELABORATE
using the activity entitled entitled Create Your Own El
Create Your Own El Niño in Niño in the Classroom from
the Classroom from https://sealevel.jpl.nasa.gov/file
https://sealevel.jpl.nasa.gov s/archive/make-your-own-el-
/files/archive/make-your- nino.html)
own-el-nino.html)
Instruct students to write down
Instruct students to write their observations. After the
down their observations. demonstration,
After the demonstration, ask ask students to share their
students to share their observations and clarifies the
125
observations and clarifies concepts related to how El Niño
the concepts related to how happens, its effects, trade wind,
El Niño happens, its effects, and upwelling that the
trade wind, and upwelling demonstration addressed.
that the demonstration
addressed. Show students a diagram of
how La Niña occurs. Use this to
Show students a diagram of contrast one phenomenon from
how La Niña occurs. Use the other in terms of effects.
this to contrast one
phenomenon from the other
in terms of effects.
Ask students to answer Ask students to answer these
these questions: questions:
1. What is the potential 1. What are the effects of
global impact of climate change to the
climate change? living things?
2. Make a diagram 2. Make a diagram
showing how El showing how El Niño
EVALUATE
Niño and La Niña and La Niña happens.
happens. 3. Make a Venn diagram
3. Make a Venn to show the differences
diagram to show the between the effects of
differences between El Niño and La Niña.
the effects of El Niño
and La Niña.
Instruct students to prepare Instruct students to prepare a
a brochure or fact sheet poster to tell people about the
EXTEND about a) impacts of climate effects of either a) climate
change, and b) El Niño and change or b) El Niño and La
La Niña phenomena. Niña.
REMARKS
REFLECTION
evaluation
remediation
Why?
other
teachers?
126
ATTACHMENTS TO DAILY LESSON PLAN ON IMPACTS OF CLIMATE CHANGE;
EL NIÑO AND LA NIÑA
Warmer, more extreme climate likely in PH by 2050, 2100

by John Leo C. Algo, Contributor July 20, 2018
Source:https://www.sunstar.com.ph/article/1753759
THE Philippine climate is poised to become warmer and more unpredictable, a report by the
Philippine Atmospheric, Geophysical, and Astronomical Services Administration (Pagasa)
stated.
The agency produced an updated set of projections on temperature and rainfall changes by
2050 and 2100, given the recent impacts of climate change in the country in a nearly one-
degree warmer world.
"Observed current impacts in the country are already seen to highly affect the economy, as
well as other things such as settlement and infrastructure, health and well-being, and natural
ecosystems albeit the proper attribution to climate change being very limited," said Lourdes
Tibig, one of the scientist-authors of the report.
The study revealed that the country is warming by 0.1 degree Celsius every decade and this
number would continue to rise in the future.
In a scenario marked by high carbon emissions, the warming could reach up to 1.2 to 2.3
degrees Celsius by 2050 and from 2.5 to 4.1 degree Celsius by 2100.
While all regions will experience similar warming, the impacts will vary by locale. For
instance, the planting and harvesting patterns of farmers in Central Luzon might be severely
affected by warmer environments. In urban areas, demand for refrigerators and air-
conditioning units could increase to cope with warmer environments.
Meanwhile, rainfall patterns will change, with variations depending on the region and season.
Drier conditions throughout the year would be experienced in most of Mindanao by 2050,
indicating an increased chance of droughts. These areas are reliant on stable water supply for
agricultural production and energy generation, being hit the hardest by the El Niño-enhanced
event of 2015-16.
In contrast, Aastern Visayas and the Bicol region, which are frequently hit by tropical
cyclones, would become more prone to flooding and storm surges during these months. The
city of Tacloban in Leyte and surrounding communities notably experienced the most
destructive impacts of Typhoon Yolanda (Haiyan) in November 2013.
Under a high-emissions scenario, the number of tropical cyclones affecting the Philippines
may decrease, yet their intensity would probably increase.
Sea level rise would reach up to 20 centimeters by 2050, potentially displacing entire coastal
communities to more inland areas and causing more pressure on the country's natural
resources.
These findings highlight the urgency of reducing carbon emissions to achieve the 1.5-degree
limit under the Paris climate agreement in both industrialized and developing countries. It
also stresses the importance for national and local government units to formulate and
implement climate change adaptation plans to increase community resilience to future
127
disasters and other impacts.
"Care should be exercised in deciding how to interpret the ranges of changes in each of the
climate variables. Local community-based observations can and should be used to calibrate
the projected changes," Tibig said.
STORY FOR SHARING BY STORYTELLERS (ADVANCE)
Links to different news articles:
Story 1: https://www.nytimes.com/2016/07/03/world/asia/climate-change-
kiribati.html
Story 2:
https://www.nytimes.com/interactive/2016/07/07/world/americas/bolivia-
climate-change-lake-poopo.html
Story 3: https://www.nytimes.com/interactive/2016/12/15/world/africa/agadez-
climate-change.html
Story 4: https://www.nytimes.com/interactive/2016/10/24/world/asia/living-in-
chinas-expanding-deserts.html
Story 5: https://www.nytimes.com/interactive/2016/11/29/science/alaska-
global-warming.html
Other stories can also be substituted for the above.
NEWS ARTICLE (AVERAGE)
Link: https://www.eco-business.com/news/climate-change-will-impact-
philippines-ability-to-feed-its-people/
128

1. Design a presentation or reading materials to

increase public awareness of the effects of
climate change.
Specific
2. Observe accuracy, creativity, and wise use of
Objectives
resources in preparation of materials and
presentations.
3. Participate actively in carrying out the
performance task.
II – CONTENT:
Climate
Topic/title
Unit/module: 2
Time
1 hour
allotment:
III – LEARNING
RESOURCES/
REFERENCES:
Curriculum Guide
Learner’s
pp. 192-206
Material
Teachers’
Guide
Additional
materials
from the LR
portal
Other www.royalbcmuseum.bc.ca; Global Warming Activity Pack for
Learning Key Stages 2 & 3 by E. Rowe and J. Buchdahl retrieved from
Resources https://www.lordgrey.org.uk/~f014/usefulresources/aric/Resour
ces/Teaching_Packs/Key_Stage_3/Global_Warming/pdf/Glob
al_Warming.pdf
IV - PROCEDURE: A B
Pre- Activity
Prepare five questions from Prepare five questions from the
the brochures and fact discussion on effects of climate
ELICIT
sheets made by the change.
students previously.
129
Ask students to answer Ask students to answer these
these questions as questions as something of a
something of a recall of key recall of key ideas about
ideas about climate change. climate change.
Discuss the procedure for Discuss the procedure for the
the presentation of the presentation of the
performance task including performance task including the
the rubric (found in the LM). rubric (found in the LM).
ENGAGE
(The performance task (The performance task
assignment for each group assignment for each group has
has been given at the start been given at the start of the
of the grading period) grading period)
Activity Proper
Each group shall present Each group shall present their
their performance task performance task assignment:
assignment: Group 1 – comic sketch
Group 1 – comic sketch (complete story)
(complete story) Group 2 – jingle or song (with
Group 2 – jingle or song appropriate dance steps)
(with appropriate dance Group 3 – newscasting
steps) Group 4 – poster and slogan
EXPLORE
Group 3 – video Group 5 – poem
presentation (at least 3
minutes)
Group 4 – activity pack
(with exercises and games)
Group 5 – Choral recitation
of original poem written by
the group
Post - Activity
Ask for a volunteer from Ask for a volunteer from each
each group to talk about the group to talk about the
EXPLAIN message of their message of their performance
performance task task assignment.
assignment.
Ask students if they are Ask students if they are familiar
familiar with riddles and if with riddles and if they are,
they are, allows them to allows them to give an example
give an example of a of a familiar riddle and its
familiar riddle and its answer.
answer.
ELABORATE Share with students the
Share with students the greenhouse riddle from Rowe &
greenhouse riddle from Buchdahl’s Global Warming
Rowe & Buchdahl’s Global Activity Pack for Key Stages 2
Warming Activity Pack for & 3 and invites them to solve it.
Key Stages 2 & 3 and
invites them to solve it.
Assess students output Assess students output through
EVALUATE through the performance the performance task
task assignment presented. assignment presented.
EXTEND Group students into 3s and Ask students to cut out articles
130
asks each trio to select the from newspapers and
extension activity they want magazines about the effects of
to do where they will climate change around the
construct and test an world and to summarize it.
improvised: Instructs them that they will
Option 1 – anemometer read aloud the summary they
Option 2 – rain gauge write next meeting.
Option 3 – barometer
REMARKS
REFLECTION
evaluation
remediation
Why?
other
teachers?
ATTACHMENT TO DAILY LESSON PLAN ON PERFOMANCE TASK FOR

MODULE 2
GREENHOUSE RIDDLE
Adapted from Global Warming Activity Pack for Key Stages 2 & 3 by E. Rowe and J.
Buchdahl retrieved from
https://www.lordgrey.org.uk/~f014/usefulresources/aric/Resources/Teaching_Packs/Key_Stag
e_3/Global_Warming/pdf/Global_Warming.pdf
Can you solve this riddle to make two words connected with the greenhouse effect?
The first one has been done for you!
My 1st is in recycling and also in gas

My 2nd is in invisible and also in laugh
My 3rd is in coal but not in chalk
My 4th is in carbon but not in carton
My 5th is in air and also in man-made
My 6th is in layer but not in yesterday
My 7th is in weather and also in wind
My 8th is in car and also in walking
My 9th is in water but not in wasteful
131
My 10th is in tram but not in train
My 11th is in air but not in Earth
My 12th is in radiation and also in Sun
My 13th is in energy and also in gas
Enter the letter from each riddle in the boxes below

g
PRE/POST TEST MODULE 2 – CLIMATE
Read the following questions carefully. Select from the given choices the letter of the
correct answer.
1. How does latitude affect climate in an area?
a. the closer the area is to the equator, the cooler the temperature
b. the farther the area is to the equator, the warmer the temperature
c. the closer the area is to the equator, the warmer the temperature
d. the farther the area is to the equator, the cooler the temperature
2. Why does the windward side of a mountain have a wet climate?
a. air moving up cools causing water vapour to condense

b. air moving up warms causing water droplets to evaporate
c. air moving down cools causing water vapour to evaporate
d. air moving down warms causing water vapour to condense
3. Which ocean current brings warm water and raises the temperature of areas
in southeastern Japan?
a. West Australian Current c. Kamchatka Current

b. Kuroshio Current d. Guinea Current
4. Which of the following conditions describe an El Niño event?
a. increase rainfall in Asia and Australia

b. lower temperature in American coasts
c. stronger trade winds
d. drought in Indonesia
5. Certain gases in the atmosphere like carbon dioxide, methane, and nitrous
oxide trap heat and are called
a. ozone gases c. greenhouse gases

b. excess gases d. exospheric gases
Answers: cabdc
132
I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the
relationship between the visible constellations in the sky
and Earth’s position along its orbit
B. Performance The learners shall be able to discuss whether or not
Standards popular beliefs and practices with regard to constellations
and astrology have scientific basis
C. Learning infer the characteristics of stars based on the
Competencies characteristics of the Sun (S9ES-IIIg-32)
Specific Objectives:
a. describe sun’s characteristics as a star
b. create a graphic organizer of the characteristics of the
Sun.
b. recognize how important the sun is on Earth
II. CONTENT “The Sun as a Star”
III. LEARNING
RESOURCES
1. Teacher’s Guide Pages 208-209
2. Learner’s Material
213-214
Pages
3. Textbook Pages
4. Additional Materials Manila paper, marker, Picture of a Night Sky, Article about
the Sun and the Stars by Sue Peterson
5. Other References Article:
https://www.nationalgeographic.com/science/space/solar-
system/the-sun/
Crossword Puzzle Worksheet

https://wordmint.sfo2.cdn.digitaloceanspaces.com/p/Sun__
Stars_101153.png
Answers for crossword puzzle:

