Quarter Third

GRADE 9
UNIFIED LESSON Learning area Science
PLAN
Teaching date and time Week 5- Day 3

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 The learners shall be able to:
Standards participate in activities that reduce risks and lessen effects of climate change.
C. Learning The learners should be able to:
Competencies / explain how different factors affect the climate of an area. LC Code: S9ES-IIIe-30
Objectives At the end of the session, the learners are expected to:
Write LC code for
• compare the climate of the leeward side and windward side;
each
• explain how topography affects climate; and
• create a model of the leeward side and windward side of the mountain.
II. CONTENT TOPIC/TITLE: Factors that Affect Climate: Topography
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 148-149
2. Learner’s pp. 191-192
Materials
3. Textbook -
4. Additional Figure 1: https://bit.ly/3oMorAp
Materials from Reference for Activity 2: https://youtu.be/m1EcRksEmKY
Learning
Resource (LR)
portal
B. Other Learning Curriculum guide, Learner’s Material in Science 9, Teacher’s Guide in Science 9
Resources

IV. PROCEDURES (ANNOTATIONS)

PPS Indicators/KRA
Objectives/Rubric
Indicators to be Observed

Page 1 of 17
A. Reviewing previous ELICIT
lesson or
presenting the new ➢ The teacher will review the previous lesson through answering the questions. INDICATOR 1
lesson ➢ This will be done through a simple game named: FACT or BLUFF! Applies knowledge of
➢ The teacher will flash the statement in the Screen Projector. content within and across
➢ The teacher will call the volunteer students to answer the statement if it is a FACT or curriculum teaching areas.
BLUFF. MOV: The teacher
FACT OR BLUFF! reviews the concepts that
BLUFF 1. Water heats faster than the land surface. Is it a fact or a bluff? are discussed in the
FACT 2. Areas that are far from the ocean have extreme climates. Is it a fact or bluff? previous lessons and
BLUFF 3. Deserts do only have hot temperature. Is it a fact or bluff? integrates vocabulary
FACT 4. Places that are near bodies of water have moderate climate. Is it a fact or bluff? enhancement.
FACT 5. Soil cools down faster than water. Is a fact or a bluff?
ENGAGE

B. Establishing a ➢ The teacher will solicit ideas from topic to be discussed through mind map. INDICATOR 1
purpose for the Applies knowledge of
lesson content within and across
curriculum teaching areas.
MOV: The teacher
introduces a concept
within the teaching area.

➢ This will be done through asking volunteer students to answer.

C. Presenting ➢ The teacher will discuss the topography of the Philippines. INDICATOR 6
examples/instances Establish a learner-
of the new lesson The topography of the Philippines is mostly mountainous with narrow to large coastal centered culture by using
lowlands, depending on a specific island. Hence, the topography of the country is extremely teaching strategies that
varied, with volcanic masses forming the cores of the larger islands. respond to learners’
➢ The teacher will ask the following questions: linguistic, cultural,
What are the topographical characteristics of the Philippines? socioeconomic and
The Philippines is surrounded with many mountains and has tropical climate. religious backgrounds.
What are the effects of the Philippines’ topography in the economic life of the MOV: The students
people? explain their answers
Because of the topographical characteristics of the Philippines, most of the through using their
people work as farmers and other related works. With this, one of the common background because the
sources of income of people is though utilizing the natural resources. places in the Don

Page 2 of 17
 Marcelino is mostly
mountainous areas.
D. Discussing new EXPLORE
concepts and
practicing new ➢ Learners will do the activity 1. INDICATOR 4
skills ➢ Instructions will follow. Establish safe and secure
# 1
➢ Provided activity sheet will be given by group, with direction to follow guide questions learning environments to
to answer. enhance learning through
➢ Teacher will give/present the rubric. the consistent
➢ Activity Proper. implementation of
policies, guidelines and
ACTIVITY 1: WHICH SHOULD I CHOOSE, WINDWARD OR LEEWARD? procedures.
MOV: In every activity,
Objectives: the teacher always
• To differentiate windward and leeward sides of a high land, and reminds the policies,
• To explain how topography affects climate. guidelines, and procedure
Materials: to follow.
Pencil/ballpen, illustrations of the windward and leeward sides of the mountain INDICATOR 5
Maintain supportive
Direction: Study the illustration of the windward and leeward sides, then answer the guide learning environments
question accordingly. that nurture and inspire
learners to participate,
cooperate and collaborate
in continued learning.
MOV: The teacher
incorporates group
activity to posit
collaboration of the
students in a group.

