GRADES 1 TO 12 School NAPILAS INTEGRATED SCHOOL Grade Level GRADE 9

DAILY LESSON LOG Teacher IVAN S. PUDADERA Learning Area SCIENCE 9

Teaching Dates and Time Quarter 3
Week No. 1 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of: volcanoes found in the Philippines.
B. Performance Standards
The learners should: participate in activities that reduce risks and lessen effects of natural phenomenon such as volcanic eruption.
C. Learning Competencies 1. describe the different characteristic of a volcano ( S9ES-IIIa-25)
The learners should be able to: 2. describe the different types of volcanoes (S9ES-IIIa-26)
3. differentiate active and inactive volcanoes ( S9ES-IIIa-27)
CODE
S9ES-IIIa-25 S9ES-IIIa-26 S9ES-IIIa-27
Characterize a volcano. Describe different types of Differentiate volcanoes as Assess the mastery level
Assess the prior knowledge
volcanoes. active and inactive. of the students on the
DAILY TASK/DAILY OBJECTIVE of the students about the
topic characteristics and
module.
types of volcanoes.
II. CONTENT Characteristics of a Types of volcanoes Active and Inactive
Pre-assessment Summative Assessment
volcano. according to cone shapes. volcanoes.
III. LEARNING RESOURCES
1. Teacher’s Guide pages pp. 174-175 p. 175 pp. 180-182
2. Learner’s Material pages p. 164 pp.165-166 p. 176 pp.166
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources Pictures of volcanoes
IV. LEARNING TASKS
Distribute to the learners Video presentation about PICTURE ANALYSIS: Video clip presentation of
the pre-assessment the volcano (Introduction Different kinds of an erupting Mt. Mayon.
papers. to the topic about the volcanoes. https://www.youtube.com/
ELICIT volcano) http://int.search.tb.ask.com watch?
https://www.youtube.com/ /searc h/AJimage. v=YLUZYzGWbOw
watc h?v=Be7o6BYVOzA
Testing proper. 1. What can you say 1. What can you say about 1. What can you say about
about the video? the video clip? the video clip?
2. What is a volcano? 2. Do you think there are 2. Do you think there are
3. Describe a volcano. also volcanoes that do not also volcanoes that do not
erupt? erupt?
ENGAGE 3. What do you call those 3. What do you call those
volcanoes that are volcanoes that are
erupting? erupting? How about
volcanoes that seemed to
erupt and became quiet for
a long period of time?
 Essential Question: What Essential Question: What Essential Question: What
are the characteristics of are the different types of is the difference between
EXPLORE a volcano? volcanoes? active and inactive
volcano?
Working in groups, Working in groups, Working in groups,
students will follow students will follow guided students will follow a
guided activity. Each activity. Each group is guided activity. Each
group is given the tasks given a reading text about group is given a reading
to characterize a volcano the types of volcanoes. text to discuss the
using a concept map (See attached file) difference between active
(refer to LM pp. 165-166) http://www.geography.lear and inactive volcano. (See
EXPLAIN nonthe attached file)
internet.co.uk/topics/types http://www.preservearticle
volcan oes.html s.com/
2011111717347/classificat
ion-ofvolcanoes-on-the-
basis-ofperiodicity-of-
eruption.html
Publication and Publication and Publication and
Communicating Results Communicating Results Communicating Results

Based on the picture, Key Questions: Key Questions:

give five (5) descriptions 1. What are the different 1. What is an active
ELABORATE of a volcano. Present types of volcanoes? volcano? Inactive
your answer in a concept 2. What do you think is the volcano?
map. basis of differentiating 2. How will you distinguish
these volcanoes? active from inactive
3. Describe each type of volcano?
volcano.
Checking of learner’s pre- Describe the A. Describe the following Differentiate an active Checking of learner’s
assessment results and characteristics a volcano. volcanoes using the volcano from inactive summative assessment
analysing the answers. ( 5pts ) Rubrics: description below. volcano. (5pts) Rubrics: results and analysing the
answers.
5- All characteristics of * are steep sided cones 5 - Differentiated clearly
volcano were present. *with gently sloping sides and completely.
4- only 4 characteristics *much steeper sides 4 - Differentiation is
are present complete but not clear
EVALUATE 3- only 3 characteristics 1. Composite volcanoes 3 - Differentiation is
are present 2. Shield volcanoes complete but vague.
2 - only 2 characteristics 3. Dome volcanoes 2 - Differentiation is
are present incomplete and vague.
1 - only 1 characteristic is B. Tell what type of 1 - Irrelevant answer
present volcano
1. Mayon
2. Pinatubo
 Give example of Give other examples of Give examples of volcano
volcano/es locally found volcano found in the that are active or inactive
EXTEND in your place and Philippines and identify found in the country.
describe its/ their what type.
characteristics.
V. REMARKS
VI.REFLECTION
From the Evaluation,
No. of learners who earned

 80% and above

 below 80%.
Did the remedial lessons work?
No. of learners who:

 have caught up with the lesson

 continue to require remediation

Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?

GRADES 1 TO 12 Prepared by: Checked by:

DAILY LESSON LOG
Teacher: School Head:
Signature: Signature:
Date Submitted: Date:
 GRADES 1 TO 12 School NAPILAS INTEGRATED SCHOOL Grade Level GRADE 9
DAILY LESSON LOG Teacher IVAN S. PUDADERA Learning Area SCIENCE 9
Teaching Dates and Time Quarter 3RD QUARTER
Week No. 2 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of: volcanoes found in the Philippines.
B. Performance Standards
The learners should: participate in activities that reduce risks and lessen effects of natural phenomenon such as volcanic eruption.
C. Learning Competencies
The learners should be able to: Explain what happens when volcanoes erupt. (S9ES-IIIa-28)
CODE S9ES-IIIa-28
S9ES-IIIa-28 S9ES-IIIa-28 S9ES-IIIa-28 S9ES-IIIa-28
Describe the effect of Identify the factors Discuss the external parts Assess the mastery level
Classify volcanoes as high temperature to the affecting the volcano’s of a volcano. of the students on the
DAILY TASK/DAILY OBJECTIVE
active and inactive. formation of gas. eruptive style. topic characteristics and
types of volcanoes.
II. CONTENT Factors affecting the
Classification of volcanoes Under Pressure External parts of a volcano Summative Assessment
volcano’s eruptive styles.