https://wordmint.com/public_puzzles/101153
IV.PROCEDURES A B
ELICIT Crossword Puzzle Using metacards, allow
*the crossword puzzle students to write concepts
contains concept about related with the “Sun”
the basic facts about the
sun and the stars
https://wordmint.sfo2.cd
n.digitaloceanspaces.co
m/p/Sun__Stars_10115
3.png
a. The teacher divides
133
the class into five and
each group will answer
the worksheet within a
maximum time of 5
minutes. The first group
to finish wins.
ENGAGE Agree or Disagree: Agree or Disagree:
1. The Sun is actually a 1. The Sun is actually a star.
star. 2. The Sun is made up of
2. The Sun is made up gases: 25% hydrogen and 75%
of gases: 25% hydrogen helium.
and 75% helium. 3. The surface of the Sun is
3. The surface of the about 10,000 degrees
Sun is about 10,000 Fahrenheit.
degrees Fahrenheit. 4. Our Sun is considered as
4. Our Sun is considered “dwarf star”.
as “dwarf star”. 5. Without the Sun, life won’t
5. Without the Sun, life exist on Earth.
won’t exist on Earth.
EXPLORE Group Activity: Group Activity:
Instruction: Read the Instruction: Read the article
article entitled “The entitled “The sun, explained”
sun, explained” By Michael
By Michael Greshko And National
Greshko And National Geographic Staff
Geographic Staff
Each group will create a
Each group will create graphic organizer which
a graphic organizer summarizes the sun’s
which summarizes the characteristics as a star.
sun’s characteristics
as a star. Student’s output will be
assessed using a rubric.
Student’s output will be https://www.nps.gov/apco/l
assessed using a earn/education/upload/Grad
rubric. ing%20Rubrics.pdf
https://www.nps.gov/
apco/learn/education/
upload/Grading%20R
ubrics.pdf
EXPLAIN Post Activity Discussion: Post Activity Discussion:

a. Based from the a. Based from the article
article read, is sun read, is sun a star?
a star? Support Support your answer.
your answer. b. Like the sun, what is a
b. Like the sun, what star made of? How are
is a star made of? stars formed?
How are stars c. How did the author
formed? How are compare the sun to other
stars formed? stars?
c. How did the author d. How important the sun is
compare the sun to to earthlings?
134
other stars?
d. How important the
sun is to
earthlings?
ELABORATE
Questions: Questions:
1. Why do we need to 1. Why do we need to study

study first the first the characteristics of Sun
characteristics of Sun before studying other
before studying other characteristics of the stars in
characteristics of the our galaxy?
stars in our galaxy?
2. If the sun continues to burn
2. If the sun continues to its hydrogen for another five
burn its hydrogen for billion years or so, what is likely
another five billion years to happen to Earth?
or so, what is likely to
happen to Earth?
EVALUATE Agree or Disagree: Agree or Disagree:
Justify your answer Justify your answer
1. The Sun is actually a 1. The Sun is actually a star.
star. 2. The Sun is made up of
2. The Sun is made up gases: 25% hydrogen and 75%
of gases: 25% hydrogen helium.
and 75% helium. 3. The surface of the Sun is
3. The surface of the about 10,000 degrees
Sun is about 10,000 Fahrenheit.
degrees Fahrenheit. 4. Our Sun is considered as
4. Our Sun is considered “dwarf star”.
as “dwarf star”. 5. Without the Sun, life won’t
5. Without the Sun, life exist on Earth.
won’t exist on Earth.
EXTEND Let each group decide Let each group decide on how
on how they can present they can present sun’s
sun’s characteristic as a characteristic as a star. It may
star. It may be through: be through:
a. Comic strips a. Comic strips
b. Collage b. Collage
c. song c. song
d. Role Play d. Role Play
Student’s output will be Student’s output will be

assessed using a rubric. assessed using a rubric.
https://www.nps.gov/apc https://www.nps.gov/apco/learn
o/learn/education/upload /education/upload/Grading%20
/Grading%20Rubrics.pdf Rubrics.pdf
135
REMARKS
REFLECTION
evaluation
remediation
Why?
teachers?
136
I.OBJECTIVES
Competencies characteristics of the Sun (S9ES-IIIg-32)
a. compare the size and brightness of the sun to other
Stars
b. differentiate the concept of apparent brightness and
absolute brightness of stars
c. explain how distance of stars affect its size and
brightness
II. CONTENT Size and Brightness of Stars
III. LEARNING
RESOURCES
1. Teacher’s Guide Pages 210-215
214-215
Pages
3. Textbook Pages
4. Additional Materials Manila paper, marker, picture of night sky
5. Other References Video clips:
https://youtu.be/i93Z7zljQ7I
https://www.youtube.com/watch?v=Zo-sKzMWYFA
IV.PROCEDURES
ELICIT Recall past lesson on
Recall past lesson on facts
facts about the Sun as a
about the Sun as a Star
Star
ENGAGE The teacher shows a The teacher shows a picture of

picture of a night sky a night sky where Betlegeuse,
where Betlegeuse, Sirius and Rigel are visible and
Sirius and Rigel are ask the following:
visible and ask the
following:
137
a. Which star is biggest, a. Which star is biggest,
Betlegeuse, Sirius or Betlegeuse, Sirius or Rigel?
Rigel? Why do you say Why do you say so?
so? b. Can you really tell the size
b. Can you really tell of the stars by looking at it?
the size of the stars by How?
looking at it? How?
EXPLORE Group Activity: Video Clip: Universe Size

Characteristics of Star: Comparison 3D
Brightness https://youtu.be/i93Z7zljQ7I
Procedure:
1. Do the suggested Questions:
activity on Learner’s 1. What is the video about?
Module page 215, 2. How would you compare the
Activity 1 Part B: size of the Sun to other Stars?
Brightness. 3. Based from the video, which
star is actually biggest?
2. Let each group 4. When viewed on Earth, why
present their answers do you think Sirius appears
on the given guide bigger than Rigel?
questions.
Video Clip: Brightness
of Stars
(https://www.youtube.co
m/watch?v=Zo-
sKzMWYFA)
Questions:
1. Why do star glow?
2. Why do some stars
seem to glow brighter
than the others?
3. What are the factors
that affects the
brightness of stars as
viewed from Earth?
EXPLAIN 1. What’s the difference 1. What’s the difference
between apparent between apparent brightness
brightness and absolute and absolute brightness?
brightness? 2. Do you think the size of the
2. Do you think the size star affects the brightness of it
of the star affects the as seen from Earth? Why do
138
brightness of it as seen you say so?
from Earth? Why do
you say so?
ELABORATE A. If Betelgeuse, a very A. If Betelgeuse, a very bright
bright star in the night star in the night sky which
sky which actually actually shines 100,000 times
shines 100,000 times and 400,000 times bigger than
and 400,000 times our Sun, why does it seem like
bigger than our Sun, our Sun shines brighter and is
why does it seem like bigger than it?
our Sun shines brighter
and is bigger than it?
EVALUATE Exit Card: Exit Card:
1. How do scientists 1. How do scientists measure
measure the brightness the brightness of stars?
of stars? 2. Is there a relationship
2. Is there a relationship between star size and
between star size and brightness?
brightness? 3. How does distance affect the
3. How does distance brightness of stars?
affect the brightness of
stars?
EXTEND Research: Updates on Research: Updates on the
the latest discovery of latest discovery of the biggest
the biggest star on the star on the galaxy
galaxy
REMARKS
REFLECTION
evaluation
remediation
Why?
teachers?
139
Time and Date: 2 sessions Quarter/Week/Day Q3W7D3-4
I.OBJECTIVES
Competencies (with code) characteristics of the Sun (S9ES-IIIg-32)
a. explain what does star color indicate
b. compare Sun’s color to other stars
c. state the relationship between color and temperature
II. CONTENT Color and Temperature of Stars
III. LEARNING
RESOURCES
1. Teacher’s Guide Pages 211-213 (soft copy)
258-262 (soft copy)
Pages
3. Textbook Pages
4. Additional Materials Manila paper, marker, star-shaped colored papers
5. Other References video clip entitled as “Types of Stars”
https://www.youtube.com/watch?v=WFJJsr3yyaE
Starry Night Worksheet:

https://starrynighteducation.com/downloads/LessonPlang2
HighSchool.pdf
IV.PROCEDURES A B
ELICIT Questions to Ponder: Questions to Ponder:
a. Based from your a. Based from your usual
usual observations of observations of the night sky,
the night sky, what are what are the different colors of
the different colors of stars?
stars? b. What does the color of a star
b. What does the color mean?
of a star mean?
ENGAGE Group Activity: Which Group Activity: Which Comes
Comes First? First?
The teacher divides the The teacher divides the class

class into five. Each into five. Each group will be
group will be given star- given star-shaped colored
shaped colored papers. papers. Each star-shaped
Each star-shaped colored paper (red, blue, yellow,
colored paper (red, white, orange) has information
blue, yellow, white, written on them such as name
140
orange) has information of a star, lifetime, size, its
written on them such as surface temperature. Each
name of a star, lifetime, group will arrange the star-
size, its surface shaped papers according from
temperature. Each the hottest star to the coolest
group will arrange the one.
star-shaped papers
according from the
hottest star to the The first group to shout their
coolest one. yell wins.
The first group to shout Question:

their yell wins. What does every color of the
star indicate?
Question:
What does every color
of the star indicate?
EXPLORE A. Group Activity: Procedure:

Teacher should make Part A. Color
use of the worksheet: 1. Plug the incandescent lamp
https://starrynighteducat to a light dimmer switch.
ion.com/downloads/Les 2. Darken the room and turn on
sonPlang2HighSchool.p the lamp.
df 3. Adjust the dimmer switch
slowly until the bulb becomes
Students will use the dim.
data in in figure G2.2. 4. Observe and note the color
of the glowing filament.
As they examine the 5. Adjust the dimmer switch
data in Table G2a, they slowly until the bulb becomes
will notice a pattern that brighter and brighter.
follows through, more or 6. Observe and note the color
less, in descending of the glowing filament.
order, for color, Q1. What is the color of the
temperature, mass and filament as you dim the bulb?
power. Q2. What is the color of the
filament as you turn the switch
Create a Hertzsprung- at full power?
Russell (H-R) diagram Q3. What happens to the
that plots star color temperature of the filament as
versus temperature. the bulb becomes brighter and
Use the data from Table brighter?
G2 to plot each of the
12 stars on the H-R
diagram. Star color is on
the horizontal axis and
star temperature is on
the vertical axis.
They’ll use the data to

answer the given
questions below.
141
EXPLAIN Questions: Questions:
1. Which star is the 1. Which star is the hottest?
hottest? What color What color represents it?
represents it? 2. Which star is the coolest?
2. Which star is the What color represent it?
coolest? What color 3. Do you think star colors have
represents it? something to do with its life
3. Do you think star cycle? Age? If yes, why do you
colors have something say so?
to do with its life cycle? 4. What will happen to the color
Age? If yes, why do you of a blue star as it cools off?
say so? 5. State the relationship of the
4. What will happen to star temperature and color
the color of a blue star 6. Generally speaking, are the
as it cools off? most massive stars also the
5. State the relationship hottest?
of the star temperature
and color
6. Generally speaking,
are the most massive
stars also the hottest?
ELABORATE What’s the color of our What’s the color of our Sun? Do
Sun? Do you think the you think the Sun will always be
Sun will always be in in that color? Explain your
that color? Explain your answer.
answer.
To reinforce the lesson, the
To reinforce the lesson, teacher may show the video clip
the teacher may show entitled as “Types of Stars”
the video clip entitled as https://www.youtube.com/watch
“Types of Stars” ?v=WFJJsr3yyaE
https://www.youtube.co
m/watch?v=WFJJsr3yya Draw a conclusion from this
E question:
Draw a conclusion from Why do you think the star
this question: shine with different colors?
Why do you think the
star shine with
different colors?
EVALUATE
Create a short story Create a short story relating the
relating the concept of concept of star colors. Teacher
star colors. Teacher will will use a rubric in assessing
use a rubric in one’s output.
assessing one’s output.
EXTEND Have students research Have students research the

the scientists who were scientists who were involved in
involved in the early the early data collection and
data collection and analysis of stars in the 1800s
analysis of stars in the
142
1800s
REMARKS
REFLECTIONS
A. No. of Learners who
earned 80% in the
evaluation
B. No. of Learners who

require additional
activities for remediation
C. Did the remedial

lesson 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?
F. What difficulties did I