Windward Leeward
Figure 1: Windward side and leeward side of the mountain

Guide questions:
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 1. What happens to the water vapor as it rises over the mountain?
Ans. It condenses to form clouds.
2. Which side of the mountain experience low temperature? High temperature?
Ans. Windward/Leeward
3. What happens when air becomes warmer and drier as it moves down the leeward side?
Ans. It forces moist air to rise in the atmosphere. This will further lower the
humidity of air in the leeward side and loses moisture faster.
E. Discussing new ACTIVITY 2: LET’S UNDERSTAND TOPOGRAPHY AND CLIMATE INDICATOR 4
concepts and Establish safe and secure
practicing new Objective: learning environments to
skills • Make a model of windward and leeward side. enhance learning through
# 2
• Illustrate the rain shadow effect of the leeward side. the consistent
implementation of
Materials: 3 plastic cups, newspapers, green cartolina, brown cartolina, cotton, hand spray policies, guidelines and
(empty perfume bottles which will be filled with water), water, electric fan procedures.
MOV: In every activity,
Procedure: the teacher always
1. Using 3 plastic cups and the newspapers (or scratch paper), make a set-up that looks reminds the policies,
mountain. guidelines, and procedure
to follow.

INDICATOR 5
Maintain supportive
learning environments
that nurture and inspire
learners to participate,
cooperate and collaborate
in continued learning.
MOV: The teacher
incorporates group
activity to posit
2. After setting-up, place the electric fan one meter away from the side right side of the collaboration of the
mountain. students in a group.
3. Using the hand spray with water (upward position), spray the water facing the electric
fan.

Page 4 of 17
 4. Note which side of the mountain has more water in it.
5. Place the green cartolina on the side of the mountain with wetter surface, and brown
cartolina to the other side. Place the cottons on the side with green cartolina.

6. Answer the guide questions.

Guide questions:
1. What do these materials signify?
• side with green cartolina - windward side
• side with brown cartolina- leeward side
• cottons- clouds
• wind from the electric fan- prevailing winds
• water from the hand spray- water from the ocean
2. What dry region forms at the back of the mountain?
Ans. Rain shadow
3. Explain the rain shadow effect.

Page 5 of 17
 In the leeward side of the mountains, the elevation drops, the air warms, and the air
pressure increases. This effectively shuts off the rain because the air can better hold
the remaining moisture. This is largely responsible for the desert landscape beyond
mountains.
F. Developing Mastery EXPLAIN
(Leads to Formative
Assessment) •The students will post their respective output on the board. INDICATOR 6
•The selected reporter will present the group’s model and answers. Establish a learner-
•The teacher will then ask the guide questions to the other members of the group. centered culture by using
teaching strategies that
•The teacher will process the answers to the guide questions of explore part.
respond to learners’
1. What happens to the water vapor as it rises over the mountain? linguistic, cultural,
Ans. It condenses to form clouds.
socioeconomic and
2. Which side of the mountain experience low temperature? High temperature? religious backgrounds.
Ans. Windward/Leeward MOV: The students
3. What happens when air becomes warmer and drier as it moves down the leeward explain their answers to
side? the guide questions and
Ans. It forces moist air to rise in the atmosphere. This will further lower the humidity the teacher will let them
of air in the leeward side and loses moisture faster. explain it to the language
4. What do these materials signify? which they are
• side with green cartolina - windward side comfortable using.
• side with brown cartolina- leeward side
• cottons- clouds INDICATOR 7
• wind from the electric fan- prevailing winds Use strategies for
• water from the hand spray- water from the ocean providing timely, accurate
5. What dry region forms at the back of the mountain? and constructive feedback
Ans. Rain shadow to improve learner
6. Explain the rain shadow effect. performance.
In the leeward side of the mountains, the elevation drops, the air warms, and the air MOV: After the
pressure increases. This effectively shuts off the rain because the air can better hold presentation, the teacher
the remaining moisture. This is largely responsible for the desert landscape beyond will give feedback to the
mountains. student’s work which can
help them improve and
apply it to their next
activity.
ELABORATE

G. Finding practical ➢ The teacher will discuss the key concepts of leeward and windward sides of the INDICATOR 1
applications of mountain by presenting a Venn diagram.

