BASALEM NATIONAL HIGH SCHOOL

School ID: 314305

Basalem, Buug, Zamboanga Sibugay

LESSON PLAN FOR CLASSROOM OBSERVATION 1

SCIENCE 9
S.Y. 2022-2023
NAME OF TEACHER: MARY JANE T. JAMBO POSITION: T-III
DATE & TIME:
MARCH 14,
GRADE LEVEL AND SECTION: GRADE 9- DIAMOND
2023,
8:30-9:30 AM
I. OBJECTIVES: Annotations
Content Standards:
The learner demonstrates an understanding factor that affect climate,
and the effects of changing climate and how to adapt accordingly.
Performance Standards: The learner should be able to participate in
activities that reduce risks and lessen effects of climate change.
KRA 4,
Personal Growth and
Professional
Development
(PPST 7.1.2)
Objective 13:
Most Essential Competencies (MELCs): Applied a personal
philosophy of teaching
1. Explain how different factors affect the climate of an area. that is learner-centered.
----The teacher used the
MELC Code: S9ES-IIIe-30 Week: 5 Constructivism
philosophy of learning.
In this philosophy,
Objectives: student is the center of
learning. It requires
students to be active,
At the end of the period, students are expected to: responsible participants
in their own learning. In
connection to this, the
a. Identify what is a climate, teacher acts as a
b. Determine types of climates on Earth and; facilitator of learning and
focus on the student's
c. Appreciate the importance of knowing the different needs, abilities,
climate. interests, and learning
styles. So, the learning
objectives, activities and
the assessment
provided in the lesson
are aligned in this
philosophy.
II. CONTENT
Topic: CLIMATE ZONES
III. LEARNING RESOURCES
A.References KRA 3, Curriculum and
Planning (PPST 4.5.2)
1. Teacher’s Guide pages 145-146 OBJECTIVE 9:
2. Learner’s Materials pages 186-187 Selected, organized and
used appropriate
3. Textbook pages teaching and learning
resources, including
Alvarez, Liza A., et.al, "Unit 3. Climate." In Science - Grade 9 ICT, to address learning
goals. (PPST 4.5.2)
Learner's Module, First Edition, 185-192. Pasig City, Philippines: ---The teacher used
Department of Education, 2013 some instructional
activities & materials in
this lesson taken from
4. Additional Materials from Learning Resource (LR) portal the internet, LRMDS,
-ADM Module SCIENCE 9 Quarter 3 Module 5: and textbooks.
-The teacher also does
research particularly in
ETULAY Level Up Videos: the Indigenous
https://sites.google.com/deped.gov.ph/depedetulayeduplaylist/home Knowledge System and
Practices (IKSPs) to
 give accurate
information or
B. Other Learning Resources appropriate activities to
PowerPoint Presentation, pictures, Laptop, Smart TV, Evaluation Form, incorporate the
traditional ways of
Activity Sheets, Rubrics measuring. So, setting a
clear learning objective
YouTube Video help our students what
to expect at the end of
https://www.youtube.com/watch?v=W-NEcS9WvBE the lesson.
IV. PROCEDURE
A. Preliminaries
- Prayer KRA 2, Learning
Environment and
-Greetings Diversity of Learners
-Classroom Orderliness (Arranging of Chairs, etc.) OBJECTIVE 4,
COT Indicator 5:
-Checking Attendance
Managed classroom
-Setting of House Rules structure to engage
learners, individually or
in groups, in meaningful
5 Classroom Rules (BIFFLE WBT STRATEGY): exploration, discovery
1. Always listen when others are talking. and hands-on activities
2. Raise your hand if you want to answer or if you have questions. within a range of
physical learning
3. Cooperate and practice CLAYGO (clean as you go) all the time. environments.
4. Respect your teacher, classmates and the ideas/opinions of others, and (PPST 2.3.2)
your differences. --Number 1 and 2
classroom rules
5. Follow the IATF HEALTH PROTOCOLS: Wear your face mask, and encourage the learners
sanitize your hand before and after the activities. to have open
communication with
their teacher and
REVIEW: ELICIT classmates.