1. Teacher’s Guide pages p. 136 p. 137 p. 138 p. 140 p. 143

2. Learner’s Material pages pp.166-167 p. 168 pp. 170-177 pp. 175-176 p. 181
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources

PICTURE ANALYSIS: Video clip presentation of Video clip presentation of Show an ice cream cone
Students are given pictures volcanic eruption. an erupting volcano to the students
of Kanlaon, Mt. Pinatubo https://www.youtube.com/ https://www.youtube.com/
and Mt. Mayon. watch?v=A4dRMmxrQMo w atch?v=t-gsfdYkZbI
ELICIT

1. What can you say about 1. What can you say 1. What can say about the 1. What is this?
the different pictures? about the video? video clip? 2. What are its parts?
2. Are all volcanoes located 2. Why volcanoes erupt? 2. How does the volcano 3. What land forms can
on the same place? 3. What causes the erupt? you compare to this
ENGAGE 3. Are all volcanoes had a eruption of volcanoes? 3. What do you think are object?
record of eruption? the factors that affect the
eruptive styles of a
volcano?
 Essential Question: Essential Question: What Essential Question: What Essential Question: What
How can volcanoes be is the effect of high are the factors that affect are the external parts of a
classified? temperature to the the eruptive style of a volcano?
formation of gas? volcano?
Working in groups, Working in groups,
students will follow guided Working in groups, Working in groups, students will discuss the
activity. Each group is students will follow students will identify the different external parts of
EXPLORE given the tasks to classify guided activity. Each factors that affect the the volcano. (Refer to
volcanoes as active or group is given the tasks eruptive styles of a Figure 4, LM pp. 169)
inactive based on record of to describe the effect of volcano? (Refer to LM
eruption. ( Activity 2: high temperature to the p.170)
Volcanoes in the formation of gas. Activity
Philippines ) (Refer to LM 3: Under Pressure (refer
pp.166-167 to LM pp. 168-169)
Key Questions: Publication and Publication and Publication and
1. Are all volcanoes found Communicating Results Communicating Results Communicating Results
in the same location?
2. Which of the volcanoes Key Questions: Key Questions: Key Questions:
had the most number of 1. What did you observe 1. What are the factors 1. What is a summit?
eruptions? Least number of in each bottle? affecting the volcano’s 2. What can be found at
eruptions? No record of 2. Explain your eruptive style? the summit?
eruption? observation. 2. How does each factor 3. What is a slope? Base?
3. How will you classify the 3. What is the role of hot affect the volcano’s
EXPLAIN volcanoes that have water in the setup? eruptive style?
records of eruptions? 4. Do you have the same
4. How will you classify observations as in soft
volcanoes with no record of drinks?
eruption? 5. Explain your answer.
5. In your own words,
differentiate an active
volcano from an inactive
one.
Key Question: Key Question: Key Question: Key Question:
How are volcanoes What is the effect of high What are the primary What are the external
ELABORATE classified? temperature to the factors that affect the parts of volcano?
formation of gas? eruptive style of a
volcano?
EVALUATE Classify the following as Describe the effect of What are the factors that Identify the different Checking of learner’s
active or inactive high temperature to the affect the eruptive style of external parts of a volcano summative assessment
volcanoes. formation of gas? (5pts) a volcano? and describe each. ( 5pts) results and analysing the
answers.
1. Cabaluyan ( inactive) Rubrics: Rubrics:
2. Mayon ( active ) 5 - Described clearly and 5 - Identified and
3. Taal ( active ) completely. described all parts.
4. Kanlaon (active ) 4 - Description is 4- Identified and described
5. Tamburok ( inactive) complete but not clear only 2 parts.
 3 - Description is 3 - Identified all parts but
complete but vague. without description.
2 - Description is 2 - Identified and
incomplete and vague. described only one
1 - Irrelevant answer 1 - None of the answers
mentioned above
Video clip presentation of a What will happen to One of the eruptions of Mt. Review your lesson for the
volcano song. volcanoes when Kanla-on, spewed out a summative test.
https://www.youtube.com/w temperature is high? very thick cloud of smoke
EXTEND at ch?v=TSpLXBzzdo0 high above the sky.How
do you describe its
What is your reflection eruption?
about the song?
V. REMARKS
VI.REFLECTION
From the Evaluation,
No. of learners who earned

 80% and above

 below 80%.
Did the remedial lessons work?
No. of learners who:

 have caught up with the lesson

 continue to require remediation

Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?

GRADES 1 TO 12 Prepared by: Checked by:

DAILY LESSON LOG
Teacher: School Head:
Signature: Signature:
Date Submitted: Date:
 GRADES 1 TO 12 School NAPILAS INTEGRATED SCHOOL Grade Level GRADE 9
DAILY LESSON LOG Teacher IVAN S. PUDADERA Learning Area SCIENCE 9
Teaching Dates and Time Quarter 3rd
Week No. 3 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of: demonstrate an understanding of volcanoes found in the Philippines.
B. Performance Standards
The learners should: participate in activities that reduce risks and lessen effects of natural phenomenon such as volcanic eruption.
C. Learning Competencies
The learners should be able to: explain what happens when volcanoes erupt.
CODE
S9ES-IIIb-28 S9ES-IIIb-28 S9ES-IIIb-28 S9ES-IIIb-28
Describe the effect of Determine the viscosity of Identify the types of Relate the volcano’s slope
temperature, chemical some liquids. Describe volcanic eruptions. to its material emissions.
DAILY TASK/DAILY OBJECTIVE composition and amount of the flow of gas in different
dissolved gases to the liquids.
viscosity of magma. .
II. CONTENT Factors affecting the
Viscosity Types of volcanic eruptions
viscosity of magma

1. Teacher’s Guide pages p. 138 p. 138 pp. 139-140 pp. 141-142

2. Learner’s Material pages pp. 170-171 pp. 171-172 pp. 173-175 pp. 179-180
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources

Factors that affect the What is the effect of high 1. Compare the flow gas What are the different
viscosity of magma temperature to the between water and types of volcanic
http://www.slideshare.net/e formation of gas? cooking oil. eruptions?
spinorachel/grade- 2. How does lava flow in
9module-1-lesson- relation to dissolved gas
11volcanoes-teachers- content?
guidefor-discussion

ELICIT Video clip presentation:

Lava flow
https://www.youtube.com/w
atch?v=ddzU-rkzKF0

(note: cut the video

presentation until 1min
&30s only)
 What does the video Video clip presentation/ Are all volcanic eruptions What was considered in
show? Pictures: the same? Why? differentiating the type of
What was considered in Erupting volcanoes volcanic eruption from the
differentiating the type of previous lesson?
volcanic eruption from the Video 1
previous lesson? https://www.youtube.com/ What do you think are the
watch?v=BUREX8aFbMs other factors that can
ENGAGE affect the type of volcanic
Video 2 eruption?
https://www.youtube.com/
watch?v=141onYqSPTY (Guide students to the
shape of the cone or slope
1. What have you seen in as one factor to be
the video clips/pictures? considered )
2. Compare the two
situations/ pictures?
Essential Question: How Essential Questions: How Essential Question: What Essential Question: How
do temperature, chemical would you determine the are different types of does the slope of the
composition and the viscosity of some liquids? volcanic eruptions? volcano related to its
amount of dissolved gases How does gas flow in material emission
affect the viscosity of different liquids? Working in groups,
magma? students will follow guided Working in groups,
Working in groups, activity. Each group is students will follow guided
Working in groups, students will follow given the tasks to Perform activity. Each group is
students will follow guided guided activity. Each the Activity: Differentiating given the tasks to Perform
activity. Each group is group is given the tasks Types of Volcanic Activity 5: In and Out.
EXPLORE given the tasks to describe to Perform Activity 4: Eruptions. Figures: 7, 8, 9 Refer to LM pp. 174-175.
the effect of temperature, Viscosity Race. Refer to and 10 LM page 173
chemical composition and LM pp. 171-172
the amount of dissolved
gases to viscosity of
magma.

(Reading text Activity

Sheet will be provided by
the teacher)
EXPLAIN Key Questions: Key Questions: Key Question: What are Key Question:
1. What happens to the 1. Is your prediction the different types of 1. Compare the
viscosity of magma when correct? Volcanic Eruptions? appearances of the cones.
the temperature is high? 2. Which liquid is the 2. Which volcano has the
Low? most viscous? How do greatest slope?
2. How about if the you know? 3. Which has the least
chemical composition such 3. Which liquid is the slope?
as silica content is less or least viscous? 4. Explain how the type of
low? High? 4. Explain viscosity in material extruded from a
3. What will happen to the your own words? volcano affects the shape
 viscosity of magma if the 5. Compare how these of its cone.
amount of dissolved gases liquids flow with how you 5. In what way doe the
decreases? Increases? think lava flows. Why do formation of a volcanic
some types of lava travel cone model differ from a
faster than others? 6. real volcano?
Compare the movement
of the liquid as the
bubbles move on the
surface.
Key Questions Key Questions: Key Question: How does volcano’s slope
1. How do temperature, 1. How would you What are the different relate to its material
chemical composition and determine the viscosity of types of volcanic emissions?
ELABORATE the amount of dissolved some liquids? eruptions?
gases affect viscosity of 2. Compare the flow of
magma? gas in different liquids?

EVALUATE Multiple Choice: Write the Compare the flow of Matching Type: Match Relate the shape of the
letter of your answer. liquids from the fastest to Column A with Column B cone to the materials
the slowest by ranking emitted by the volcano by
1. If the temperature them (1, 2, 3 & 4)1 as the Column A connecting an arrow.
increases, viscosity of fastest and 4 as the 1. Plinian
magma slowest. 2. Volcanian Col. A-Shape of the Cone
a. decreases 3. Strombolian 1.Steep slope
b. Increases 1. Water ___ 4. Phreatomagmatic 2.Perfect slope
c. remains 2. Cooking oil ___ 5. Phreatic or 3.Broad, slightlydome
d. not affected 3. Syrup ___ Hydrothermal
4. Honey ____ Col. B -Material
2. When dissolved gases Column B Emitted
increase, viscosity of 5. Compare how this A. Characterized by tall A. Non-viscous lava
magma liquid flow with how lava eruption columns thjat B. Lava and pyroclastic
a. decreases flows. reach up to 20 km high deposits
b. Increases with pyroclastic flow and C. Lava fragments
c. remains ash fall tephra.
d. not affected B. A stream-driven
eruption as the hot rocks
3. The more silica content, come in contact with
the water.
a. more viscous is the C. A periodic weak to
magma violent eruption
b. less viscous is the characterized by fountain
magma lava.
c. magma viscosity D. Excessively explosive
remains the same type of eruption of gas and
d. magma is not affected pyroclastics
E. A violent eruption due
4. The property of magma’s to the contact between
 resistance to flow is called water and magma.
a. volcanic eruption
b. viscosity
c. fluidity
d. Plasticity

5. If the silica content of the

magma decreases, its
viscosity _______
a. increases
decreases
c. remains the same
d. is not affected
Bring the materials found in Bring different pictures of Bring the following Study your lesson for the
EXTEND the LM p.171 erupting volcanoes. materials from the Activity summative test.
5 in the LM p.174.
V. REMARKS
VI.REFLECTION
From the Evaluation,
No. of learners who earned

 80% and above

 below 80%.
Did the remedial lessons work?
No. of learners who:

 have caught up with the lesson

 continue to require remediation

Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?

GRADES 1 TO 12 Prepared by: Checked by:

DAILY LESSON LOG
Teacher: School Head:
Signature: Signature:
Date Submitted: Date:
 GRADES 1 TO 12 School NAPILAS INTEGRATED SCHOOL Grade Level GRADE 9
DAILY LESSON LOG Teacher IVAN S. PUDADERA Learning Area SCIENCE 9
Teaching Dates and Time Quarter
Week No. 4 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of: volcanoes found in the Philippines
B. Performance Standards
The learners should: participates in activities that reduce risks and lessen effects of natural phenomenon such as volcanic eruption.
C. Learning Competencies
The learners should be able to: illustrate how energy from volcanoes may be tapped for human use;
CODE
S9ES –IIIc-d-29 S9ES –IIIc-d-29 S9ES –IIIc-d-29 S9ES –IIIc-d-29
Illustrate how energy Discuss how volcanic Design a scheme to inform
Identify the kind of energy
from volcanoes may be eruptions affect society local folks in your
that can be generated from
DAILY TASK/DAILY OBJECTIVE tapped for human use. hometown the things to
volcano
prepare before, during and
after volcanic eruption
II. CONTENT Energy From the Volcano Energy Flowing From Effects of Volcanic
Performance Task Summative Test
(Geothermal Energy) Inside the Earth Eruption to Society

