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GRADE 9
UNIFIED LESSON Learning area Science
PLAN
Teaching date and time Week 6- Day 1
I. OBJECTIVES
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
➢ 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.
INDICATOR 5
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Maintain supportive learning
environments that nurture and
inspire learners to participate,
cooperative and collaborate in
continued learning.
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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.
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
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Answers may vary.
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?
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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.)
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.
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ELICIT
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