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The document is a lesson plan for a Grade 9 science class about global climate phenomena. The objectives are for students to understand factors affecting climate and effects of climate change, and to be able to participate in climate change mitigation activities. Students will describe certain global climatic phenomena. The content topic is global climate phenomenon. Learning resources include textbooks, additional materials from websites, and visual aids. The procedures include eliciting students' prior knowledge through pictures showing climate impacts, engaging students through questions about climate change, and presenting examples and a concept map activity for students to discuss climate change.

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Alvin Torbeles
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0% found this document useful (0 votes)
121 views9 pages

Untitled

The document is a lesson plan for a Grade 9 science class about global climate phenomena. The objectives are for students to understand factors affecting climate and effects of climate change, and to be able to participate in climate change mitigation activities. Students will describe certain global climatic phenomena. The content topic is global climate phenomenon. Learning resources include textbooks, additional materials from websites, and visual aids. The procedures include eliciting students' prior knowledge through pictures showing climate impacts, engaging students through questions about climate change, and presenting examples and a concept map activity for students to discuss climate change.

Uploaded by

Alvin Torbeles
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 9

Quarter Third

GRADE 9
UNIFIED LESSON Learning area Science
PLAN
Teaching date and time Week 6- Day 1

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 / describe certain climatic phenomena that occur on a global level. (S9ES-IIIf-31)
Objectives At the end of the session the learners are expected to:
Write LC code for Define climate change.
each
Discuss how human activities contribute to climate change.
Perform by using Bingo card with questions which assess knowledge on climate change
II. CONTENT TOPIC/TITLE: Global Climate Phenomenon
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 200
2. Learner’s pp. 236-239
Materials
3. Textbook
4. Additional Curriculum Guide (S9ES-IIIf-31)
Materials from Learner’s Material in Science 9
Learning
Teacher’s Guide in Science 9
Resource (LR)
portal
B. Other Learning aljazeera.com
Resources earthsky.com
floodcontrol.asia
ifrc.org
1 – floodcontrol.asia
2 – telegraph.co.uk
3 - wwf.org.uk
Page 1 of 9
4 – earthsky.org
5 – aljazeera.com
6 - www.phys.org
7 – ifrc.org
8 - www.bbc.com
https://www.youtube.com/watch?v=_Me8YHObXmo
Visual aids (pictures), bingo card, dlp/laptop
IV. PROCEDURES (ANNOTATIONS)
PPS Indicators/KRA
Objectives/Rubric
Indicators to be Observed
A. Reviewing previous ELICIT (5 mins.)
lesson or
presenting the new ➢ Teacher will show the following pictures (captions not included) to the class and ask INDICATOR 6
lesson them what they think about each picture: Establish a learner-
2 3
centered culture by using
1
teaching strategies that
respond to learners’
linguistic, cultural,
socioeconomic and
A mother monkey crying with a
Damaged brought by Super Typhoon dead little monkey religious backgrounds
Yolanda

Threatened life of polar bears


MOV – The teacher's
4 5 instructional strategies
due to the melting of ice glaciers
respond to individual and
6 group of learners’
background.

INDICATOR 7
Cagayan Valley flood due to
typhoon Ulysses Use strategies for providing
Satellite image of super typhoon Flood due to typhoon
Yolanda
timely, accurate and
constructive feedback to
improve learner performance

MOV – The teacher provides


substantive, specific, and
timely feedback, and shares
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strategies to learners to
7 8
improve their performance
toward the intended learning
outcomes.