1. Teacher’s Guide pages p. 141 pp. 141-142

2. Learner’s Material pages pp. 176-179 pp. 179-180
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal Internet source: Internet source: Text book: Discover
http://www.slideshare.net/ni http://energy.gov/eere/ge Science K to 12 Edition
beditamishra/presentation othermal/howgeothermal- (2014), DIWA Learning
ongeothermalenergy24231 powerplant-works-simple System, pp.225-226
365?next_slideshow=1
http://energy.gov/eere/ge
othermal/howgeothermal
powerplant-works-simple-
text-version

https://www.youtube.com/
watch?v=kjpp2MQffnw
B. Other Learning Resources

Picture Analysis- Meta-strips Post the Picture Analysis: (Effects Mood Setting for the
Geothermal Power Plants different processes of Volcanic Eruption) preparation of designed
in the Philippines involve in the energy scheme
ELICIT transformation of
geothermal power plant
into electricity.
 Post the pictures of Let the students work in Show pictures on the Key Questions: 1. Is your
different geothermal power groups. Given the meta- effects of volcanic place near a volcano? If
plants found in the strips of the processes eruption. not, is there a volcano that
Philippines involved on how energy is may cause damage to
transformed into Key Questions: 1. What your place? 2. Are you
Key Questions: electricity. Give time for can you say about the prepared for the possible
1. What are common to the the students to complete picture? 2. What are the effect/s of volcanic
pictures? the task. effects of volcanic eruption? 3. What should
2. What do you call it? eruption? 3. Is there you do before, during and
3. Where does it come Key Questions: advantages/disadvanta after a volcanic eruption?
from? 1. What are the different ges? Why? 4. How can you help in
4. How is this operated? processes involved in the minimizing the negative
ENGAGE effects of volcanic
geothermal power plant?
How is energy eruption?
transformed? 2. Arrange
the processes in
chronological order. 3.
What made you conclude
that it is the first process?
The last process?

Let the students present

their output after the time
allotted.
EXPLORE Essential Question: What is Essential Question: How is Essential Question: What Essential Question: How
geothermal energy? energy from volcano tapped are the effects of volcanic can you help in minimizing
for human used? eruption? the effects of volcanic
Power point presentation Show a prototype of how a eruption?
geothermal power plant
on Geothermal energy works. 1. Animation of how
Discussion on the effects
http://www.slideshare.net/ni geothermal power plant of volcanic eruption Your task is to prepare a
bed itamishra/presentation- works disaster preparedness
ongeothermal- http://energy.gov/eere/geoth scheme on what to do
energy24231365? ermal/how- before, during and after
next_slideshow=1 geothermalpower-plant- volcanic eruption. (Refer to
works-simple 2. Text version LM p. 215 for the details of
of how geothermal power the task)
plant works
http://energy.gov/eere/geoth
ermal/how-
geothermalpower-plant-
works-simpletext-version 3.
Geothermal power plant
https://www.youtube.com/wa
tch?v=kjpp2MQffnw
 Key Questions: 1. What is Key Questions: 1. How Key Questions: 1. What Presentation of the
geothermal energy? 2. does thermal energy are the negative effects of disaster preparedness
How is geothermal energy converted into volcanic eruption? Positive scheme by group.
generated? 3. What is the mechanical energy? 2. effect? Support your
difference of geothermal How about the answer. Note: The
EXPLAIN power plant from a mechanical energy in the responses of the students
geothermal heat pump? turbine transferred into to this questions is
mechanical energy in a assumed to be complex
4. Name some geothermal generator?
power plants in the 3. How is electrical
Philippines. energy generated?
Process students’ Lecturette: Processes In response to students’  Why is there a need to
responses. Correct the involved in Geothermal responses the teacher will have a disaster
misconception of students Power Plants. Also have clarify, concretize and preparedness scheme? 
from their output. an interaction on how deepen the understanding From the different
Feedbacking of students’ Philippines can improve on the effects of volcanic presentations you have
responses and interaction. its support of electricity eruption. performed, what are the
ELABORATE using geothermal power realizations you have
Lecturette: Discuss the two plants as a potential made?
ways how geothermal alternative source of
energy is generated. Name energy.
some geothermal power
plants in the Philippines.
Open-ended question (5 Illustrate how electricity is True or False 1. If there is Their output serves as
pts.) generated through a an eruption, it is safe to their assessment
geothermal power. Use a leave the main power
What is geothermal flow chart to present the switch on and the house Refer to the rubric found
energy? How is it processes involved. open. 2. Wear mask and on LM p. 216
generated? goggles when there is an
ashfall. 3. An indication
that a volcano is about to
EVALUATE erupt is the deformation of
the ground near it. 4. After
an eruption, sweep ash
using water to clean the
area faster. 5. An
evacuation plan should be
prepared during volcanic
eruption.
EXTEND Write a short essay about Make a prototype of What are the Review and study your
the advantages and geothermal power plant precautionary measures lesson to prepare for the
disadvantages of using using cheap or recyclable you must observe before, summative test next
geothermal energy. materials. during and after volcanic meeting.
eruption?
V. REMARKS
VI.REFLECTION
From the Evaluation,
No. of learners who earned

 80% and above

 below 80%.
Did the remedial lessons work?
No. of learners who:

 have caught up with the lesson

 continue to require remediation

Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?

GRADES 1 TO 12 Prepared by: Checked by:

DAILY LESSON LOG
Teacher: School Head:
Signature: Signature:
Date Submitted: Date:

GRADES 1 TO 12 School NAPILAS INTEGRATED SCHOOL Grade Level GRADE 9

DAILY LESSON LOG Teacher IVAN S. PUDADERA Learning Area SCIENCE 9
Teaching Dates and Time Quarter
Week No. 5 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of: factors that affect climate, and the effects of changing climate and how to adapt accordingly
B. Performance Standards
The learners should: participate in activities that reduce risks and lessen effects of climate change
C. Learning Competencies
The learners should be able to: Explain how different factors affect the climate of an area.
CODE
S9ES – IIIc-d-29 S9ES – IIIc-d-29 S9ES – IIIc-d-29 S9ES – IIIc-d-29
Pre-assessment Explain how altitude Explain how distance from Differentiate windward and Summative Assessment
 affects climate. the ocean affects climate. leeward side
DAILY TASK/DAILY OBJECTIVE
Explain how latitude affects Compare the effect of heat Explain how topography
climate. on water and land affects climate
II. CONTENT

1. Teacher’s Guide pages pp. 18-20 pp. 20-22 pp. 23-24 pp. 24-26
2. Learner’s Material pages pp. 28-31 pp.30-33 pp. 34-37 pp. 38-39
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources

Can you recall out topic Can you still recall during Do you still remember our How does the distance
about the Philippine 8th grade, how typhoons topic in grade 7? About the from the ocean affects the
environment on module 1 formed? change in temperature of climate of a particular
in grade 7? land and water throughout region/place?
1. What is a latitude? the day?
ELICIT 2. And what is a longitude? 1. Which heats up faster,
soil or water?
2. Why is it that water
heats up slowly compared
to soil?
Show a picture of the Show pictures of Baguio Video clip: “Oceans Affect Jumbled words LEEWARD
Earth. Let the students City 1. Why is Baguio Our Weather and Climate” WINDWARD
mark the latitude and known as the summer https://www.youtube.com/ TOPOGRAPHY CLIMATE
longitude on the picture. capital of the Philippines? wa tch?v=ZPoD3jssJBg 1. Are you familiar with
1. Which one is the 2. What do you feel when those words?
ENGAGE latitude? Why did you say you are in the top of the 1. What is convection? 2. Can you give any idea
so? mountain? 2. Where do the warm air about those terms/words?
2. Now how about the from northern and
longitude? Why? southern hemisphere go?
3. Give the names of each 3. When warm air rise up,
latitudes? what replaces it?
EXPLORE Essential Question: How Essential Question: How Essential Question: How Essential Questions: How
latitudes affects climate? altitude affects climate? distance from the ocean does windward differ from
affects climate? leeward? How does
Group activity: Perform Group activity: Perform topography affect climate?
activity #1 “When the Sun’s activity # 2 “The Higher Group activity: Activity # 3
Rays Strike.” the Colder” “Which cools and heats Group activity: Activity # 4
faster?” “Which should I choose,
Key questions: Key questions: Windward or Leeward?”
1. How much is the tilt of 1. Which place is the Key questions:
the earth’s axis? coldest? 1. What are the initial 1. What happens to water
2. Which place is the temperatures of water and vapor as it rises over the
 2. Which part of the earth hottest? soil? mountain?
receives most of the sun’s 3. Based on the data, 2. What is the difference 2. Which side of the
rays? what is the relationship between the temperature mountain experiences low
3. Why does the amount of between altitude and of soil and water after 6 temperature?
heat receive by places far temperature of a place? minutes? 3. Which side of the
from the equator become 3. Which heats up faster, mountain experiences high
less? water or soil? temperature?
Group reporting: Group reporting: Group reporting: Group reporting:

Key questions: Key questions: Key questions: Key questions

1. Compare the location of 1. Compare the 1. What happens to the 1. Which side of the
Japan to the location of the elevation/altitude of temperatures of water and mountain experiences high
EXPLAIN Philippines, is there a Baguio and Zamboanga soil after you remove the temperature?
possibility that we can with its temperature. containers from each 2. What happens when air
experience snow? 2. Do you think the tripod? becomes warmer and drier
2. Do you think the latitude altitude of the place 2. Which cools faster, as it moves down the
of a place affects climate? affects the climate? How? water or soil? leeward side?
How?
Key questions: Key questions: Key questions: Key questions:
1. Why it is if a certain 1. Why do mountain 1. How does a body of 1. What is the difference
place is closer to the climbers wear jackets and water regulate the between leeward and
equator has a tropical thick clothes when they temperature of a certain windward?
ELABORATE seasons? go up the mountain? region/country? 2. How does topography
2. And why it is if a place 2. How does altitude 2. Why do some areas that affect climate?
away from the equator has affects climate? are far from bodies of
a colder temperature? water have extreme
climates?
EVALUATE 1. Describe the lines of People living in Kanla-on 1. Explain how distance Direction: choose the letter
latitude. experience low from the ocean affects of the correct answer.
2. Explain how latitudes temperature compared to climate. 1. Which of the following
affects the climate. people living in Bacolod. 2. Compare the effect of correctly describes the
Explain why. heat on water and land windward and leeward
3pts- correct and complete side of a high land?
answer I. It faces the wind and has
2pts- correct but low temperature.
incomplete answer. II. It is the area in which
1pt- incorrect answer the wind blows.
III. It is the area where
there is no cloud
formation.
IV. It is an area where no
precipitation happens

a. I, II
b. I, II, II
c. III, IV
 d. I, IV

2. Which term best

describes the area of high
land that is situated away
from the wind?
a. Land breeze
b. Windward
c. Leeward
d. Sea breeze

3. Why are grassland and

desert plants found in
leeward side of the
mountain?
a. Because temperature is
high and less precipitation
occur.
b. Because formation of
clouds always happen in
this area
c. Because the area is
facing to where the wind
blows.
d. Because the
temperature is low.

Explain briefly: How does

topography (mountain)
affect climate?

Rubric:
3pts- correct and complete
answer
2pts- correct but
incomplete answer.
1pt- incorrect answer
Define what is an Altitude Explain how distance Define leeward and Review/study the past
EXTEND is. from the ocean affects windward. lessons and prepare for a
In your notebook. climate? summative assessment.
V. REMARKS
VI.REFLECTION
From the Evaluation,
No. of learners who earned
  80% and above

 below 80%.
Did the remedial lessons work?
No. of learners who:

 have caught up with the lesson

 continue to require remediation

Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?

GRADES 1 TO 12 Prepared by: Checked by:

DAILY LESSON LOG
Teacher: School Head:
Signature: Signature:
Date Submitted: Date:

GRADES 1 TO 12 School NAPILAS INTEGRATED SCHOOL Grade Level GRADE 9

DAILY LESSON LOG Teacher IVAN S. PUDADERA Learning Area SCIENCE 9
Teaching Dates and Time Quarter
Week No. 6 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of: the factors that affect climate, and the effects of changing climate and how to adapt accordingly.
B. Performance Standards
The learners should: be able to participate in activities that reduce risks and lessen effects of climate change
C. Learning Competencies
The learners should be able to: Describe certain climatic phenomena that occur on a global level
CODE
S9ES-IIIf-31 S9ES-IIIf-31 S9ES-IIIf-31 S9ES-IIIf-31
Explain how ocean Demonstrate how closed Summative Assessment
Explain how latitude,
currents affect climate. spaces trap heat. Explain
altitude and distance from
DAILY TASK/DAILY OBJECTIVE Assess prior knowledge how greenhouse gases
the ocean affect climate.
and experiences about trap heat.
climate change.
II. CONTENT
Climate Climate Climate Climate

1. Teacher’s Guide pages pp. 149-150 pp. 150-151 pp. 151-152 pp. 152-153
2. Learner’s Material pages p.193 pp.194- 195 pp. 196- 198 pp. 198- 200
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources

Recall the recently finished Recall grade7 lesson Review lesson about Review lesson about
lessons. Ask students about heat transfer, factors that affect the climate change. Also ask
about certain relationships specifically convection. atmospheric temperature students to recall the
of the following: Ask students to explain and climate of a place. different layers of the
the movement of warm atmosphere and in which
*Latitude of the place and and cool air; about layer that weather and
Atmospheric temperature convection currents. climate occur?
*Altitude and temperature Students must remember
*distance of a place from that warm air or water
ELICIT the sea/ ocean and rises and cool air/ water
atmospheric temperature sinks.