KRA 3, OBJECTIVE 7,
GUESS THE SNAPS! (Teaching Strategy 1) COT Indicator No.4
Established safe and
secure learning
Review the learners on the types of weather. Let them guess the what environments to
type of weather is indicated on the snaps presented. enhance learning
through the consistent
implementation of
policies, guidelines, and
procedures.
----In this part of the
lesson, the teacher sets
classroom policies to
guide students.

KRA 2, OBJECTIVE 5,
COT Indicator 5:
Maintained learning
environments that
promote fairness,
respect, and care to
encourage learning.
--Classroom rules
encourage everyone to
show respect not just to
teachers but as well as
to others. It also
acknowledges individual
differences and reminds
them to be gentle,
responsible, and
obedient.

B. Establishing a purpose for the lesson

KRA 1, Content
Knowledge and
PRESENTATION OF THE OBJECTIVE OF THE DAY. Pedagogy
OBJECTIVE 1,
COT Indicator 1:
Instruct the learners to read the objective of the lesson.
Applied knowledge of
content within and
 a. Identify what is a climate, across curriculum
teaching areas.
b. Determine types of climate zones on Earth and; (PPST 1.1.2)
c. Appreciate the importance of knowing the different --Across (English 10)
MELC: Give expanded
climate zones. definitions of words.

MELC Code: N10V -IIIa

VOCABULARY DEVELOPMENT: -13.9
UNSCRAMBLED WORDS (Teaching Strategy 2)
KRA 1, Content
Knowledge and
DIRECTIONS: Rearrange the letters of the following highlighted terms to supply Pedagogy
the correct word to complete the sentences. OBJECTIVE 2,
1. EUDITATL_________________ a coordinate that specifies the north–south
COT Indicator 2:
position of a point on the surface of the Earth or another celestial body. Use a range of teaching
2. MAETLIC (Noun)_____________________ the weather strategies that enhance
the learner achievement
conditions prevailing in an area in general or over a long period. in literacy and numeracy
3. REQAUTO (Noun)____________________ an imaginary line drawn around skills. (PPST 1.4.2)
the earth equally distant from both poles, dividing the earth into northern and
southern hemispheres and constituting the parallel of latitude 0°.
4.OLAPR ERIGON __________________ regions of the planet that surround its
geographical poles, lying within the polar circles.

C. Presenting examples/instances of the new lesson

ENGAGE KRA 1, Content
Knowledge and
MOTIVATION Pedagogy
OBJECTIVE 1,
COT Indicator 1:
I FEEL YOU (Teaching Strategy 3): Applied knowledge of
-The teacher will show three continents of the world and let the learners locate content within and
using a globe determine its climate. across curriculum
teaching areas.

--Across (ARPAN 8)

MELC: Nasusuri ang

katangiang pisikal ng
daigdig

MELC Code:
AP8HSK-Id-4

AFRICA AUSTRALIA ANTARCTICA

D. Discussing new concepts and practicing new skills #1
EXPLORE KRA 1,
Content Knowledge
and Pedagogy
(Teaching Strategy 4): COOPERATIVE LEARNING COT Indicator No.7
OBJECTIVE 3:
COOPERATIVE LEARNING GROUP [GARDNER’S THEORY OF MULTIPLE Applied a range of
INTELLIGENCES-DIFFERENTIATED ACTIVITIES] teaching strategies to
develop critical and
creative thinking, as well
as higher-order thinking
PROCEDURES: skills. (PPST 1.5.2)
A. Instruct learners to form into groups according to their preference/skills.
Each group will be provided with a particular activity. (Observation, Design
and Essay writing) KRA 1, OBJECTIVE 3,
COT Indicator 3: Use
B. Remind the groups of work expectations and roles for their group tasks, effective verbal and non-
rubrics, and time allotment. verbal classroom
communication
strategies to support
learner understanding,
 participation,
engagement, and
achievement.
ACTIVITY A
-The teacher uses
Title: When the Sun’s Rays Strike! Mother Tongue, Filipino
Direction: Study the illustration and answer the guide questions. and English to facilitate
the teaching-learning
while applying the series
of question strategy.