encounter?
G. What innovation or
localized materials did
use/discover which I wish
to share with other
teachers?
143
I.OBJECTIVES
C. Learning infer that the arrangement of stars in a group
Competencies (constellation) does not change; (S9ES-IIIh-33)
At the end of the activity, students must be able to:
a. group or connect stars in a recognizable pattern; and
b. name and create a story about the figure made
II. CONTENT Patterns in the Sky
III. LEARNING
RESOURCES
1. Teacher’s Guide Pages 214-216 (Soft Copy)
261-263 (Soft Copy)
Pages
3. Textbook Pages
4. Additional Materials Visual aids, Printed material of the worksheet
5. Other References
IV.PROCEDURES
ELICIT Teacher shows a picture Teacher shows a picture of
of night sky filled with night sky filled with stars. Ask
stars. Ask students what students what do they
do they observe and let observe and let them trace
them trace the stars and the stars and connect it to
connect it to form an form an image.
image.
ENGAGE Arrange the jumbled Arrange the jumbled word:
word: NOTLSINTCEOLAL
NOTLSINTCEOLA Using the formed word, make
L a word web out of it.
Using the formed word,
make a word web out of it.
EXPLORE Do Activity 2: Patterns in Do Activity 2: Patterns in the
the Sky page 263 (LM) Sky page 263 (LM)
144
Given a plain map of stars, Given a plain map of stars,
connect the dots (stars) to connect the dots (stars) to
make a recognizable make a recognizable pattern.
pattern. Name and create Name and create a story out
a story out of it. (20 of it. (20 minutes)
minutes)
EXPLAIN a. What is a constellation? a. What is a constellation?
b. Currently, how many b. Currently, how many
constellations are constellations are
recognized? recognized?
c. Name some known c. Name some known zodiac
zodiac constellations. Why constellations. Why do you
do you think birth months think birth months are given
are given with with corresponding zodiac
corresponding zodiac constellations?
constellations?
ELABORATE In ancient times, how did In ancient times, how did
people make use of people make use of
constellations? constellations?
EVALUATE Question: Question:

a. What is a constellation? a. What is a constellation?
b. Why does the pattern of b. Why does the pattern of
stars in a constellation stars in a constellation stay
stay the same while the same while planets seem
planets seem to move to move from place to place?
from place to place?
EXTEND
REMARKS
REFLECTIONS
earned 80% in the
evaluation

require additional
C. Did the remedial

lesson work? No. of
up with the lesson

continue to require
remediation
Why?
145
encounter?
to share with other
teachers?
https://www.edb.gov.hk/attachment/en/curriculum-development/resource-
support/net/assessment%20form%202.5-%20short%20story%20assessment%20rubric.pdf
146
I.OBJECTIVES
a. illustrate different pattern of stars that forms a specific
constellations
b. narrate some famous constellations’ myth/history
c. explain the basis of early people in devising star
patterns
II. CONTENT Stories Behind Constellations
III. LEARNING
RESOURCES
261-263 (Soft Copy)
Pages
3. Textbook Pages
4. Additional Materials Visual aids, Printed material of the worksheet
5. Other References Patterns in the sky:
http://space.about.com/library/graphics/constellation_patte
rns.jpg
IV.PROCEDURES
ELICIT a. What is a a. What is a constellation?
constellation? b. How do you think
b. How do you think astronomers or early people
astronomers or early navigate constellations?
people navigate
constellations?
ENGAGE Name the constellations: The teacher may post some
diagrams of constellations. Call
students to connect the dots.
1. What do the dots represent?
147
The teacher may get a sample
of it from
https://www.pinterest.ph/pin/40
3424079090647990/
EXPLORE View the video clip Gallery Walk Activity

entitled as Pictures in the The teacher posts some
Sky: Origin and History articles about some famous
of Constellations and constellations and stories
make a simple foldables behind it. The students will be
out of it in your notebook. given a maximum time of 20
minutes to read all about it.
https://www.youtube.com
/watch?v=nZm-QaKqS- While roaming around, they
Y&t=1975s may draw the pattern and take
down important details about
every constellation in their
notebook.
EXPLAIN a. What are some of the a. What are some of the
constellations you were constellations you were able to
able to remember? Draw remember? Draw it on the
it on the board and tell board and tell something about
something about it. it.
ELABORATE a. Among the a. Among the constellations.

constellations. Which Which among them is the most
among them is the most remarkable to you? Why?
remarkable to you? b. Why are constellations
Why? important in mapping individual
b. Why are constellations stars?
important in mapping c. Based from the information
individual stars? gathered, what basis did early
c. Based from the people make use of to devise
information gathered, the different star patterns?
what basis did early
people make use of to
devise the different star
patterns?
EVALUATE Choose three 1. The big dipper is part of:
constellations, draw its a. Ursa Major
pattern and write short b. Canis Major
description about it. c. Aquarius
2. The appearance of this
constellation in the east is the
first sign of spring
a. Scorpiius
b. Leo
c. Pegasus
3. Which constellation is best
known because it contains the
“big dipper” which looks like a
ladle
a. Ursa Major
148
b. Orion
c. Ursa Minor
4. Orion is visible during the
winter night sky and is one of
the most recognizable
constellations – it contains
some of the____stars that we
can see and is named for the
hunter from Greek mythology
a. biggest
b. smallest
c. brightest
5.This familiar pattern is most
easily identifiable by its two
brightest stars: Castor and
Pollux. It was commonly
regarded as a patron of sailors.
a. Gemini
b. Pisces
c.Aquarius
EXTEND Research on some Research on some
unmentioned unmentioned constellations
constellations and write and write stories behind it.
stories behind it.
REMARKS
REFLECTIONS
earned 80% in the
evaluation
require additional
C. Did the remedial
lesson work? No. of
up with the lesson
continue to require
remediation
Why?
encounter?
to share with other
teachers?
149
Source: https://www.pinterest.ph/pin/403424079090647990/
150
Time and Date: 2 sessions Quarter/Week/Day Q3W8D3-4
I.OBJECTIVES
At the end of the activity, students must be able to:
a. identify factors that may affect how people view or look
at constellations at the night sky
b. explain why different constellations are viewed from the
night sky at different times of the year
c. create a 2D models of Constellations to be displayed
around the classroom
II. CONTENT Constellations: Where do I look at?

III. LEARNING
RESOURCES
261-263 (Soft Copy)
Pages
3. Textbook Pages
4. Additional Materials Art materials
5. Other References Video Clip:
https://www.youtube.com/watch?v=BbzCA0Lgf3Y
Worksheet:
https://museumsvictoria.com.au/media/1864/the-seasons-
constellations-activities.pdf
IV.PROCEDURES A B
ELICIT Recall past lessons on Recall past lessons on the
the stories behind stories behind different
different constellations constellations
ENGAGE Ask the students to Ask the students to imagine
imagine themselves themselves standing
standing somewhere somewhere around the world
around the world and and think that stars are
think that stars are scattered around the planet.
scattered around the Questions:
planet. a. Are all constellations always
Questions: visible from the night sky, from
a. Are all constellations everywhere on Earth? Explain
151
always visible from the your answer.
night sky, from b. Do you think constellations
everywhere on Earth? move across from the night
Explain your answer. sky?
b. Do you think
constellations move
across from the night
sky?
EXPLORE Video Clip:
Create a graphic https://www.youtube.com/watch
organizer that identifies ?v=BbzCA0Lgf3Y
the factors to consider Group Activity:
when you’re trying to After viewing the video on
navigate constellations Constellation Location, assign
at the night sky. each group to answer the
question below:
What are the factors to consider

when you’re trying to navigate
constellations at the night sky?
EXPLAIN Individual activity: By pair activity:

https://museumsvictoria. https://museumsvictoria.com.au
com.au/media/1864/the- /media/1864/the-seasons-
seasons-constellations- constellations-activities.pdf
activities.pdf What to do: 20 minutes
What to do: 20 minutes 1. Choose a constellation from
1. Choose a the container. Each will have an
constellation from the information on what month it is
container. Each will likely prominent in the sky when
have an information on in partially located at the middle
what month it is likely of the country.
prominent in the sky 2. With aluminum foil, make 3-D
when in partially located stars by rolling the foil into balls
at the middle of the and sticking these onto black
country. cardboard in the shape of their
2. With aluminum foil, constellation.
make 3-D stars by 3. With a white pencil or
rolling the foil into balls crayon, draw imaginary lines
and sticking these onto joining the stars so that the
black cardboard in the constellations can be more
shape of their easily identified.
constellation. 4. With the aluminum foil, cut
3. With a white pencil out the letters that make up the
or crayon, draw name of the constellation and
imaginary lines joining label the constellation on the
the stars so that the cardboard.
constellations can be 5. Place the output along the
more easily identified. assigned area so that you have
4. With the aluminum your own night sky that shows a
foil, cut out the letters particular constellation viewed
that make up the name in a specific time of the year.
of the constellation and
152
label the constellation
on the cardboard.
5. Place the output
along the assigned area
so that you have your
own night sky that
shows a particular
constellation viewed in a
specific time of the year.
ELABORATE Why do we see different Why do we see different

constellations at the constellations at the night sky at
night sky at different different times of the year?
times of the year?
EVALUATE 1. If you are located at 1. If you are located at the
the North Pole, where North Pole, where will you see
will you see the Polaris? the Polaris?
A. Overhead A. Overhead
B. Just above the B. Just above the horizon C.
horizon C. Around 45° Around 45° from the horizon
from the horizon 2. Constellations may be only
2. Constellations may visible during certain seasons
be only visible during due to the Earth’s orbit around
certain seasons due to the ___.
the Earth’s orbit around a. Earth
the ___. b. Planets
a. Earth c. Sun
b. Planets 2. In the U.S, when can you see
c. Sun Orion in the evening?
2. In the U.S, when can a. summer
you see Orion in the b. winter
evening? c. all year
a. summer 3. People in the Northern
b. winter Hemisphere do see the same
c. all year constellations as the people in
3. People in the Southern Hemisphere
Northern Hemisphere a. True
do see the same b. False
constellations as the 4. Which constellation is
people in Southern prominently seen in the sky
Hemisphere during summer?
a. True A. Orion
b. False B. Pegasus
4. Which constellation is C. Hercules
prominently seen in the D. Virgo
sky during summer?
A. Orion
B. Pegasus
C. Hercules
D. Virgo
153
EXTEND What constellations can What constellations can be
be seen at this time of seen at this time of the year in
the year in Philippines? Philippines?
REMARKS
REFLECTIONS
earned 80% in the
evaluation

require additional
C. Did the remedial

lesson work? No. of
up with the lesson

continue to require
remediation
Why?

encounter?
to share with other
teachers?
154
Source:
https://www.google.com/search?q=rubric+for+model+making&source=lnms&tbm=isch&sa=X
&ved=0ahUKEwio69eezsXgAhVLyYsBHbI5Bw0Q_AUIDigB&biw=1366&bih=608#imgrc=NKH
dTD6Ci1FdPM:
155
I. OBJECTIVES The Learners demonstrate an understanding of the

CONTENT relationship between the visible constellations in the sky and
STANDARD Earth’s position along its orbit.
The learner should be able to discuss whether or not
PERFORMANC
popular beliefs and practices with regard to constellations
E STANDARD
and astrology have scientific basis.
LEARNING
Observe that the position of a constellation changes in the
COMPETENCIE
course of a night. (S9ES-IIIi-34)
S
1. Observe and describe the apparent motion of stars at
night.
2. Distinguish between the movements of the Earth to the
SPECIFIC
apparent movement of the stars.
OBJECTIVES
3. Analyze the underlying conditions that affect the visibility
of the stars at night.
Appreciate similarities and differences in a star gazing
experience.
II. CONTENT: Changing position of constellations during the night
Topic/Title and at different times of the year.
Unit/Module: Unit 1 Module 1
Time Allotment: 1 hour
III. LEARNING
RESOURCES/
REFERENCES
Curriculum Guide 167-168
Learner’s Materials Pages 218 - 220
Teacher’s Guide Pages 1-5
Additional Materials from
Learning Resource (LR)
Portal
Other learning
Resources
IV. PROCEDURE A B
Pre- Activity
Write down words associated
with the word inside the
circle.
https://www.google.com/search?rlz=1C
ELICIT 1CHBF_enPH706PH706&biw=1366&bi
MOVEMENT h=608&tbm=isch&sa=1&ei=taBSXJOR
NMr1vgSYp6XICQ&q=picture+of+a+re
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156
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1. How do you describe the
pictures shown above?
What information does it
give?
Collect answers from the
students until they mention
the words- the stars are
moving/movement of the
stars. Emphasize the word
movement. Then ask the
students: Do the stars
move? How do they move?
(Do not give conclusions
right away).
(Screen captured through