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 concepts & skills in Applies knowledge of
daily living content within and across
curriculum teaching areas.
MOV: The teacher
elaborates the topic within
the curriculum teaching
area.

INDICATOR 7
Use strategies for
providing timely, accurate
and constructive feedback
to improve learner
performance.
MOV: The teacher will
check their own answers
and see where they most
have difficulty in
understanding.

Note to add:
▪ Rain shadow is seldom found in the Philippines because the country is surrounded with
bodies of water as this county is an archipelago.
Also, the country has two local wind systems such as Amihan and Habagat. These
local winds bring precipitation in every part of the country.
H. Making The teacher will ask concluding questions: INDICATOR 2
generalizations and Ensure the positive use of
abstractions about •What are the differences and similarities of leeward and windward sides of the ICT to facilitate the
the lesson mountain? teaching and learning
Leeward is mostly warmer and has drier climate because this is the side where cool process
and dry air descends. Meanwhile, windward side faces the wind wherein moisture and MOV: The teacher uses
vegetation are evident. online references to
• How topography affects climate? enhance the topic
Topography affects climate through knowing which side of mountain: leeward and delivery.
windward. Leeward side has hotter temperature and windward side has colder
temperature.
I. Evaluating Learning EVALUATE

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 I. Direction: Complete the table by filling in the correct descriptions of windward and INDICATOR 7
leeward sides of the mountain. Use strategies for
Windward Leeward providing timely, accurate
Faces the wind. A dry region on the side of the and constructive feedback
mountain. to improve learner
The side of the mountain in which Cool and dry air descends. performance.
wind is approaching from. MOV: The students are
Vegetation is evident. Faces away from the wind. given the chance to test
Precipitation falls. Climate is warmer and drier. their understanding in the
topic discussed.

II. Direction: Answer the question in two to three sentences only. (See attached rubrics for
essay)
How does topography affect climate?
Topography affects climate when an area is close to a body of water, it takes to make
moderate climates. Mountainous areas tend to have opposite (extreme) climates side by side
because mountains act as a barrier to air movements and moisture.
J. Additional activities EXTEND
for application or
remediation The teacher will ask the students to watch videos for additional information about rain INDICATOR 7
shadow effect. Use strategies for
Recommended video: https://youtu.be/DoKTTHd-XEQ providing timely, accurate
and constructive feedback
to improve learner
performance
MOV: Students will
improve their

Page 8 of 17
 performance through
continued learning.

V. REMARKS
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?

Page 9 of 17
Grade and Section:_____________________
Name of the Group: ____________________
Rubric for Assessing Group Activity Performance

Standard Unsatisfactory Satisfactory Outstanding Points Given

(1 pt) (2 pts) (3 pts)

Content and Poor presentation of ideas is Very Good presentation of ideas is Excellent presentation of
Knowledge observed observed ideas/thought is observed

Cooperation Members of the group are not Members of the group are Members of the group are
and Team responsible and not focus on the occasionally responsible and focus responsible and focus on the task
Work task given. on the task given given

Neatness & The output is not organized. And The output is organized. And the The output is neatly organized.
Orderliness the workplace is messy before and workplace is occasionally messy And the workplace is clean
after the activity before and after the activity before and after the activity

Time Members of the group do not finish Members of the group finished Members of the group finished
Management on time. ahead of time, with complete ahead of time, with complete and
answer. correct answer.

Total Points

Signature of the Rater: ________________________

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Name: ______________________________
Grade and Section:_____________________

Rubric for Assessing Essay

Standard Unsatis- Needs Improvement Satisfactory Outstanding Points Given
factory (2 pts) (3 pts) (4 pts)
(1 pt)
Content Content is incomplete, Content is not Content is accurate, major Content is comprehensive
major points are not comprehensive, major points are stated, specific and accurate, major points
clear, specific examples points are addressed but examples are used. are stated clearly and are well
are not used. not well supported, and supported, content is clear,
specific examples do not specific examples are used.
support the topic.
Organization Organization detracts Organization is not easy to Organization is mostly Organization is clear and
from the question, follow, transition needs clear and easy to follow, easy to follow, transitions are
writing is disjointed improvement, conclusion transitions are present, logical and maintain the flow
and lacks transition. is missing. conclusion is logical. of though throughout the
question, conclusion is
logical and follows from the
question.
Focus Minimal expression of No apparent point but Apparent point made about Sharp, distinct controlling
the question. there is evidence of the the question asked with point made from the question
question asked. sufficient awareness. asked with evident
awareness.
Total Points
Signature of the Rater: ________________________

Page 11 of 17
 ACTIVITY 1: WHICH SHOULD I CHOOSE, WINDWARD OR LEEWARD?