KRA 1,
Content Knowledge
GUIDE QUESTIONS: and Pedagogy
Q1. How much is the tilt of the earth’s axis? COT Indicator No.7
Q2. Which part of the earth receives most of the sun’s rays? OBJECTIVE 3:
Applied a range of
Q3. Why are places with high temperature found at the equator? teaching strategies to
Q4. Why are the coldest places on earth found near the poles? develop critical and
creative thinking, as well
as higher-order thinking
ACTIVITY B skills. (PPST 1.5.2)
Title: What to Wear? - The teacher
provided
differentiated
Direction: Read the given scenario. Using colored papers, scissors and glue, activities to
design what type of OOTD (Outfit of the Day) the character will be wearing. provide learners
appropriately
challenging
Ms. Liza is a daughter of a wealthy businessman learning
experiences.
from Negros, Philippines. On her 18th birthday,
her dad gifted her a ticket of BTS Concert that
KRA 2, Learning
will be held in South Korea and falls on winter. Environment &
Liza is so excited but she didn’t know yet what to Diversity of Learners
wear. Help Liza design her OOTD for the OBJECTIVE 4,
COT Indicator 6:
concert. Managed classroom
structure to engage
ACTIVITY C learners, individually or
in groups, in meaningful
exploration, discovery
Title: ESSAYIST and hands-on activities
Construct an essay (3-5 sentences or more) expressing your idea/stand within a range of
physical learning
on why it is important to know the different types of climates. environments. (PPST
2.3.2)

RUBRIC FOR ACTIVITY A

KRA 2, Learning
Environment &
Excellent Good Satisfactory Needs
Diversity of Learners
INDICATOR (9-10) (7-8) (5-6) Improvement OBJECTIVE 4,
(0-4) COT Indicator 8:
The group The group The group The group did Design and adapt and
implement teaching
Teamwork work very work well communicated not work well
strategies that are
well but with lapses together responsive to learners
Manifested Knowledge Knowledge on Knowledge on with disabilities,
giftedness and talents
Content absolute on task was task is less task is not
(PPST 3.1.2)
Knowledge knowledge on evident evident evident
task

Finished the Finished the Finished the Finished the

Time task before task on the task 1-2 task 3 minutes
Management cut-off time cut-off time minutes after and beyond the
the cut-off time cut-off time
RUBRIC FOR ACTIVITY B
Excellent Good Satisfactory Needs
INDICATOR (9-10) (7-8) (5-6) Improvement
(0-4)

The group The group The group The group did

Teamwork work very work well communicated not work well
well but with lapses together

Manifested Appropriate Appropriatenes Appropriateness

Creativity absolute ness on task s is less evident on task is not
appropriaten was evident evident
ess on task

Finished the Finished the Finished the Finished the

Time task before task on the task 1-2 task 3 minutes
Management cut-off time cut-off time minutes after and beyond the
the cut-off time cut-off time

RUBRIC FOR ACTIVITY C

Excellent Good Satisfactory Needs
INDICATOR (9-10) (7-8) (5-6) Improvement
(0-4)
The group The group The group The group did
Teamwork work very work well communicated not work well
well but with lapses together
Thoroughly Ideas Ideas somewhat Little or no
Idea explained the Explained explained explanation of
Explanation idea ideas
Finished the Finished the Finished the Finished the
Time task before task on the task 1-2 task 3 minutes
Management cut-off time cut-off time minutes after and beyond the
the cut-off time cut-off time

E. Discussing new concepts and practicing new skills #2

EXPLAIN .