ENGAGE (Screen captured through the the Stellarium App)
Stellarium App)
2. What do you see in the pictures? Name all the celestial

objects shown.
3. What constellation is in the picture?
4. What information can you derive from the picture?
157
Activity Proper
Study and analyze the 5. Infer the position of the

position/location of the constellation, using the first
constellation at different image as a guide, on:
times on February 3. b. February 3 – 8p.m
5. How will you describe the c. February 3 – 9 p.m.
position of the constellation d. February 3 – 10 p.m.
EXPLORE
on: b. February 3 – 8p.m 6. How did you arrive at
c. February 3 – 9 p.m. such illustration? What
d. February 3 – 10 p.m. conditions did you consider?
6. Infer the position of the
constellation at 11:00 p.m.
Explain your answer.
Post-Activity
7. Which celestial object 7. Which celestial object
apparently moves in the apparently moves in the
picture? The constellation, picture? How do you say
the moon, the Earth? so? (emphasis is given to
(emphasis is given to the the word apparent)
word apparent) 8. In which direction the
(The teacher can itemize Earth moves every day? 9.
EXPLAIN
the celestial objects on the The stars move every night?
board and ask the students if
it is moving or not moving.)
8. In which direction the
Earth moves every day?
9. The stars move every
night?
10. What is the date today? 10. Which is moving: the
What will be the date star or the Earth?
tomorrow? What does it tell Prove your answer.
us about the sun, our star?
ELABORATE 11. How will you relate
11. What are life-phenomena the movement of the
that prove that the stars Earth to the apparent
apparently move? movement of the
stars?
Write TRUE if the statement Rewrite the following
is correct, Write FALSE if the sentences to arrive at a
statement is incorrect and correct scientific fact. If the
encircle the word/words that sentence is scientifically
make the statement false. true, copy the way it is
1. Stars move around the written.
Earth. 1. Stars move around the
2. Stars seem to move from Earth.
west to east. 2. Stars seem to move from
3. The Earth moves around a west to east.
EVALUATE star. 3. The Earth moves around
4. The Earth moves from a star.
East to West. 4. The Earth moves from
5. Revolution is the East to West.
movement of Earth on its 5. Revolution is the
158
axis equivalent to 1 Earth movement of Earth on its
day. axis equivalent to 1 Earth
day.
Go out and have a Go out and have a

stargazing tonight at 8:00 stargazing tonight at 8:00
pm. Draw your own patterns. pm. Draw your own
Make 3 patterns. Describe patterns. Make 3 patterns.
what you feel while doing the Describe what you feel while
activity. Present your output doing the activity. Present
in a journal which contains your output in a journal
the following information. which contains the following
information.
1. In a landscape orientation,
fold the short bond paper into 1. In a landscape
two (book fold). orientation, fold the short
2. In the cover (first page, bond paper into two (book
write the title: MY STAR fold).
GAZING JOURNAL. Do not 2. In the cover (first page,
forget to write your name. write the title: MY STAR
3. In the 2nd page, Write the GAZING JOURNAL.
date, time and the 3. The journal must contain
spot/location you are the following information:
viewing. (at the back yard, at  Name of the Pattern
the park, pier, etc..).  Description of the
4. In the 4th page, draw 3 pattern
circles. In each circle draw  Short story behind the
the patterns that made. Give pattern
EXTEND
a  What you felt about
name for the pattern you stargazing
have made, and a brief  Make an acronym for the
description/ story behind it, word STARGAZING to
5. In the 3rd page, complete sum up your experience.
the sentence. 4. RUBRICS is used as an
I am here tonight, assessment tool.
(date) at (time), (location) for
my star gazing activity. IMPORTANT: Task the
While looking at the students to look at the stars
sky and drawing patterns, I at 7 p. m. to 11 p. m. and
feel that __________. I find focus on one or two
star gazing activity constellations for the next
________________. It helps activity.
me____________________.
To sum up my star
gazing experience, I made
an acronym for the word
STARGAZING. S for
______, T for _____ A for
_______ R for _____ G for
____
A for -____ Z for ______ I for
______ N for ______ and G
159
for ________. That’s my
stargazing experience!
6. RUBRICS is used as an
assessment tool.
IMPORTANT: Task the

students to look at the stars
at 7 p. m. to 11 p. m. and
focus on one or two
constellations for the next
activity.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
C. Did the lesson work?
No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
Remediation
Why did these work?
encounter which my
principal or supervisor
can help me solve?
localized material did I
use/discover which I
wish to share with other
teachers?
160
The Learners demonstrate an understanding of the

I. OBJECTIVES
CONTENT STANDARD
and Erath’s position along its orbit.
PERFORMANCE
popular beliefs and practices with regard to
STANDARD
constellations and astrology have scientific basis.
Observe that the position of a constellation changes in
LEARNING
the course of a night.
COMPETENCIES
(S9ES-IIIi-34)
1. Describe Polaris and its characteristics,
2. Locate Polaris using another constellation.
3. Relate the latitude position of the observer to the
SPECIFIC OBJECTIVES
altitude of the Polaris.
4. Recognize the role of Polaris to navigation and other
significant earth events.
II. CONTENT: Topic/Title LOCATING POLARIS in THE SKY
Unit/Module Unit 3 Module 3
Time Allotment 1 hour
III. LEARNING
RESOURCES
REFERENCES
Learner’s Materials 281-219
pages
Teacher’s Guide pages 1-5
Textbook pages
Portal
Other learning https://www.youtube.com/watch?v=kfOAwnrU52g
Resources
IV. PROCEDURE A B
Pre-Activity
Present to the class the lines from Shakespeare
mentioning about the northern star.
https://www.sparknotes.com/nofear/shakespeare/juliusc
aesar/page_104/
ELICIT CAESAR to CASSIUS (SHAKESPEARE)

“I could be convinced if I were like you. If I could beg
others to change their minds, begging would convince
me, too. But I’m as immovable as the northern star,
whose stable and stationary quality has no equal in the
sky. The sky shows countless stars. They’re all made of
161
fire, and each one shines. But only one among all of
them remains in a fixed position. So it is on earth. The
world is full of men, and men are flesh and blood, and
they are capable of reason. Yet out of all of them, I know
only one who is unassailable, who never moves from his
position. To show you that that’s me, let me prove it a
little even in this case. I was firm in ordering that Cimber
be banished, and I remain firm in that decision.”
From the text, pick out From the text, pick out
words that are words that describe the
synonymous to the words Northern Star.
NOT MOVING. (Possible answers:
(Possible answers: immovable, stationary,
immovable, stationary, stable, fixed position,
stable, fixed position, unassailable, never
unassailable, never moves, firm)
moves, firm)
(If necessity arises for a
translation of these words
in Filipino, the teacher
may do so.)
Below are the steps in Below are the steps in

Locating Polaris in the locating Polaris. Analyze
night sky. Match the step each description carefully
to the figure shown. and illustrate the figure
opposite each step.
a. b. STEPS IN
ILLUSTR
LOCATING
ATION
POLARIS
1. Draw the
constellation of
the Big Dipper.
The Big Dipper
is a
constellation
(scanned drawing)
made up of
STEPS:
seven star
2. Identify the
ENGAGE . Draw the constellation of the
Big Dipper. The Big Dipper
two bright stars
is a constellation made up that form the
of seven star side of the
bowl farthest
From the point where away from the
you stopped, draw the
handle's tip.
constellation of the little dipper,
where the handle starts at the point These are the
where you stopped and "pointer stars."
its head is away from the point. Draw an
imaginary line
connecting the
Box the point where the Big pointer stars.
Dipper’s pointer stars point
and the Little dipper’s tip of Extend that line
the handle. Name it Polaris five times the
distance
between the
pointer stars.
162
Mark the point
where you
Identify the two bright stars that stopped.
form the side of the bowl farthest
3. From the
away from the handle's tip. These
are the "pointer stars." Draw an point where
imaginary line connecting the you stopped,
pointer stars. Extend that line five draw the
times the distance between the
constellation of
pointer stars. Mark the point where
you stopped the little dipper,
where the
After matching the steps handle starts at
the point where
with the figure, Sequence
you stopped
the illustration correctly and its head is
by writing the letters a-d away from the
together with the step. point.
4. Box the
point where the
Big Dipper’s
pointer stars
point and the
Little dipper’s
tip of the
handle. Name
it Polaris
Activity Proper
1. Can you locate Polaris 1. What are the
using the constellations constellations that help you
of the Big Dipper and the locate the Polaris?
Little Dipper? Identify the 2. How do the Big Dipper
Big Dipper and the Little and the Little Dipper help
Dipper in the Figure. you find the Polaris?
EXPLORE
2. How did Big dipper 3. In which constellation
help you find the Polaris? Polaris is a member star?
3. How did Little dipper How do you say so?
help you find the Polaris?
4. In which constellation
Polaris is a member star?
Post Activity
https://paccionescienceclass.files.wordpress.com/2016/10/2-altitude-
of-polaris-answers.pdf
Refer to the figure above to answer the following

questions.
5. The horizon in the 5. The horizon in the image
EXPLAIN
image refers to which refers to which lines of the
lines of the globe or globe or map?
map? (equator, PM, 6. In which hemisphere is
Tropics of Cancer) the person standing? How
6. Using the Map/Globe, do you say so?
what is the latitude of the 7. What is the latitude of the
observer? observer?
7. In which hemisphere is 8. Give conclusions from the
163
the person standing? figure by answering the
(Southern Hemisphere, questions below:
Northern Hemisphere) a. As the latitude increases,
8. Pick-out from the what happens to the altitude
statements below that of the Polaris?
concepts that can be b. In which hemisphere,
derived from the figure. Polaris is very much visible?
a. when you stand on the How do you say so?
north pole and look c. The angle Polaris is above
directly up, you will see the horizon is equal to the
Polaris. degree latitude that you are
b. As the altitude standing on. Therefore, at
increases the altitude of what 0latitude you will locate
Polaris also increases. Polaris when you are at the:
c. Polaris can be seen in  Equator
the Southern  North Pole
hemisphere. 9. What is the latitude of this
d. At the equator, Polaris observer? How do you say
is 0 degrees above the so?
horizon and at the north 10. If a person travels from
pole, Polaris is 90 Sorsogon to Batanes, what
degrees above the happens to their altitude of
horizon. Polaris? Explain your
9. What is the latitude of answer.
this observer? 11. If a person travels from
10. If a person travels Sorsogon to Tawi-Tawi,
from Sorsogon to what happens to their
Batanes, what happens altitude of
to their altitude of Polaris? Explain your
Polaris? Why? answer.
11. If a person travels
from Sorsogon to Tawi-
Tawi, what happens to
their altitude of Polaris?
Why?
(Polaris (or the North Star) is almost directly above the North
pole. This means that when you stand on the north pole and
look directly up, you will see Polaris. This also means that
when you stand at the equator and look directly north, you will
see Polaris on the horizon. You cannot see Polaris from the
Southern Hemisphere. The angle Polaris is above the horizon
is equal to the degree latitude that you are standing on.
Therefore, at the equator, Polaris is 0 degrees above the
horizon and at the north pole, Polaris is 90 degrees above the
horizon)
Present to the class a video clip on Polaris at the link
given below.
https://www.youtube.com/watch?v=kfOAwnrU52g
1. Why are hikers (in places like the US and Europe) told
ELABORATE to look for the pole star if they are lost at night, and not
for any other star?
(The pole star always occupies nearly the same position,
to the north of the observers. Other stars rise and set, or
at least move across the sky.)
164
2. Why do we put star on the top of a Christmas Tree
and one of the symbols in the
Nativity?
3. In what other Earth and human activities Polaris is
used?
At this point, the teacher may go back to the elicit
stage where the words associated to Polaris are
mentioned to put emphasis to the Polaris’
characteristics
Instruct students to Instruct students to create a
create a graphic graphic organizer (in any
organizer (in any form) form) summarizing the
summarizing the concepts gained in the study
concepts gained in the of Polaris. Presentation can
EVALUATE study of Polaris. be done through video, and
Presentation can be present it to the class the
done through video, and next day. Rubric for
present it to the class the assessment.
next day. Rubric for
assessment.
Research on the
history/story behind the Flag
of Alaska.
https://www.bing.com/images/search?view
Submit your answers in a
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7OSIGy2&simid=607989873911727428
1. What do you see in the

flag of Alaska?
2. In which continent
Alaska is found?
Hemisphere?
3. Describe the stars
written in the flag.
4. What does the flag of
Alaska tell us about?
V. REMARKS
VI. REFLECTION
earned
80% in the evaluation
require additional activities
for Remediation
C. Did the lesson work? No.
of learners who have caught
165
up with the lesson.
continue to require
Remediation
Why did these work?
encounter which my
principal or supervisor can
help me solve?
use/discover which I wish to
share with other teachers?
166

I. OBJECTIVES
CONTENT STANDARD
PERFORMANCE
STANDARD
Observe that the position of a constellation changes in
LEARNING
the course of a night.
COMPETENCIES
S9ES-IIIi-34
1. Illustrate and describe the apparent motion of stars at
day and night.
2. Relate the time of the day to the apparent movement
SPECIFIC OBJECTIVES
of the sun (star)
3. Cite evidences that answer the question “Do stars
really move?”
II. CONTENT: Topic/Title TRACKING A CONSTELLATION
Unit/Module Unit 3, Module 1
III. LEARNING
RESOURCE/REFERENCE
Curriculum Guide pages 167-168
Learner’s Materials pages 218
Textbook pages
Portal
Other learning Resources https://www.youtube.com/watch?v=yiuDRnm93Jk
IV. PROCEDURE A B
Pre-Activity
Different pictures of constellations are posted in the
corners of the classroom. Allow students to have a
ELICIT Gallery Walk to refresh and or be familiar with the
different Constellations.
What are the constellations that you have seen?
Introduce to the class the STELLARIUM, and the
PLAINISPHERE (please see attachments). Allow them to
navigate and explore the App for Stellarium and the
PLAINISPHERE. The teacher will guide the students by
ENGAGE orienting the students on the different buttons found in
the screen (Stellarium) and features of the
PLAINISPHERE.
1. How will you differentiate
2. Were those real? How do you say so?
1. What information can Give students 10 minutes
be derived from a exploration and manipulation
Stellarium and a of the plainisphere (GIRLS)
Plainisphere? and stellarium (BOYS). After
167
2. What is/are the 10 minutes, exchange, then
similarity/similitaries give another 10 minutes for
between a Stellarium and exploration and
a Plainisphere? What are manipulation.
the differences?
Call 3-5 students (Boys and
Girls) to share their
experiences.
Activity Proper
Using their data collected in the Extend stage of the
previous lesson, the students will now illustrate their
observation labeled as follows:
TRACKING A CONSTELLATION LAST NIGHT
CONSTELLATION NAME: ____________
(Suggestion: Auriga and Orion are best seen in the
EXPLORE month of December)
Date/Time: ___ Date/Time: _____ Date/Time: _
Post- Activity
3. What happens to the 3. Compare the position of
position of the stars as the stars in the sky, what did
time changes? you notice?
4. Were the stars seen at 4. Are the stars visible at
7pm still visible at 11pm? 7pm still visible at 11 pm in
What do you think their “original position?” Why
happened? is this so?
5. Which one moves? 5. Based from your
a. the sun? observation, do stars move?
b. the moon? How do stars move? Do the
c. the Earth? constellations move? Does
d. the stars? the sun move?
EXPLAIN (emphasize that our sun 6. How is the motion of the
is a star) stars similar to the motion of
6. What is the effect of the sun?
such movement?
7. In which direction do
the Earth move?
8. In which direction do
the stars/sun seemed to
move?
9. How will you compare
the movement of the stars
to the movement of the
Earth?
Present to the class a video clip entitled “do the stars
really move?” Follow the link below.
ELABORATE https://www.youtube.com/watch?v=yiuDRnm93Jk
11. Do the stars really 7. Why do stars seem to
move? What makes it move at night?
168
appear as if it moves? 9. What are the evidences
12. What are the that prove that the stars do
evidences that would not move in the night sky?
prove that stars are not 10. If the constellation is not
moving in the night sky? visible tonight, does it mean
13. If you happened to that it disappeared? Do
see a constellation constellations disappear?
tonight, and no longer How do you say so?
visible the next month,
what does it mean?
In a group the students The students will write a
will create lyrics in a tune poem or a simple narrative
of “twinkle, twinkle little on why the stars seem to
EVALUATE star”, summarizing their move across the sky. A
understanding on RUBRIC will be used for
apparent movement of assessment.
stars.
Give 3 real-life situations Discuss briefly how the sun
that the sun as a star tells tells time. How will this event
time. support your answer in
number 5?
https://www.bing.com/images/s
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ex=60&ajaxhist=0&vt=0&eim=1
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
for Remediation
No. of learners who have
caught up with the lesson.
169
continue to require
Remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
170

I. OBJECTIVES
CONTENT STANDARD and Erath’s position along its orbit.
PERFORMANCE
STANDARD
LEARNING Observe that the position of a constellation changes in
COMPETENCIES the course of a night. (S9ES-IIIi-34)
1. Relate the change in position of a constellation in a
night sky to the Earth’s rotation on its axis.
2. Explain how Earth’s rotation affect the changing
SPECIFIC OBJECTIVES
position of a constellation in a night sky.
3. Determine the environmental factors that may affect
the visibility and non-visibility of the stars at night.
DIFFERENT STAR PATTERNS THROUGH OUT THE
II. CONTENT: Topic/Title
YEAR
III. LEARNING
RESOURCES/REFERENCE
Curriculum Guide Pages 167-168
Textbook pages
Portal
Other learning Resources
IV. PROCEDURE A B
Pre-Activity
The teacher starts out by The teacher plays the song
talking about driving in a “Ikot-ikot Lang” by sarah
car. Geronimo. In 5 minutes,
The teacher will say students give interpretation
"When you ride in a car of the song through a
and look out the window it dance,
looks like the houses and
trees are moving. 1. How did you come up
ELICIT However, what is actually with your interpretation?
moving, the houses and What signal words did you
trees or the car?" The use to arrive at such
students should movement?
understand that it is the
car that is moving and so
is everything that is in the
car.
171
1. How do you describe
rotation?
2. In the song and in your
dance interpretation where
are the rotation
movements?
3. Relate the Earth’s
rotation to the title of the
song and to your dance
interpretation.
https://www.bing.com/im
ages/search?view=detail
V2&id=81D348889A6F4
ENGAGE
202A7C1B9AABB668BA
591FE54E9&thid=OIP.L
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ediaurl=http%3A%2F%2
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What do you see in the
picture?
-
2.H3qf9ELsPcU%2FVce8f
What Earth movement
isgZ1NDI%2FAAAAAAAA
shown in the picture?
3.Bcs%2F_x7nXTBqwRk
How do you know that
it %2Fs1600%2Fspace_p
is The Earth’s rotation?
4.12.jpg&exph=369&expw
Which is moving?
Relate the image to
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driving a car in the Elicit
earths+rotation&selected
stage.
index=9&ajaxhist=0&vt=
Activity Proper 0&eim=1
Have students be grouped in 5. Allow the students to
utilize the stellarium app. Let each group Identify 3
constellations prominent in the night sky in the location
of Sorsogon. Avoid similar constellations, so that
students will have a wider avenue to explore the
Stellarium. Manipulate the time of stellarium to 7:00 pm -
9:00pm-11pm
EXPLORE Table 1. Constellations at different times in the night sky
TIME OBSERVED and POSITION

CONSTELLATION
NAME
7:00 pm 9:00 pm 11:00 pm
1.
2.
3.
Present the output to the class.

Post Activity
5. Do all constellations 4. Do the apparent move of
follow the same direction the constellations follow the
of apparent movement? same direction? How do
EXPLAIN 6. In which direction does you say so?
the Eart move? 5. How will you relate the
7. Do the constellations direction of the apparent
move in the same movement of the
172
direction of the Eart? Why constellations to the Earth’s
do you say so? rotation?
8. If you are on the Earth, 6. Is this principle the same
how would you know that with the apparent
sun apparently moved? movement of the sun as it
9. Do stars move in the seen from the Earth? How
same direction or do you say so?
opposite direction of the 8. What conclusion can
Earth’s motion? Prove you make about the Earth’s
your answer. rotation and the apparent
movement of the
stars/constellations?
9. What could be the factors that may hinder the
visibility of some constellations in the night sky?
ELABORATE (weather, artificial lights, latitude position)
10. How is rotation related to the visibility of
constellations?
Below are letters which State the scientific concepts
have been jumbled. that govern the phenomena
Struggle with the letters listed below.
by arranging them to form 1. Stars are hard to view at
a word. night due to neon lights.
2. Rotation affects the
1. EMMOVNET visibility of the
stars/constellations at night.
2. NORATOTI 3. The Earth moves and so
EVALUATE
the stars.
3. SLETTIANONC 4. The stars/constellations
disappeared depending on
4. How do neon lights the month.
affect the visibility of stars 5. The movement of
at night? constellations follow the
5. Which is moving the Earth’s movement.
Earth or the stars? Prove
your answer.
Compare Manila and Research on the issues
Sorsogon at night. In encountered by PAGASA
which place do you think and NASA on the visibility
the stars are easy to and non-visibility of stars at
locate? How do you say night in specific locations.
so? Allow students to list
EXTEND all their answers on the
board. Emphasis must be
given to all the
environmental conditions
that affect the visibility
and non-visibility of the
stars at night.
V. REMARKS
VI. REFLECTION
VII. OTHERS
173
earned 80% in the
evaluation
for Remediation
up with the lesson.
continue to require
Remediation
strategies worked well? Why
did these work?
encounter which my
help me solve?
174

CONTENT STANDARD
and Earth’s position along its orbit.
PERFORMANCE
STANDARD
LEARNING Show which constellations may be observed at different
COMPETENCIES times of the year using models. (S9ES-IIIj-35)
1. Compare and contrast the night sky of Manila at
different months.
2. Describe the arrangement of the given constellations
SPECIFIC OBJECTIVES
in the photograph at different months.
3. Explain why some constellations are not seen at
certain months.
DIFFERENT STAR PATTERNS THROUGHOUT THE
II. CONTENT; Topic/Title
YEAR
III. LEARNING
RESOURCES/REFERENC
E
Learner’s Materials pages 219 - 222
Textbook pages
Portal
Other learning Resources https://www.youtube.com/watch?v=4Qu6GQii-mU
IV. PROCEDURE A B
Pre-Activity
Have you watched the night sky last night? How was it?
ELICIT
Were you able to make patterns?
Observe and analyze the photographs below. It shows
the night sky of Manila at different months.
ENGAGE
(Science 9 Learner’s Material pp. 220-222)

The teacher present the constellation globe, and let
students identify least 5 constellations on the globe as
seen in the picture above.
175
1. What information can
you obtain from the 1. Compare the photographs.
picture? What did you notice?
(Allow students to point 2. What changes did you
out/identify their answer observe?
on the picture.
Activity Proper
1. Locate the Ursa 1. Identify 1 constellation as a
Minor in the four (4) focus of the study. Ensure
photographs above. that this constellation is visible
Draw the position of in all seasons.
Ursa Minor inside the a. In 4 boxes write the month
box, label each box the the constellation is seen.
month at which the b. In each box draw the exact
Ursa Minor is seen position of the constellation.
EXPECTED c. Compare each content of
ANSWERS: the box. Interpret the results.
d. Exchange with other
classmates with different
constellation as yours.
JUNE Compare results.
MARCH e. Communicate results.
DEC.
SEPTEMBER
EXPLORE b. Locate Draco in

June and September
Night Sky
JUNE SEPT
H
(pictures used are
scanned drawing)
3. How will you

compare the position of
Ursa Minor at different
months? Draco in June
and September?
4. Locate Orion in
March night sky and in
the December Night
sky. What did you
notice?
Post Activity
5. Why do you think the 2. Why do the constellations
EXPLAIN position of the change its positions/
constellation changes orientation at different
176
at different months? months?
6. What earth 3. Why do some
movement is depicted constellations are visible in a
in the picture? specific month but not visible
7. How does it affect in other months?
the visibility of the 4. Why did the night sky
constellation? appear differently in different
months?
5. What Earth phenomena
governed such occurrence?
Explain you answer.
Allow the students to
watch a video clip Allow the students to watch a
entitled seasonal video clip entitled seasonal
constellations Part 1 constellations Part 1 and Part
and Part 2. 2.
(https://www.youtube.co (https://www.youtube.com/wat
ELABORATE
m/watch?v=4Qu6GQii- ch?v=4Qu6GQii-mU
mU). 8. Cite 3 evidences that
8. Based from the affirmed or defied your
video, which items answers based from the video
above affirmed or that you have watched.
defied your answer?
Write TRUE if the
statement is correct, if
Modified True or False.
False pick out the word
Write TRUE if the statement is
or group of words that
correct, if False CHANGE the
make the statement
underlined word to make the
incorrect.
stamen correct.
9. Where the earth is
9. Where the earth is around
around the sun affects
the sun affects what season it
what season it is and
is and therefore what
therefore what
Constellations are on display.
EVALUATE Constellations are on
10. The changes in the
display.
appearance of the night sky at
10. The changes in the
different months are caused
appearance of the night
by gravity.
sky at different months
11. Differences in the patterns
are caused by gravity.
of stars at night is attributed to
11. Differences in the
the sun’s rotation around the
patterns of stars at
Earth.
night is attributed to the
sun’s rotation around
the Earth.
Tonight, if the sky is clear, try to look at the sky, draw
patterns and write the date today (Jan. 13, 2019). MARK
EXTEND your spot. On March 21, in the same spot, check
whether or not the pattern that you have drawn is still
visible.
V. REMARKS
VI. REFLECTION
VII. OTHERS
177
earned 80% in the
evaluation
for Remediation
up with the lesson.
continue to require
Remediation
Why did these work?
encounter which my
help me solve?
178

CONTENT STANDARD
PERFORMANCE
STANDARD
COMPETENCIES times of the year using models. S9ES-IIIj-35
1. Construct a PLANISPHERE.
2. Determine the constellations visible in the night sky at
different months using the planisphere
3. Relate the orientation of the earth relative to the
SPECIFIC OBJECTIVES position of the sun to the changing positions of the
constellations at different months.
4. Explain how revolution of the Earth affects the
visibility and non-visibility of constellations as the
months change.
II. CONTENT: Topic/Title SEASONS AND CONSTELLATIONS
III. LEARNING
RESOURCES/REFERENC
E
Textbook pages
Portal
https://www.youtube.com/watch?v=6KzebNwG2hM
Other learning Resources www.jodrellbank.net/wp-content/uploads/2014/10/Make-
a-planisphere.pdf
IV. PROCEDURE A B
Pre-Activity
How old are you today? How do you know that you are
ELICIT _____ today?
Construct the Planisphere taken from

www.jodrellbank.net/wp-content/uploads/2014/10/Make-
ENGAGE
a-planisphere.pdf and watch how it is used via
https://www.youtube.com/watch?v=6KzebNwG2hM
Activity Proper
EXPLORE Locate the following constellations and identify the month
179
at which the constellation is visible using the Planisphere.
Table 1. Seasons and Constellations

PROMINENT
DATE SEASON CONSTELLATION
S
March 21
June 21
September 21
December 21
Post Activity
1. What constellations 1. What constellations are:
are: a. visible in June but not
a. visible in June but visible in March?
not visible in March? b. visible in March but not
b. visible in March but visible in September?
not visible in September? c. visible in September but
c. visible in September not visible in December?
but not visible in d. visible in December but
December? not visible in June?
d. visible in December e. visible all through the
EXPLAIN
but not visible in June? year?
e. visible all through 2. What could you infer
the year? about the visibility of the
2. Why can’t we see all constellations at different
the constellations in one times of the year?
night? 3. What does it mean with
3. What does it mean with the phrase “constellations in
the phrase “constellations seasons, seasons in
in seasons, seasons in constellation?”
constellation?”
4. What happens when 4. How did the orientation of
the the earth relative to the
Earth moves? position of the sun affect the
5. What happens to the visibility and non-visibility of
visibility of the the constellation?
constellation when the 5. To which factor can you
ELABORATE
Earth moves? contribute to the visibility of
some constellations
throughout the year? How is
this so?
Identify the correct answer Answer the following

EVALUATE
from the word pool below. questions briefly.
180
1. If the constellations can
only be seen in certain
seasons, does it mean that
the Constellations are
moving? Prove your answer.
2. How does revolution
1. Earth’s movement affect the visibility or non-
around the sun. visibility of the
2. Direction of Earth’s constellations?
movement.
3. Summer
4. autumn
5. winter
6. Spring
If you are a constellation, Choose 1 constellation
what constellation do you which you think resembles
want you to be? What your personality. Draw it and
season do you want to be research on its story.
visible? Why do you say Make a simple comparison
so? Answers must start of yourself to that of the
EXTEND
with the phrase I constellation you have
BELIEVE_____________ picked-out. Share your
_______. Write your answers to the class.
answer in a ¼ sheet of
paper and share your
answers to the class.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
for Remediation
continue to require
Remediation
Why did these work?
encounter which my
help me solve?
181
to share with other
teachers?
182
I. OBJECTIVES
relationship between the visible constellations in the
CONTENT STANDARD
sky and Erath’s position along its orbit.
PERFORMANCE
STANDARD
COMPETENCIES times of the year using models. S9ES-IIIj-35
1. Enumerate and describe the location the 12 zodiac
signs.
2. Describe the plane of the ecliptic to the visibility of
SPECIFIC OBJECTIVES
the zodiacal constellation.
3. Check the accuracy of experiential traits to the traits
stated in the zodiac horoscope.
II. CONTENT: Topic/Title ZODIAC CONSTELLATIONS
III. LEARNING
RESOURCE/REFERENC
E
Teacher’s Guide pages (enrichment activity)
Learner’s Materials pages (enrichment activity)
Textbook pages
Portal
a. https://www.youtube.com/watch?v=7lwJGHg_SQM
Other learning Resources b. https://www.space.com/5417-ecliptic-zodiac-work.html
IV. PROCEDURE A B
Pre-Activity
Let’s play GROUP YOURSELVES….
a. Group yourselves according to gender/sex.
b. Group yourselves according to age
c. group yourselves according to birth month.
The teacher will pass a basket where the zodiac signs
ELICIT
with horoscopes are written. Each group will get their
accurate zodiac sign depending on their birth month.
d. How did you know that it is your zodiac sign?
e. Do you have the same zodiac sign? How do you
differ in zodiac signs?
Below is the 12 zodiacal
constellations. The first box
contains the pattern of the
ENGAGE stars in each of the zodiac
sign, the second box
contains the image at
which the pattern is taken.
183
Match the star pattern to its Above is a picture of the
image by plotting the 12 zodiacal
pattern on its correct constellations. Infer the
image. star pointers in each
picture that constitute its
constellation by placing
dots on the image.
https://www.bing.com/images/search?view=det
ailV2&id=79B66FB7747D62C6BDC73DCFC84F1F9
2C5C897C7&thid=OIP.dRhbOQy64YfRYCIScRvnJw
AAAA&mediaurl=http%3A%2F%2Fworldartsme.c
om%2Fimages%2Fzodiac-clipart-
1.jpg&exph=321&expw=386&q=horoscope++Sign
s+clip+art&selectedindex=6&cbir=sbi&ajaxhist=0
&vt=0&eim=1
Answers
resemble to
these
images
https://www.bing.com/images/search?view=de
tailV2&id=208F8FB686CDFA17D5459D8201F59
A2EAEDF96B4&thid=OIP.CFNpYIOdJ8NcC7PLDq
7wMwAAAA&mediaurl=http%3A%2F%2Fastron
omydetails.weebly.com%2Fuploads%2F5%2F3
%2F0%2F7%2F53072979%2F3972248.png%3F4
53&exph=356&expw=451&q=Constellation+Ch
arts+of+Different+Types&selectedindex=14&aj
axhist=0&vt=0&eim=1&ccid=CFNpYIOd&simid=
608004455347782701&sim=1
184
Activity Proper
Using the students Using the students
answers in the previous answers in the previous
activity, identify the activity, identify the
meaning of the zodiac meaning of the zodiac
signs by matching the signs by matching the
zodiac name in Column A zodiac name in Column A
with the zodiac meaning in with the zodiac meaning
Column B. in Column B.
ZODIAC ZODIAC
ZODIAC ZODIAC
MEANING MEANIN
NAME NAME
(answer) G
(A) (A)
(B) (B)
1. Taurus RAM 1. Taurus RAM
2. BULL 2. BULL
Sagittarius Sagittariu
3. Aries CRAB s
4. Leo TWINS 3. Aries CRAB
5. Cancer LION 4. Leo TWINS
6. FISH 5. Cancer LION
Aquarius 6. FISH
EXPLORE 7. Virgo SCORPIO Aquarius
N 7. Virgo SCORPIO
8. Libra WATER N
BEARER 8. Libra WATER
9.Gemini GOAT BEARER
10. Pisces SCALES 9.Gemini GOAT
11. ARCHER 10. SCALES
Capricorn Pisces
12. VIRGIN 11. ARCHER
Scorpio Capricorn
1. What did you use as 12. VIRGIN
basis of your answer? Scorpio
After answering, allow the
students to watch a video 1. What is the basis of
clip on zodiacal your answer?
constellations on After answering, allow the
https://www.youtube.com/wat students to watch a video
ch?v=7lwJGHg_SQM clip on zodiacal
constellations on
https://www.youtube.com/wa
tch?v=7lwJGHg_SQM
Post Activity
1. How many 1. How many
constellations made up the constellations are there?
zodiac constellations? Why are they called
2. Where is the location of zodiac?
EXPLAIN the zodiac constellations? 2. Where are the zodiac
3. What is an ECLIPTIC? constellations located?
4. Does the sun visit the 3. How do you describe
zodiac constellation? How the plane of the ecliptic?
many times does the sun a. relate the 365 ¼
185
visit each of the zodiac in a days revolution of the
year? Earth around the sun to
5. Are these zodiac the 12 zodiac signs (10
constellations the same movement of the sun in
with the horoscope? the ecliptic)
6. What information does b. relate the 3600
the horoscope give us? complete revolution of the
Is this scientific? How do sun to the degree of the
you say so? movement of the sun in
the ecliptic. (300 per
zodiac; 30x12=360)
4. Does the sun visit
each of the zodiac
constellation in a year?
How frequent does the
sun visit each zodiac in a
year?
5. Is the zodiac
constellation the same
with the horoscope?
6. What are these
horoscopes for? Do you
believe them?
For the students to have a tangible image of the plane
of ecliptic and the constellation, allow the students to
perform the activity below.
(cse.ssl.berkeley.edu/lessons/indiv/beth/beth_visualize.
html)
Have two students stand back-to-back. One student will
represent the Sun. and the other will represent the
Earth.
Have twelve other students make a circle by standing
around the two central figures.
Remind students that the Earth is constantly rotating
around its axis, but for the purposes of this activity, we
will limit rotational motion.
Give each of the twelve students one of the handouts
with the individual signs of the Zodiac. Make sure that
ELABORATE
the students place themselves in the proper order
around the circle. Here's an example:
Aries stands in the West, with Taurus and Gemini in
the Southwest.
Cancer stands in the South, with Leo and Virgo in the
Southeast.
Libra stands in the East, with Scorpio and Sagittarius in
the Northeast.
Capricorn stands in the North, with Aquarius and
Pisces in the Northwest.
When the "Earth" has his/her back to the "Sun," the
person is looking at the nighttime sky. When the "Earth"
is facing the "Sun," the person is looking at the daytime
sky.
Have each "Earth" stand so that the "Sun" blocks the
186
view of their own astrological birth sign.
Have each "Earth" answer the following questions:
When I face the Sun, what time is it? [NOON]
Which constellation of the Zodiac is straight ahead of
me? [ANSWERS WILL VARY]
Why is this constellation hidden from my view?
[BECAUSE I AM LOOKING AT THE DAYTIME SKY
AND THE SUNLIGHT IS BLOCKING MY VIEW OF
THE STARS]
When I turn my back to the Sun, what time is it?
[MIDNIGHT]
Which constellation is straight ahead of me? [VARIOUS
ANSWERS]
Now have each "Earth" turn so that the "Sun" is next to
his/her right shoulder.
Have each "Earth" answer the following questions:
When the Sun is on my right, what time is it? [DUSK]
Which constellation is straight ahead of me? [VARIOUS
ANSWERS]
When the Sun is on my left, what time is it? [DAWN]
Which constellation is straight ahead of me?
NOTE: FOR EACH DIFFERENT ZODIACAL SIGN,
SOME OF THE ANSWERS WILL ALSO BE
DIFFERENT.
Try to have as many different zodiacal signs
represented as the "Earth" as you can. In this way,
students should be able to see that at different times of
the year, the Sun "occupies" (that is to say, appears to
cross in front of) each of the different zodiacal
constellations.
Answer the questions

Draw if the briefly.
statement is correct, draw
if the statement is 1. Which of the 2 has
incorrect. scientific basis:
1. The zodiac constellation a. the zodiacal
is at 9-degrees below and constellations or the
above the ecliptic. Horoscopes?
2. The plane of the ecliptic b. Astronomy or
is the apparent path sun. Astrology?
3. The zodiac
EVALUATE
constellations and the 2. How does the Ecliptic
horoscope are the same. affect the zodiacal
4. Astronomy is the study constellation?
of the horoscope and
Astrology is the study of 3. How would you advise
the zodiac constellations. a classmate who is fond
5. The revolution of the sun of reading horoscopes
affects the visibility of the and have a belief that
zodiac constellation. his/her life’s path is
6. The sun visits each already predicted by the
constellation twice a year, horoscope?
187
7. The horoscope is the
basis of having a
successful future.
8. The 360o complete
revolution of the sun is
equal to the 12 zodiac
constellation each at 30o.
Grouped according to their zodiac signs, let students
cut out astrological predictions from the previous day's
newspaper. Read these predictions and have students
try to determine which horoscope pertains to their own
sign.
EXTEND
Have students determine how many times, after 8
(eight) weeks of following their horoscopes, a given
personality trait or event prediction actually matched
reality. Make reflections each week. Present it in a
PORTFOLIO.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
for Remediation
continue to require
Remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?
188

I. OBJECTIVES
CONTENT STANDARD
PERFORMANCE
STANDARD
COMPETENCIES times of the year using models. (S9ES-IIIj-35)
1. Look for the counterpart of the local name of the
constellations of the Manobo’s in Bukidnon to the
Western equivalent.
SPECIFIC OBJECTIVES 2. Illustrate the western equivalent of the local
constellation.
3. Describe how the constellations influenced
Manobos daily life.
Beliefs and Practices about constellation and
II. CONTENT: Topic/Title
astrology
Unit/Module Unit 3, Module3
Time allotment 1 hour
III. LEARNING
RESOURCES/REFERENCE
S
Learner’s Materials pages 225
Textbook pages
Portal
Other learning Resources https://www.youtube.com/watch?v=AWycm8exn5k.
IV. PROCEDURE A B
Pre-Activity
ELICIT
https://www.google.com/search?q=picture+of
+ancient+matigsalug+manobo+of+bukidnon&t
bm=isch&tbs=rimg:CTkblaHNZRxHIjjpgkxAMi
3yqZtzhrX0UKeG23YbcRMY8MNNvtvdkzM3
m01L8oaPsCLYK5XtC-
qVUuGx7XS0N1GmqSoSCemCTEAyLfKpEY
JwpOeBbTorKhIJm3OGtfRQp4YRAzuzpMpxz
RQqEgnbdhtxExjwwxHANyYFS2dD8SoSCU2
-292TMzebEcUYBfE2TGG3KhIJTUvyho-
wItgRVCp_1msyxvxAqEgkrle0L6pVS4RF95W
PjYHDdhyoSCbHtdLQ3UaapEcLlG1NTAVsk&
tbo=u&sa=X&ved=2ahUKEwi4wZTuzLXgAhW
JM94KHY8XDp4Q9C96BAgBEBg&biw=136 1. Give 5 observations/

6&bih=657&dpr=1#imgrc=6YJMQDIt8qlkRM:
inferences about the picture.
189
https://www.google.com/search?tbm=isch
&q=picture+of+ancient+matigsalug+mano
bo+of+bukidnon&chips=q:18+lumad+tribe
s+in+mindanao+and+their+place+of+origi
n,online_chips:manobo&usg=AI4_-
kTERnz8E7BFXyJy5G5FYFEftZdtjQ&sa=
X&ved=0ahUKEwil-
4r8zLXgAhXXa94KHYy6AskQ4lYIMSgK&
biw=1366&bih=657&dpr=1#imgrc=s7WBo
1. What information can

you derive from the
pictures?
2. Where do you think are

they found?
3. Are you familiar to
them? Have you seen
them? (some students will
answer Yes due to the
visibility of Badjao’s in the
city during Christmas
season. At this point the
teacher has to make brief
clarifications---similarities
and differences between
the 2 tribes.}
 To give students a background of the Matigsalug
way of life, allow the students to watch the video
clip on
https://www.youtube.com/watch?v=AWycm8exn5k.
ENGAGE  Instruct students to note details while watching the
clip for the next activity
In 5 groups, demonstrate information obtained from
Matigsalugs culture and way of life. (Highlight the
information that Matigsalug men are farmers).
Activity Proper
In the absence of modern calendars and technologies,
the Matigsalugs used the constellations to determine
the time of harvest and planting season. Refer to the
table below and perform the activity that follows.
Stars and Constellations Used by Matigsalug
Manobo of Bukidnon (Refer to Learner’s Material p.
225.
4. Using the constellation Map at
EXPLORE http://www.kidscosmos.org/cosmos/cosmos_star_maps.p
hp#dec draw the western equivalent of the locally
named Constellation, indicate as well the month they
are visible.
5. Answers must be presented in the table similar below
Local Constellation and It’s Western Equivalent
Month Season in the
western Month of Pattern
Local name of Philippines
Equivalent visibility illustration
visibility (wet/dry)
190
BAHA
PANDARAW
A
BALATIK
MALIHE
GIBBANG
MALARA
LEPU
BUWAYA
Post Activity
6. In which area of their 6. What similarities and
way of life did the differences did you
Manobos utilize the observe?
constellation? 7. How did the Matigsalug of
7. Is planting and Manobo use the
havesting season in the constellation in determining
Philippines the same the planting and harvesting
EXPLAIN with the Manobos season?
calendar? Why do you 8. How will you relate the
say so? season in the Philippines to
8. Why do you think the the planting and harvesting
Manobos used the season of the Matigsalug?
constellation and not the 9. What is the relationship
other things available in between the constellation
nature? and the season?
9. How important the 10. How did constellations
constellations are for the affect the way of life of the
Manobos? Matigsalug Manobos?
10. To which modern 11. To which modern
technology would you technology would you
ELABORATE associate the way the associate the way the
constellation were constellation were utilized by
utilized by the the Manobos? Why do you
Manobos? Why do you say so?
say so? 12. Name other uses of
constellations that you know
Matching Type. Match Answer the questions
the local name in briefly.
Column A with its
Western Equivalent in 1.Why do Manobos used the
Column B. constellations in the planting
1. and harvesting activities?
A B 2. What do you think will
1) LEPU a. happen if the Manobos will
2) MALA TAURUS not follow the constellations
EVALUATE RA b. GEMINI in planting and harvesting?
3) BAHA c. 3. What is the difference of
4) BALAT ORION’S today’s planting and
IK BELT harvesting to that of the
5) PAND d. Manobos?
ARAW PLEIADE
A S
e. CANIS
f. MINOR
AQUILA
191
2. What do you think will
happen if the Manobos
will not follow the
constellations in planting
and harvesting?
Ask local folks in your Malihe and Buwaya have no
barangay the planting western equivalent, based
and harvesting season from the month of its
of palay and the reason appearance and related
EXTEND why the activities should Agricultural activity, what
be in such specific could be its western
months only. equivalent? Give
reason/reasons for your
answer.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
for Remediation
up with the lesson.
continue to require
Remediation
strategies worked well? Why
did these work?
encounter which my principal
or supervisor can help me
solve?
192
WORKSHEETS
Activity 01: WHERE DO BIG DIPPER GO?
Objectives: At the end of the activity, the students are expected to:
 Illustrate and describe the apparent movement of the Big Dipper constellation
in the night sky on February 3.
 Distinguish between the movements of the Earth to the apparent movement
of the Big Dipper Constellation.
 Analyze the underlying conditions that affect the visibility of the constellations
at night.
Procedure:
1. Study the picture above.
2. Trace the movement of the Big Dipper Constellation as it moves in the night sky
as recorded at 7pm, 8pm, 9 pm and 10 pm.
GUIDE QUESTIONS:
1. Name all the celestial bodies shown in the picture.

2. What constellation is shown in the picture?
3. How will you describe the position/location of the constellation at different
times on February 3 at:
a. 7 p.m. b. 8 p.m.
b. 9 p.m. d. 10 p.m.
4. Infer the position of the constellation at 11:00 p.m. Illustrate. Explain the
basis of your answer.
5. Which celestial object apparently moves in the picture?
6. By looking at the picture, how will you describe the direction in which the
Earth moves every day? The stars move every night?
7. Which is moving, the Earth or the star (constellations)? Prove your answer.
8. How will you relate the movement of the Earth to the apparent movement of
the stars?
193
RUBRICS for EXTEND ACTIVITY
STAR GAZING
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47A1C7F7AF1B9C659CA5&thid=OIP.CzaCD21TkrkgDTYbQm6_PgHaFg&mediaurl
=https%3A%2F%2Fi.pinimg.com%2F736x%2F35%2Fe4%2Fe9%2F35e4e99317e20
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notebooks.jpg&exph=498&expw=669&q=sample+rubrics+for+journal+writing&select
edindex=87&ajaxhist=0&vt=0&eim=1
194
ACTIVITY 2: APPARENT MOVEMENT OF THE STARS THROUGH THE
NIGHT
Objective:
 Describe the apparent movement of the stars at night.
Procedure:
1. On a clear night sky, look at the stars from 7 pm to 11 pm.
2. Focus on one or two constellations like the Auriga and the Orion
which are best seen in the month of December.
3. Look at the stars clearly every hour of the night, from 7 p.m. to 11
p. m.
Note: If the weather does not permit the viewing of the stars at night, the
STELLARIUM App can be downloaded or the PLAINISPHERE can be manipulated.
Guide Questions:
1. Using the constellations of Auriga and Orion, illustrate the apparent

movement of these constellations. (The teacher may use one of the
constellations or both). Present your data collected on the format as
follows:
2. Compare the position of the constellations in the sky. What did you
notice?
3. Are the constellations visible at 7 p.m. still visible at 11 p. m. in their
“original position?” Why is this so?
4. Based from your observation, do stars move? How do stars move? How
do constellations move?
5. How is the motion of stars similar to the motion of the sun?
6. Study the figure below. Narrate briefly how the sun tells time.
7. How will this event support your answer in no.5?

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E2DF545E5280E80D7D0DBD8&thid=OIP.jEBiXBetq2fySEh_cQHkwgHaFO&me
diaurl=http%3A%2F%2Fwww.mstworkbooks.co.za%2Fnatural-
sciences%2Fgr7%2Fimages%2Fgr7eb01-gd-
0002.png&exph=353&expw=500&q=picture+of+the+sun+rising+in+the+east%2c
+noon+and+setting+in+the+west&selectedindex=60&ajaxhist=0&vt=0&eim=1
195
RUBRICS FOR EVALUATE STAGE
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F8EE1CB5C10DC6C23699FC&thid=OIP.3eU7Zl2TYI_f9cRrgSxkZwHaGy&medi
aurl=https%3A%2F%2Fs-media-cache-
ak0.pinimg.com%2Foriginals%2Fdd%2Fe5%2F3b%2Fdde53b665d93608fdff5c4
6b812c6467.png&exph=469&expw=512&q=Poems+for+High+School+Rubric&s
electedindex=0&ajaxhist=0&vt=0&eim=1
https://i.pinimg.com/736x/70/2a/06/702a06c0f50a972986343e7fda92406
e.jpg
196
ACTIVITY 3: GETTING TO KNOW POLARIS
Objectives:
 Locate Polaris using other constellations.
 Relate the latitude position of the observer to the altitude of
Polaris.
Procedure:
1. The steps in locating the Polaris are listed in the table that follows. Read
the description of the steps and make your own illustration/interpretation
of the different steps. Draw in the designated spaces.
STEPS IN LOCATING POLARIS ILLUSTRATION

1. Draw the constellation of the Big Dipper.
The Big Dipper is a constellation made up of
seven star
2. Identify the two bright stars that form the
side of the bowl farthest away from the
handle's tip. These are the "pointer stars."
Draw an imaginary line connecting the
pointer stars. Extend that line five times the
distance between the pointer stars. Mark
the point where you stopped.
3. From the point where you stopped, draw
the constellation of the little dipper, where
the handle starts at the point where you
stopped and its head is away from the point.
4. Box the point where the Big Dipper’s
pointer stars point and the Little dipper’s tip
of the handle. Name it Polaris
a. How do the Big Dipper and Little Dipper help you find the Polaris?
2. Study the diagram below and answer the questions that follow.
a. The horizon in the image refers to which
lines of the globe/map?
b. In which hemisphere is the observer standing?
c. What is the latitude of the observer?
d. as the altitude increases, what happens to
the altitude of Polaris?
e. Can you see Polaris in the Southern Hemisphere?
How do you say so?
4. Analyze the flag of the state of Alaska.
a. What do you see in the flag of Alaska?

b. In which continent Alaska is found? Which hemisphere?
c. How will you describe the pattern of stars shown in the flag of Alaska?
d. What does the flag of Alaska tell us about?
197
ACTIVITY 4: ROTATION AND THE APPARENT MOVEMENT OF
STARS
Objectives:
 Relate the change in position of a constellation in a night sky to
the Earth's rotation on its axis.
 Explain how Earth’s rotation affect the changing position of a
constellation in a night sky.
Procedure:
1. Be in 5 or 6 groups.
2. Using the Stellarium App or the planisphere, select 3
constellations.
3. Navigate the Stellarium App or the Planisphere. Set the date
today.
4. Set the time at 7:00 pm, 9:00 pm and 11:00pm. Illustrate the
position of the selected constellations relevant to the position of
another constellation/celestial body near it at the given time
5. Present the data gathered in a scheme similar below:
Table 1. Constellations at different times in the night sky

CONSTELLATION TIME OBSERVED and POSITION
NAME 7:00 pm 9:00 pm 11:00 pm
1.
2.
3.
6. Post the outputs and present it to the class.
Guide Questions:
1. Do the apparent move of the constellations follow the same direction? How
do you say so?
2. How will you relate the direction of the apparent movement of the
constellations to the Earth’s rotation?
3. Is this principle the same with the apparent movement of the sun as it seen
from the Earth? How do you say so?
4. What conclusion can you make about the Earth’s rotation and the apparent
movement of the stars/constellations?
ACTIVITY 5: DIFFERENT STAR PATTERNS THROUGHOUT THE YEAR
Objectives:
 Describe the position of some constellations at different months.
 Explain why some constellations are not seen at certain months.
Procedure:
1. Analyze the photos taken of Manila night sky at different Months.
Learner’s Manual pages 220-222.
198
2. Locate Ursa Major, illustrate the orientation of Ursa Minor at different
months. Write your observation inside the box similar below.
MARCH JUNE SEPTEMBE DECEMBER

R
3. Locate Draco, just like with Ursa Minor, illustrate the orientation of Draco
at different months
SEPTEMBE DECEMBER
MARCH JUNE
R
Guide Questions:
1. How will you compare the orientation of Ursa Minor at different months?
Draco?
2. Locate Orion. What did you notice?
3. Why do constellations seemed to change its position/orientation at
different months?
4. In which months Draco is visible? Why is this so?
5. Why do some constellations visible in March but not visible in
September? Visible in September but not visible in March?
6. Why does the night sky appear differently at different months
ACTIVITY 6: FIND IT THROUGH THE PLANISPHERE
(Please see attached PDF file for the PLANISPHERE MODEL)
Objectives:
 Construct a Planisphere.
 Determine the constellations visible in the night sky at different months
using the Planisphere.
 Explain how the revolution of the Earth affects the visibility and non-
visibility of constellations as the seasons change.
Procedure:
1. Please see attached file on how to make a Planisphere.
2. Watch the link via youtube on how to navigate the Planisphere.
3. Position the arrow for time at 8:00 pm on March 21, June 21, September
21 and December 21. Identify the season of each month mentioned.List
down the constellations visible in each of the date specified. Present your
output in a tabular form.
199
Table 1. SEASONS and CONSTELLATIONS
PROMINENT
DATE SEASON
CONSTELLATIONS
March 21
June 21
September 21
December 21
4. What constellations are :
a. visible in June but not visible in March?
b. visible in March but not visible in September?
c. visible in September but not visible in December?
d. visible in December but not visible in June?
e. visible all through the year?
5. What could you infer about the visibility of the constellations at different
times of the year?
6. What does it mean with the phrase “constellations in seasons, seasons in
constellation?”
7. How did the orientation of the Earth relative to the position of the sun
affect the visibility of the constellations?
8. How does Earth’s revolution affect constellation?
9. If you are a constellation, what constellation do you want you to be? What
season do you want to be visible? Why do you say so? Answers must
start with the phrase I BELIEVE ________________________.
ACTIVITY 7: KNOW THE ZODIAC, KNOW YOUR ZODIAC
Objectives:
 Enumerate and describe the 12 zodiacal constellations.
 Determine the patterns to which the zodiacal constellations were derived.
 Know your zodiac.
Procedure:
1. Below is the constellation pattern of each of the zodiacal constellations .
2. Match the constellation pattern to its image below. Draw dots and connect
it over the image.
200
3. Based from your answers, Match the zodiac name in Column A with the
zodiac meaning in Column B.
ZODIAC NAME ZODIAC MEANING

(A) (B)
1. Taurus RAM
2. Sagittarius BULL
3. Aries CRAB
4. Leo TWINS
5. Cancer LION
6. Aquarius FISH
7. Virgo SCORPION
8. Libra WATER BEARER
9.Gemini GOAT
10. Pisces SCALES
11. Capricorn ARCHER
12. Scorpio VIRGIN
4. Get a copy of the horoscope from your teacher. What is your zodiac sign?
How do you know it is your zodiac sign?
5. What does your horoscope tell you? Is it true based from your
experiences? Cite instances if any.
6. Do you believe in horoscopes? Cite instances.
7. Is the zodiac constellation the same with the horoscope?
8. How zodiacal constellation differ from a horoscope?
201
PORTFOLIO RUBRICS for EXTEND STAGE
http://slideplayer.com/slide/3886137/13/images/23/Sample+E-
Portfolio+Rubric.jpg
ACTIVITY 8: STARS and CONSTELLATIONS USED BY MATIGSALUG MANOBO

OF BUKIDNON
Objectives:
 Look for the western equivalent of the Matigsalug Manobos local name of
some constellations.
 Illustrate the Western equivalent of the Manobos local constellation.
 Describe how ancient constellations influenced Manobos daily life.
Procedure:
1. Watch the video clip about Manobos way of life via

https://www.youtube.com/watch?v=AWycm8exn5k.
Q1. Demonstrate information obtained from the Manobos culture and way
of life. (Collaborative learning)
2. Below is a table that shows the stars and constellations that influenced
Manobos way of life, especially in farming. Read and understand the
information in the table.
Stars and Constellations Used by Matigsalug Manobo of Bukidnon
Month of Western
Local Name Related Agricultural activity
Appearance Equivalent
December to
BAHA Clearing of forest Taurus
February
Start of planning what kind of
PANDARAWA January crops to plant and how wide the Pleiades
areas for planting should be
BALATIK February Start of planting and setting of Orion’s Belt
202
traps to protect the crops from
animals.
Planting of rice, corn or
MALIHE March
vegetables
April and End of Planting season;
GIBBANG Gemini
May signifies rich harvest
MALARA May Stop planting Canis Minor
Time to clean or clear the fields
LEPU Late May Aquila
while waiting for harvest time.
BUWAYA June Start of the rainy season
3. Using the planisphere/book illustrate the Western equivalent of the local

constellation of the Manobos and the month of its appearance.
4. Present the data on a table similar below:
Local Constellation and its Western Equivalent

Month Season in the
western Month of Pattern/
Local name of Philippines
Equivalent visibility illustration
visibility (wet/dry)
BAHA
PANDARAW
A
MALIHE
GIBBANG
MALARA
LEPU
BUWAYA
BALATIK
Guide Questions:
1. What similarities and differences did you observe?

2. How did the Manobos use the constellation in determining the planting
and harvesting seasons?
3. How will you relate the season in the Philippines to the planting and
harvesting season of the Manobos?
4. How did the constellation affect the Manobos way of life?
5. To which modern technology would you associate the way the
constellation were utilized by the Manobos? Why do you sa so?
Malihe and Buwaya have no western equivalent, based from the month of its
appearance and related Agricultural activity, what could be its western equivalent?
Give reason/reasons for your answer.
203
204

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PROTOTYPE AND CONTEXTUALIZED

DAILY LESSON PLANS

10. Energy from Volcanoes 53

38. Beliefs and Practices about Constellations and Astrology 186

I – OBJECTIVES: The learners demonstrate an understanding of

The learners shall be able to Participates in the

II – CONTENT: Topic/title PARTS OF A VOLCANO

ELICIT Teacher shows a picture -Teacher shows a picture

(A volcano is a mountain that forms

Based on the pictures, using manila paper, marker and the

-Each group is given 2-3 mins to accomplish their work

- In giving points to student responses, consider the following:

Teacher discusses each part of the volcano and its description or

Students are given a Students match the part of the

Students identify volcanoes in Students identify volcanoes in the

Magma A secondary leaving point for the magma

Side Vent Outermost layer of the earth

Crater Where the magma is stored in the volcano

1. _____ ash a. molten rock beneath Earth's surface

2. _____ ash cloud b. a small cone-shaped volcano formed

3. _____ conduit c. a flat piece of rock formed when

4. _____ cinder cone d. an opening in Earth's surface through

5. _____ crater e. fragments of lava or rock smaller than

6. _____ dike f. the part of the conduit that ejects lava

7. _____ lava g. a cloud of ash formed by volcanic

8. _____ magma h. molten rock that erupts from a volcano

9. _____throat i. a circular depression surrounding a

10. _____vent j. an underground passage magma

I – OBJECTIVES: The learners demonstrate an understanding of

ELICIT -Call on students randomly for the answer.

-Teacher leads in the

Mount Labo Mount Labo

Mount Isarog Mount Isarog

-Allow students in adding descriptions on each volcano. It may

-Discusses the rubric before activity starts.

-Lead the clarification on the -Lead the clarification on the

1. OECR 11. TNMEOL

Source:Unscramble the Words: Volcano - [member-created with abctools Unscramble the

Adapted with modification:https://www.slideshare.net/nmhoegerl/volcano-

MINI BOOK TEMPLATE

I – OBJECTIVES: The learners demonstrate an understanding of

Ask students through think-pair-share about what they think of the

1. Are all the volcanoes found in the same location?

Lead the discussion in relating the location of the Philippines to the

A video entitled “What is the Pacific Ring of Fire?”

Students identify the most potentially destructive volcanoes in the

Answer the question: What is Answer the question: What is

Adapted from 8 Learner’s Module (Source: Philippine Institute of Volcanology and

I – OBJECTIVES: The learners demonstrate an understanding of

ELICIT Photo credit: Jijie Morico, NGCP Albay

The Philippine Institute of Volcanology and Seismology

Classify the volcanoes into:

From the word list make 2 to 3 sentences.

EVALUATE . ERUPTS VOLCANO PEOPLE CITY ASHES LAVA

Having a lot of active volcanoes List down some benefits of

List of Active Volcano

Parker 6.10274 124.88879 Cotabato 1784 1 1641 January 4

I – OBJECTIVES: The learners demonstrate an understanding of

II – CONTENT: Topic/title Under Pressure (Magma Vs. Type of Eruption)

Ask the student if it would be possible to dig at the center of the