Objectives:
• To differentiate windward and leeward sides of a high land; and
• To explain how topography affects climate.

Materials:
Pencil/ballpen, illustrations of the windward and leeward sides of the mountain

Direction: Study the illustration of the windward and leeward sides, then answer the guide
question accordingly.

Windward Leeward
Figure 1: Windward side and leeward side of the mountain

Guide questions:
1. What happens to the water vapor as it rises over the mountain?

2. Which side of the mountain experience low temperature? High temperature?

3. What happens when air becomes warmer and drier as it moves down the leeward side?

Page 12 of 17
 ACTIVITY 1: WHICH SHOULD I CHOOSE, WINDWARD OR LEEWARD?

Objectives:
• To differentiate windward and leeward sides of a high land; and
• To explain how topography affects climate.

Materials:
Pencil/ballpen, illustrations of the windward and leeward sides of the mountain

Direction: Study the illustration of the windward and leeward sides, then answer the guide
question accordingly.

Windward Leeward
Figure 1: Windward side and leeward side of the mountain

Guide questions:
1. What happens to the water vapor as it rises over the mountain?
Ans. It condenses to form clouds.
2. Which side of the mountain experience low temperature? High temperature?
Ans. Windward/Leeward
3. What happens when air becomes warmer and drier as it moves down the leeward side?
Ans. It forces moist air to rise in the atmosphere. This will further lower the humidity of
air in the leeward side and loses moisture faster.

Page 13 of 17
 ACTIVITY 2: LET’S UNDERSTAND TOPOGRAPHY AND CLIMATE

Objective:
• Make a model of windward and leeward side.
• Illustrate the rain shadow effect of the leeward side.

Materials: 3 plastic cups, newspapers, green cartolina, brown cartolina, cotton, hand spray
(empty perfume bottles which will be filled with water), water, electric fan

Procedure:
1. Using 3 plastic cups and the newspapers (or scratch paper), make a set-up that looks
mountain.

2. After setting-up, place the electric fan one meter away from the side right side of the
mountain.
3. Using the hand spray with water (upward position), spray the water facing the electric
fan.

4. Note which side of the mountain has more water in it.

5. Place the green cartolina on the side of the mountain with wetter surface, and brown
cartolina to the other side. Place the cottons on the side with green cartolina.

Page 14 of 17
 6. Answer the guide questions.

Guide questions:
1. What do these materials signify?
• side with green cartolina
• side with brown cartolina
• cottons
• wind from the electric fan
• water from the hand spray
2. What dry region forms at the back of the mountain?

3. Explain the rain shadow effect.

Page 15 of 17
 ACTIVITY 2: LET’S UNDERSTAND TOPOGRAPHY AND CLIMATE

Objective:
• Make a model of windward and leeward side.
• Illustrate the rain shadow effect of the leeward side.

Materials: 3 plastic cups, newspapers, green cartolina, brown cartolina, cotton, hand spray
(empty perfume bottles which will be filled with water), water, electric fan

Procedure:
1. Using 3 plastic cups and the newspapers (or scratch paper), make a set-up that looks
mountain.

2. After setting-up, place the electric fan one meter away from the side right side of the
mountain.
3. Using the hand spray with water (upward position), spray the water facing the electric
fan.

4. Note which side of the mountain has more water in it.

5. Place the green cartolina on the side of the mountain with wetter surface, and brown
cartolina to the other side. Place the cottons on the side with green cartolina.

Page 16 of 17
 6. Answer the guide questions.

Guide questions:
7. What do these materials signify?
• side with green cartolina - windward side
• side with brown cartolina- leeward side
• cottons- clouds
• wind from the electric fan- prevailing winds
• water from the hand spray- water from the ocean
8. What dry region forms at the back of the mountain?
Ans. Rain shadow
9. Explain the rain shadow effect.
In the leeward side of the mountains, the elevation drops, the air warms, and the air
pressure increases. This effectively shuts off the rain because the air can better hold the
remaining moisture. This is largely responsible for the desert landscape beyond mountains.

Page 17 of 17