 PRESENTATION OF OUTPUTS
 Group Output Assessment using the given rubrics
 ENRICHMENT

CLIMATE- is the long-term weather pattern in a region, typically

averaged over 30 years.
Most of the sun’s rays strike vertically in places near the equator.
This makes the temperature higher in these areas, resulting in warm
climate. When the area is farther from the equator, the air temperature
is lower. When the place is closer to the equator, the air temperature
is higher.

TYPES OF CLIMATES ZONE

1. TROPICAL CLIMATE
2. DRY CLIMATE
3. MOIST SUBTROPICAL MID-LATITUDE CLIMATE
4. MOIST CONTINENTAL MID-LATITUDE CLIMATE
5. POLAR CLIMATE
6. HIGHLANDS CLIMATES
F. Developing mastery
ELABORATE

Video Presentation on Climate Types

Give example of places that has the following climates:

1. TROPICAL CLIMATE
2. DRY CLIMATE
3. MOIST SUBTROPICAL MID-LATITUDE CLIMATE
4. MOIST CONTINENTAL MID-LATITUDE CLIMATE
5. POLAR CLIMATE
6. HIGHLANDS CLIMATES

G. Finding practical applications of concepts and skills in daily living

ELABORATE KRA 1,
Content Knowledge
and Pedagogy
SHARE YOUR THOUGHT! COT Indicator No.7
OBJECTIVE 3:
Applied a range of
Why do think it is important for a Grade 9 like you to study about climates? teaching strategies to
develop critical and
creative thinking, as well
Nowadays, climates are changing rapidly and majority of it caused by human as higher-order thinking
interventions, as a student what are the things can you do to help reduce climate skills. (PPST 1.5.2)
change?

H. Making generalizations and abstractions about the lesson

1. Based on our lesson, what is Climate?

2. What are the different types of climates?

I. Evaluating learning
EVALUATE KRA 1,
Content Knowledge
EVALUATION: and Pedagogy
COT Indicator No.7
OBJECTIVE 3:
DIRECTIONS: Read the question carefully and choose the letter of the correct Applied a range of
answer. teaching strategies to
1.Which of the following BEST describes climate? develop critical and
creative thinking, as well
A. The weather that occurs in the atmosphere within a day as higher-order thinking
B. The pattern of weather that occurs in a region over a long period of time skills. (PPST 1.5.2)
C. The pattern of weather that occurs in a region over a short period of time
D. The disturbance in the atmosphere that happens in a long period of time
2.What is the climate experience in the Philippines and Thailand?
A. Tropical C. Dry Climate
B. Polar D. Moist Subtropical

3.Why are the coldest places on Earth found at the poles?

A. Great amount of gaseous particles trap heat from the surface
B. Great amount of thermal radiation is received by these areas
C. Less amount of thermal radiation is received by these areas
D. Less amount of gaseous particles trap heat from the surface

4.During summer, many people visit Baguio because of the cold weather. What
do you think makes Baguio cold?
A. The Latitude C. The Altitude
B. The Tropic D. The Polar

5. Complete the statement, The closer the place to the equator, the __________
the climate.

A. Colder B. Warmer C. Drier D. Farther

Answers:
1. B 2. A 3. C 4. C 5. B
J. Additional activities for application or remediation
EXTEND KRA 3, OBJECTIVE10,
COT Indicator 9:
ASSIGNMENT: Adapt and use culturally
Identify the ethnicity present in your respective community (e.g., appropriate teaching
strategies to address the
Subanen, Maranao, Maguindanao, Cebuano, etc.) Research what needs of learners from
superstitious belief they have about climate. Submit your output next indigenous groups.

meeting, March 15, 2023.

V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who
scored below 80%
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 this work?
F. What difficulties did I encounter that my principal or supervisor can help
me solve?
G. What innovation or localized materials did I use/discover that I wish to
share with other teachers?

Prepared by: Checked by:

MARY JANE T. JAMBO JOSEPHINE L. AGUINALDO
Teacher III Head Teacher

Noted:

ARTEMIO C. SADMON, EdD

School Head