Also recall the

atmosphere and oceans
are having convection
currents; wherein the
direction of fluids is from
warm area towards colder
areas
ENGAGE Show 5 different photos to Ask students : What are Allow students to perform Pose a simple situation to
students. the different factors that Activity 7: ”Getting students: On a warm and
(Photos must show affect the temperature of Ready”, LM pp.196-197 dry day, Jen was left by
different environments/ a certain place? her dad inside the car. She
communities or humans in noticed that the air
different types of clothing, (Students expected conditioner of the car was
that will give the students answer: altitude, latitude, not working well. Then she
clues about the distance from the ocean) started to feel warm and
temperature of the place in Introduce the next topic of she started to sweat a lot.
each photo. the lesson, another factor *Let us try to understand
that affects the the situation of Jen by
( e.g. photo showing temperature of a place. performing an activity.
people in fur coats; photo
showing the peak of a
mountain covered with ice;
photo of a community near
the seashore; photo of
tropical country;)
 Ask students to infer
whether the place in the
photo is a cold, very cold,
warm or very warm area.

Allow them to justify their

answers based on what
they have learned in the
earlier lessons.
Perform Activity 5: Let students have their Ask five volunteer By group, let students
“Temperatures of Different groupings and allow them students to present the perform Activity 8 “ It’s
Cities Around the World”, to have a peer answers to the questions Getting Hot In Here”,
LM p. 193. Allow them to discussion. Let them (refer to Activity 7) pp.198-199 of Learner’s
EXPLORE have a group discussion perform Activity 6: Module
and let them answer Guide “Ocean Currents”, LM pp.
Questions 23-28 194-195. Students will
answer guide questions
29-33.
Ask a representative from A reporter from each Provide correct answers to Ask a representative from
each group to present their group will present their questions in the bingo each group to present the
answers to the guide answers in front of the card. Relate each result of their experiment
questions: class Guide Questions: answered question to and answers to guide
climate change. questions.
23. Which city had the 29. What are the different
highest temperature? ocean currents that carry
24. What factor do you warm water? Give at
think is the cause of high least three (3)
temperature in the city? 30. What are the different
25.which city had the ocean currents that carry
EXPLAIN lowest temperature? cold water? Give at least
26. What factor do you three (3).
think is the cause of low 31. What kind of air does
temperature in that city? Greenland current take
27. What factor do you along? Explain
think greatly affects the 32. How do the
climate of Tokyo? Support Kamchatka current and
your answer. Kuroshio current affect
28. How does the elevation the north eastern part and
of Paris affect its climate? southern part of Japan?
33. How do ocean
currents affect climate?
ELABORATE Emphasize important Important points for Discuss with students Discuss with the entire
points of the lesson based discussion: whether climate change is class the correct answers
on the activity. Also correct man- made or not. Elicit to the guide questions to
any misconceptions of a. Gyres flow clockwise in answers from students. eliminate misconceptions.
 students, based on the the northern hemisphere, Allow them to justify their Allow students to identify
reports made. while counterclockwise in answers. the greenhouse gases in
the southern hemisphere. the atmosphere. Allow
Concretize the idea that the This is due to Coriolis them to see the
temperature of every place effect. relationship of the increase
on Earth vary depending b. Ocean currents from in amount of greenhouse
on the latitude, altitude the equator carries warm gases to the general
,and distance from large water and warm air above atmospheric temperature
bodies of water at specific them. of Earth
months of the year. c. Ocean currents that
move towards the
Make students remember equator carry cold water
that climatic conditions are and cold air above them.
also affected by the d. Ocean currents affect
revolution of the Earth. the temperature of places
e. Ocean current is
another factor that affects
the climate of a place.
EVALUATE What climatic condition is 1. What do you call the Identify the following: 1. Describe greenhouse
experienced at: loops of ocean currents? 1. 3R stands for? gases
1. high altitude areas a. Convection current 2. Gas released in landfills 2. Why is the temperature
2. tropical areas b. Upwelling 3. General condition of the inside the tank warmer?
3. low altitude areas c. Coriolis effect atmosphere within a year 3-4. Cite two greenhouse
4. near the ocean d. Gyre 4. CFC stands for? gases
5. far from the ocean 5. Which will help alleviate 5. What will happen to
2. The direction of climate change, eating Earth’s atmospheric
rotation of these loops is vegetables or eating meat. temperature if the amount
1 caused by_____. of greenhouse gases
a. Coriolis effect continue to increase?
b. Revolution
c. Tilting of earth’s axis
d. All of the above

3. If a coastal area is
visited by an ocean
current from the equator,
what will happen to the
temperature of the place?
a. Increases
b. Decreases
c. Remains the same
d. Increases, then
decreases

4. Ocean currents from

the polar region carry with
 them ____water?
a. Cold
b. Warm
c. Frozen
d. boiling

5. Kuroshio current
comes from the Phil. sea
and goes to South Japan.
What will happen to the
temperature of South
Japan?
a. Increases
b. Decreases
c. Remains the same
d. Increases, then
decreases
Review assignment: Research through the Review assignment: Prepare for a summative
(Grade7 Lesson) What are internet: Identify 5 gyres (Lesson in Grade 7) What test.
the three different ways of of ocean currents that are the five layers of the
heat transfer? What is the carry warm water and five atmosphere? In which
process of heat transfer gyres of ocean currents layer that the weather and
EXTEND that occurs only in fluids? that carry cold water climate changes occur?
(water and air) What is the
direction of heat transfer
among molecules of air/
water? Warmer to cooler or
cooler to warmer?
V. REMARKS
VI.REFLECTION
From the Evaluation,
No. of learners who earned

 80% and above

 below 80%.
Did the remedial lessons work?
No. of learners who:

 have caught up with the lesson

 continue to require remediation

Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?
 GRADES 1 TO 12 Prepared by: Checked by:
DAILY LESSON LOG
Teacher: School Head:
Signature: Signature:
Date Submitted: Date:

GRADES 1 TO 12 School NAPILAS INTEGRATED SCHOOL Grade Level GRADE 9

DAILY LESSON LOG Teacher IVAN S. PUDADERA Learning Area SCIENCE 9
Teaching Dates and Time Quarter
Week No. 7 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of: factors that affect climate, and the effects of changing climate and how to adapt accordingly.
B. Performance Standards
The learners should: participate in activities that reduce risks and lessen effects of climate change.
C. Learning Competencies 1. Explain how different factors affect the climate of an area.
The learners should be able to: 2. Describe certain climatic phenomena that occur on a global level.
CODE S9ES – IIIe – 30
S9ES – IIIf – 31
Interpret the relationship of Calculate one’s personal Discuss the impacts of Plan ways on how to Summative Assessment
carbon dioxide and carbon emission. Take an climate change. inform or educate fellow
DAILY TASK/DAILY OBJECTIVE temperature. action to lessen the effect students on the impacts of
of climate change. climate change.
II. CONTENT 2.1 Factors that affect
climate.
2.2 Global climate
phenomena.