Forest fire at Amazon’s


Severe drought in rice field
forest

➢ The teacher will write on the board what the learners have answered.
➢ The teacher will give feedbacks to their answers and share the meaning behind each
picture.
ENGAGE (10 mins)

B. Establishing a ➢ The teacher will wrap-up the elicit part and ask the following questions: INDICATOR 1
purpose for the • Is climate change real? Applies knowledge of
lesson Possible answer: Yes content within and across
• Is climate change man-made? curriculum teaching areas.
Possible answer: Man-made
• Or is it just a natural occurrence?
MOV--- The teacher makes
Answers may vary
C. Presenting ➢ Let the students perform the task # 1 with their corresponding group for five (5) meaningful connections
examples/instances minutes. across curriculum teaching
of the new lesson ➢ Let every group discuss and fill up the concept map about their idea on “CLIMATE areas.
CHANGE”.
➢ Make sure that there is cooperation/collaboration within their group. INDICATOR 4
➢ Let one member of the group to present their collaborative output.
Establish safe and secure
Task # 1: Climate Change Concept Map learning environments to
enhance learning through the
consistent implementation of
policies, guidelines and
procedures.

CLI MOV – Setting of Standards


MAT in doing the activity.

INDICATOR 5

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Maintain supportive learning
environments that nurture and
inspire learners to participate,
cooperative and collaborate in
continued learning.

MOV – The teacher clearly


provides the class with
structured tasks involving
most elements of cooperative
learning.

D. Discussing new EXPLORE (15 mins.)


concepts and
practicing new ➢ The teacher will provide a copy of bingo card for each student. INDICATOR 4
skills ➢ Before doing the activity, the teacher will instruct properly the students how to play
# 1 Establish safe and secure
bingo.
➢ Encourage students to do the activity honestly. learning environments to
enhance learning through the
Activity: Getting Ready! consistent implementation of
Objectives: policies, guidelines and
 Assess your prior knowledge and experiences about climate change procedures.
Materials Needed:
 Bingo Card with questions MOV – Setting of Standards
 Ball pen or pencil in doing the activity.
Procedure:
1. Fill out the Bingo Card below (Table7.1) by seeking help from your classmates. Your INDICATOR 5
classmates will take turns in choosing which question they can answer. Then, they will write Maintain supportive learning
their respective names below the chosen question/statement. All the questions/statements must
environments that nurture and
be filled up. (Wait for the signal of your teacher when to start.)
inspire learners to participate,
cooperative and collaborate in
continued learning.

MOV – The teacher clearly


provides the class with
structured tasks involving
most elements of cooperative
learning.

Page 4 of 9
Table 7.1 Bingo Card
Can say the word What is this sign? CFCs stand for? Say the word Which do you
“carbon dioxide” “renewable” 10 ride to go to
in a scary way times school, bus or a
tricycle?
Can say What type of gas Who invented the Where can you Do you eat
“Climate is released in standard find the 1st wind vegetables?
Change” 7 times landfills? incandescent farm in
while covering (methane or CO2) bulb? Southeast Asia INDICATOR 3
the nose Display proficient use of
What type of Yes or No: A renewable Do you use a Mother Tongue, Filipino
greenhouse gas is Writing on both energy that uses glass when and English to facilitate
released when sides of paper is water to produce drinking water?
coal is burned? called reusing. energy teaching and learning.
Yes or No: What does 3Rs Is Energy What renewable A person who is
MOV – The teacher uses
weather is the stand for? efficiency being energy facility is wearing
atmospheric “Sulit”? found in Lanao something Mother tongue / Filipino to
condition that del Norte? white. guide students in the activity
can quickly and allow them to express
change in a day. their emotion.
The general Name 3 things Give 2 examples A type of Which do you
condition of the that can be on how to renewable prefer to use;
atmosphere reused. conserve technology that paper bag or
within a year is electricity. uses energy from plastic bag?
known as? the sun.
(climate or
weather.

E. Discussing new  The activity is an indication of how much you know about this worldwide issue- the
concepts and climate change. For those who have answered many questions, you are very much aware
practicing new of the events that are happening in the environment. But for those of you who answered
skills very few questions, this is the beginning for you to learn more about climate change.
# 2
 The teacher will ask students what they feel about the activity.

