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SCHOOL LANGCATAON NATIONAL HIGH SCHOOL GRADE LEVEL 9

STUDENT TEACHER DEVINE GRACE R. FABILLAR LEARNING AREA SCIENCE
DATE & TIME FEBRUARY 27, 2024 8:25-1:50-2:40 QUARTER 3

I. OBJECTIVES
The learners demonstrate an understanding of factors that affect climate,
A. Content Standards and the effects of changing climate and how to adapt accordingly.

The learners shall be able to participate in activities that reduce risks and
B. Performance Standards lessen effects of climate change.

The learners should be able to explain how different factors affect the
C. Learning Competencies/
climate of an area. (S9ES-IIIe-30)
Objectives (Write the code
for each LC)
a. Compare the effect of heat on water and land.
D. Specific
b. Explain how the distance from the ocean affects climate.
Objective
c. Value the importance of adaptation.
E. Integration of English, Mathematics, Araling Panlipunan
Content Within
and Across
Curriculum
II. CONTENT Distance from the Ocean Affecting Climate
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp. 120-121
2. Learner’s Material Pages pp. 188-191
3. Textbook Pages
4. Additional Materials from LR
Portal
B. Other Learning Resources http://www.youtube.com/watch?v=E7DLLxrrBV8
Teacher Activity/ies Students’ Expected
IV. PROCEDURES
Response/s
A. Reviewing previous lesson Elicit(2minutes)
or presenting the new Show a picture. Let the student recall what the
lesson picture illustrates. Ask students the guide
questions.
Picture A
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Picture B
Guide questions: -It rises.
1. What happens to warm air? -It replaces the rising
2. What happens to the surrounding air as warm air.
the warm air rises? -Picture A.
3. Which picture shows daytime?nightime? -Picture B.

B. Establishing a purpose for Engage (3 minutes)

the lesson
Show a picture.

C. Presenting examples/
instances of the new lesson
Source:http://www.winkelhage.com/wp-content/
uploads/2015/01/Climate-Moderation.jpg

Post a question on the board. “Which heats

faster: water or soil? Which cools faster: water - Soil heats up faster
or soil? than water.
- Soil cools faster
Tell the students that they will be performing an than water.
activity to answer these questions.

Explore (20 minutes)

Inquiry-Based Approach
D. Discussing new concepts
• Students will be given materials. (soil, water, 2 Students’ procedure
and practicing new skills #1
thermometers, 2 stop watch, source of heat) varies.
Students will plan a procedure on how to prove
that soil heats and cools faster than water.

(5 minutes)
Guide questions:
1. What are the initial temperatures of water Students’ answer
and soil? varies.
2. What is the difference between the
temperature of soil and water after six
E. Discussing new concepts
minutes?
and practicing new skills #2
3. Which heats up faster, soil or water?
4. What happens to the temperature after
removing the source of heat from each
set up?
5. Which cools faster, soil or water?

F. Developing mastery Explain (10 minutes)

The students will be presenting their data and
result through different methods.
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Group 1 (Graph Presentation and Interpretation) Presentation of

On a graphing paper, make a line graph showing Group Output.
the data gathered and present their
interpretation.

Group 2 (Paragraph Writing)

Students will report their gathered data through
writing and reading their paragraph)

Group 3 (Visual Presentation)

Students will illustrate the gathered data through
diagram or illustration.

Elaborate (20 minutes)

The teacher will ask the following questions: 1. Because water

regulates the
1. Why is there a difference in the climate of temperature, thus
regions close to the oceans and regions regions near the
far away from the oceans? ocean have
2. How does this affect people living near moderate climate.
the ocean? 2. People living near
the ocean
Video Viewing (http://www.youtube.com/watch? experience cooler
v=E7DLLxrrBV8) climate than those
and Picture Analysis living in inland
areas thus people
needs to know
that adjusting or
adapting to
climatic factors is
essential.
G. Finding practical
applications of concepts and
skills in daily living

- A body of water
circulates the warm
Guide questions: air and cold air. It
1. How does the body of water regulate the absorbs more heat
temperature of a certain region or and can slowly
country? release heat making
2. Why do some areas that are far from the the change in
bodies of water have extreme climates? temperature of a
country moderate.
- Because there no
bodies of water that
will moderate the
change in
temperature in the
location.
H. Making generalization and (5 minutes)
abstractions about the Guide question:
lesson 1. How does distance from the ocean affects
climate?
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Evaluate (10 minutes)

Choose the letter that corresponds to the correct

answer and write it on your notebook.

1. The farther you live from an ocean, the

more likely your climate will be a ___
a. Warm c. moderate
b. Cold d. tropical
2. Large bodies of water affect climate
because
a. Water heats up and cools more slowly
than land
b. Water heats up and cools faster than
land
c. Water and land cool at the same time
d. Water and land heat at the same rate
3. Why does the wind always blow at a
beach?
a. Waves make the wind blow.
b. The turning of the earth makes the
wind blow.
I.Evaluating learning
c. Land and water holding thermal
energy similarly
d. Land and water holding thermal
energy differently.
4. How does distance from the sea affect
climate?
a. By regulating the air temperature
b. By making the air temperature
warmer.
c. By producing more precipitation.
d. By forming rain shadow.
5. In the summer, how does distance from
the sea affect the climate?
a. Warm breezes will bring warm air to
the coast whilst inland will be cooler.
b. Cool breezes will bring cooler air to
the coast whilst inland will be warmer.
c. Cool breezes will cool both the coast
and further inland.
d. Warm breezes will warm both the
coast and further inland.

Extend (2 minutes)

1. Differentiate windward and leeward sides

J. Additional activities for
of a mountain.
application or remediation
2. Describe how topography affects climate.

V. REMARKS
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VI. REFLECTION

A. No. of learners who earned

80% on the formative
assessment

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson.

D. No. of learners who continue to

require remediation

E. Which of my teaching
strategies worked well? Why
did these work?

F. What difficulties did I encounter

which my principal or
supervisor can help me solve?

G. What innovation or localized

materials did I use / discover
which I wish to share with
other teachers?

Prepared by: Checked by:

DEVINE GRACE R. FABILLAR SALLY JOY Q. JUMAO-AS

Student Teacher Teacher I

Approved by:

ROMMEL E. CANTILA
School Principal I