1. Teacher’s Guide pages p. 153 pp. 154-156 p. 156 pp. 156-157

2. Learner’s Material pages pp. 201-202 pp. 202-204 pp. 205-206 pp 207-208
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources

What are examples of What is the relationship of What is carbon emission? What is a climate change?
greenhouse gases? carbon dioxide to
ELICIT temperature? How can you help lessen What causes climate
What are the sources of the carbon emission in the change?
 greenhouse gases? environment?
Bar graph analysis of The teacher will post a Present a picture showing As a student, how will you
global temperature and question on the board emission of carbon from inform your fellow students
carbon dioxide. (The “Am I a climate hero or a automobiles. about the effects of climate
students will give their climate culprit? change?
ENGAGE observation) What bad effects does too
much carbon emission will
bring to our health and to
the environment in
general?
Perform Activity 3: CO2 is “Climate Hero or a Discuss: Impacts of Group Activity:
the Reason! LM pp.201- Climate Culprit?” (Please climate change Task: To come up with a
202 refer to Learners Material 1. Melting of glaciers that presentation that can
pp 202 – 204) covered the land caused disseminate and educate
the sea level to rise. their fellow students about
2. Heavy Rainfalls the impacts of climate
3. Abnormality in the change and on how to
reproduction of some reduce its effects.
EXPLORE plants and animals.
4. Cold winds affecting the Group 1 – A comic sketch
climate of the country and Group 2 – A jingle or a
destroying some crops song
and farms. Group 3 – News casting
5. El Nino Group 4 – Poster or
6. La Nina slogan
Group 5 – Poem

Guide Questions: Guide Questions: Guide Questions: Note: Give ample time to
1. How much is the 1. Which member has the 1. What are the impacts of the students to plan and
increase in the temperature highest carbon footprint? climate change in our prepare for their
from 1880 to 2010? 2. Which member has the world? presentation
2. What happened to the lowest carbon footprint? 2. What are the ways on
amount of carbon dioxide 3. What is the average how to lessen its effects?
from 1880 to 2010? carbon footprint of the
EXPLAIN 3. What is the relationship group?
between the amount of 4. What is your highest
carbon dioxide and global source of carbon
temperature? 4. When was emission?
temperature at its highest 5. What is your lowest
and its lowest? source of carbon
emission?
ELABORATE Carbon dioxide – is a gas Each of us contributes to Climate change can bring
that is produced when carbon emission. You great changes in our
people and animals realize that you are either world.
breathe out or when certain a climate hero or a
fuels are burned and that is climate culprit. Because of climate
 used by plants as energy. change several calamities
Anyone can be a are happening, like floods,
Temperature – is a contributor in changing heavy rainfall and severe
measurement that our climate. typhoons.
indicates how hot or cold
something is. Climate is always Climate change could
changing. It has shown leave great destruction
When Industrial Revolution how much it could affect and great loss of lives.
began more emissions of our lives.
carbon dioxide and other Climate change could
greenhouse gases destroy crops of farmers,
threatened all living things, thus resulting to low crop
production.
Burning of fossil fuel is one
of the main sources of In addition, climate change
carbon dioxide emission. could result to El Niño and
La Niña.
As the amount of carbon
dioxide increases the
global temperature
increases too.

How is carbon dioxide As a student how can you Identify the following
related to temperature? help lessen the effects of situations as to the effect
climate change? What of climate change. Write
actions will you do? TRUE or FALSE
1. Increasing global
temperature
2. Destruction of
properties and loss of lives
EVALUATE due to frequent
occurrences of typhoons.
3. Increase crop
production
4. La Nina and El Nino
5. Earthquakes resulting
from tectonic movements

Write at least 3 ways to What are the impacts of Make a research on the
reduce CO2 emission. climate change? impacts of climate change
EXTEND to man and to the
Identify the effects of environment
climate change.
V. REMARKS
VI.REFLECTION
From the Evaluation,
No. of learners who earned

 80% and above

 below 80%.
Did the remedial lessons work?
No. of learners who:

 have caught up with the lesson

 continue to require remediation

Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?

GRADES 1 TO 12 Prepared by: Checked by:

DAILY LESSON LOG
Teacher: School Head:
Signature: Signature:
Date Submitted: Date:

GRADES 1 TO 12 School NAPILAS INTEGRATED SCHOOL Grade Level GRADE 9

DAILY LESSON LOG Teacher IVAN S. PUDADERA Learning Area SCIENCE 9
Teaching Dates and Time Quarter
Week No. 8 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of: the factors that affect climate, and the effects of changing climate and how to adapt accordingly.
B. Performance Standards
The learners should: participate in activities that reduce risks and lessen effects of climate change.
C. Learning Competencies
The learners should be able to: describe certain climatic phenomena that occur in a global level.
CODE
S9ES-111e-31 S9ES-111e-31 S9ES-111e-31 S9ES-111e-31
Design a scheme on Presentation of the Critiquing of the Output Dissemination of Output Assessment
DAILY TASK/DAILY OBJECTIVE information dissemination Design Information
 of the impacts of climate
change.
II. CONTENT Global Climate
Phenomenon

1. Teacher’s Guide pages p. 207

2. Learner’s Material pages p. 157
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources

Cite a specific example of What plan did you make How well did you make Presentation of outputs:
ELICIT an impact of climate for your presentation? your design? Group 1-Comic sketch
change Group 2- Jingle or song
Designing a scheme on Practice/ Preparation of Practice/ Preparation of Group 3-Newscasting
information dissemination the presentation the presentation Group 4-Poster and
ENGAGE slogan
on the impacts of climate
change. Group 5- Poem
EXPLORE Group 1-Comic sketch Presentation of the Critiquing of the output.
EXPLAIN Group 2- Jingle or song design
Group 3-Newscasting
ELABORATE
Group 4-Poster and slogan
EVALUATE Group 5- Poem

Presentation of outputs will

be scored based on
scoring rubric. (Please
refer to LM p.157)

EXTEND

V. REMARKS
VI.REFLECTION
From the Evaluation,
No. of learners who earned

 80% and above

 below 80%.
Did the remedial lessons work?
No. of learners who:

 have caught up with the lesson

 continue to require remediation

Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?