F. Developing Mastery EXPLAIN (10mins.)


(Leads to Formative
Assessment) ➢ The teacher will give short discussion about climate change. INDICATOR 1
“Climate change is one of the most current worldwide issues. Some experts say that it
is true that the Earth does go through a period of cooling and a period of warming. The
increase of temperature that we are experiencing right now is caused by factors other
Page 5 of 9
than human activity. Another point of view is that the increase of Earth’s temperature is Applies knowledge of
brought about by human intervention. Whether the cause is man-made or not, climate content within and across
change is a change in the environment. Global warming can bring about a rising of the curriculum teaching areas.
sea level due to the melting of ice caps and glaciers. We may experience severe weather
disturbances such as much stronger typhoons and heavier rainfalls. Some parts of the
world may experience the so-called El Niño or La Niña phenomena. And most of all, it MOV--- The teacher
can cause extinction of some fauna and flora.” displays extensive
knowledge of content.

ELABORATE (10 mins.)

G. Finding practical ➢ The teacher will show to the class a video clip about the causes of climate change. INDICATOR 2
applications of Video title: “How Humans Cause Climate Change” Ensure the positive use of
concepts & skills in Source: https://www.youtube.com/watch?v=_Me8YHObXmo ICT to facilitate the
daily living NOTE: THE TEACHER MAY ALSO CHOOSE ANOTHER VIDEO CLIP WHICH
teaching and learning
DISCUSSES ABOUT THE CAUSE OF CLIMATE CHANGE.
process.
H. Making “Think-Pair-Share”
generalizations and ➢ After the video presentation, all students will perform the “Think-Pair-Share”.
abstractions about They will share their insights about the question “How human activities contribute to MOV – The teacher utilizes
the lesson climate change?” ICT and generally shows
➢ Think-Pair-Share Procedure: evidences of the positive use
• Pose a question, usually by writing it on the board or projecting it. of ICT to facilitate the
• Have students consider the question on their own. teaching and learning
• Then allow the students form groups of 2-3 people. process.
• Next, have students discuss the question with their partner and share their ideas
and/or contrasting opinions.
• Re-group as a whole class and solicit responses from some or all of the pairs.
I. Evaluating Learning EVALUATE (5 mins.)

DIRECTION: Fill up the fish bone diagram below. Write the different causes of climate
change.

CLIMATE
CHANGE

Page 6 of 9
Answers may vary.

J. Additional activities EXTEND (5 mins.)


for application or
remediation ➢ The learners will write a short reflection about how human activities causes climate
change.

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 7 of 9
Activity: Getting Ready!
Objectives:
 Assess your prior knowledge and experiences about climate change
Materials Needed:
 Bingo Card with questions
 Ball pen or pencil
Procedure:
2. Fill out the Bingo Card below (Table7.1) by seeking help from your classmates. Your
classmates will take turns in choosing which question they can answer. Then, they will write their
respective names below the chosen question/statement. All the questions/statements must be filled
up. (Wait for the signal of your teacher when to start.)

Table 7.1 Bingo Card

Can say the word What is this sign? CFCs stand for? Say the word Which do you
“carbon dioxide” “renewable” 10 ride to go to
in a scary way times school, bus or a
tricycle?
Can say What type of gas Who invented the Where can you Do you eat
“Climate is released in standard find the 1st wind vegetables?
Change” 7 times landfills? incandescent farm in
while covering (methane or CO2) bulb? Southeast Asia
the nose
What type of Yes or No: A renewable Do you use a
greenhouse gas is Writing on both energy that uses glass when
released when sides of paper is water to produce drinking water?
coal is burned? called reusing. energy
Yes or No: What does 3Rs Is Energy What renewable A person who is
weather is the stand for? efficiency being energy facility is wearing
atmospheric “Sulit”? found in Lanao something
condition that del Norte? white.
can quickly
change in a day.
The general Name 3 things Give 2 examples A type of Which do you
condition of the that can be on how to renewable prefer to use;
atmosphere reused. conserve technology that paper bag or
within a year is electricity. uses energy from plastic bag?
known as? the sun.
(climate or
weather.

Page 8 of 9
ELICIT

Page 9 of 9

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