GRADES 1 TO 12 Prepared by: Checked by:

DAILY LESSON LOG
Teacher: School Head:
Signature: Signature:
Date Submitted: Date:

GRADES 1 TO 12 School NAPILAS INTEGRATED SCHOOL Grade Level GRADE 9

DAILY LESSON LOG Teacher IVAN S. PUDADERA Learning Area SCIENCE 9
Teaching Dates and Time Quarter
Week No. 9 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of: the relationship between the visible constellations in the sky and earths position along its orbit.
B. Performance Standards
The learners should: discuss whether or not popular beliefs and practices with regards to constellations and astrology have scientific basis.
C. Learning Competencies Infer the characteristics of Infer that the arrangement Observe that the position Show which constellations
The learners should be able to: stars based on the of stars in a group of constellation changes in may be observed at
characteristics of the sun. (constellations) does not the course of a night. different times of the year
change. using models.
CODE
S9ES-IIIg-32 S9ES-IIIh-33 S9ES-IIIi-34 S9ES-IIIj-35
Relate color with Group stars together in a Describe the apparent Explain why some Summative Assessment
temperature of a star. recognizable pattern motions of stars at night constellations are not seen
at certain months
DAILY TASK/DAILY OBJECTIVE
Explain the factors that
may affect the brightness
of a star
II. CONTENT
Characteristics of a Star Constellations

1. Teacher’s Guide pages p. 160 pp. 160-161 p. 161

2. Learner’s Material pages pp. 214-215 p.216 p. 217
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources

Let the students sing the What are the What are constellations? What is a constellation?
song. “ Twinkle, twinkle characteristics of a star? Name some of them. What constellations do you
little star” How does the color of a know?
ELICIT star relate with its
temperature?
What factors influence
the brightness of a star?
What information does the Have you observe the sky Are all constellation seen
song give? at night? Have you seen at the same time or month
How is star described in stars that form patterns or of the year?
the song? shapes of object in night
ENGAGE What other descriptions sky? What do you call
can you describe about a these group of stars?
star aside from the song
you have sung?
Essential Question: Essential Question: Essential Question: Essential Question: Why
What are the What are the groups of What direction do stars are some constellations
characteristics of a star? stars that seem to form move? cannot be seen in the
patterns/ figures/ images same month of the year?
Working in groups, in the night sky? Working in groups,
students will perform the students will perform Working in groups,
EXPLORE Activity 1: Characteristics Working in groups, Activity 3: Apparent students will perform the
of Stars and will follow students will perform Movement of the Stars Activity 4: Different Star
Guided Activity from the Activity 2: Patterns in the through the Night and will Patterns through the Year
LM pp.214-215. Sky and will follow follow Guided Activity from and follow Guided Activity
Guided Activity from LM LM p.217 from LM p.218-221
p.216
EXPLAIN
ELABORATE By group, students will By group, students will Compare the position of By group, students will
present their answers using present their answers the stars in the sky. What present their answers
manila papers by following using manila papers by do you notice? Are the using manila papers by
guide the questions: following guide the stars visible at 7 pm still following the guide
1. What is the color of the questions: visible at 11 pm in their questions:
filament as you dim the 1. What figure/ pattern “original position”? Why is 1. Compare the
bulb? you have traced/ formed? this so? photographs? What do you
2. What is the color of the 2. What are the stories of notice?
 filament as you turn the these figures/ patterns? How do the stars move? 2. Why are some
switch at full power? 3. What are your bases Describe the movement of constellations visible in
3. What happens to the for coming up with this the stars in the night sky March but not visible in
temperature of the filament figure? the bulb becomes brighter September?
as the bulb becomes and brighter?
brighter and brighter? 3. What constellations are
Q4. How is the motion of prominent during winter?
stars similar to the motion Fall? Summer? Spring?
of the Sun?
EVALUATE Choose the letter of the Name the constellation How do stars appear to Multiple Choice: Choose
best answer. Use the table formed by the group of move in the night sky? the correct answer and
below that presents stars below. (5pts) write the letter only.
information about stars A, 1.The following
B, C, and D. constellations can be
observed prominently in
June EXCEPT_____.
A. Bootes
B. Draco
C. Hydra
1. Which star is the D. Orion*
hottest?
a. A 2.Leo can only be
b. B observed in the month of
c. C __.
d. D A. March*
B. June
2. Which star is very similar C. September
to our sun? D. December
a. A
b. B 3.Ursa Major can be
c. C observed in the months of
d. D A. March and June*
B. June and September
3. Which is the coolest C. September & December
star? D. December and March
a. A
b. B 4. Which statement best
c. C explain why some
constellations like Cygnus
4. What 2 factors affect the is visible to an observer in
brightness of the star? Manila in September but
not visible in March?
A. Earth’s spins on its axis.
B. Earth orbits the sun.*
C. Cygnus spins on its axis
D. Cygnus orbits the Earth.
 5. Constellation Pisces
changes position during
the night. Which motion is
mainly responsible for this
change in position?
A. Revolution of earth
around the sun*
B. Rotation of earth on its
axis.
C. Revolution of Pisces
around the sun.
D. Rotation of Pisces on its
axis.
Do all stars have the same Prepare and bring the Prepare and bring the Study you lesson for the
brightness? Why? materials needed for the materials needed for the summative test.
Activity 3. Activity 4.

In preparation for the next Using the software

day’s activity the students Stellarium, let the students
will be assigned to explore the Night Sky for a
observe the night sky at certain date. Identify one
7pm until 9 pm. Do the constellation and follow its
following: a. Focus on movement through a
EXTEND one star and mark the period of time.
position of that star at
7pm by choosing a Stellarium can be
reference point nearby it. downloaded at:
Then follow up or monitor http://www.stellarium.org/
the position of that same
star after 1 hour &
2.hours. Record & bring
your observation in the
class for your next
activity.
V. REMARKS
VI.REFLECTION
From the Evaluation,
No. of learners who earned

 80% and above

 below 80%.
Did the remedial lessons work?
No. of learners who:

 have caught up with the lesson

  continue to require remediation
Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?

GRADES 1 TO 12 Prepared by: Checked by:

DAILY LESSON LOG
Teacher: School Head:
Signature: Signature:
Date Submitted: Date: