9
Learning Activity Sheet
WEEK 4-5: FACTORS THAT AFFECT CLIMATE
WEEK 6-7: CLIMATIC PHENOMENA
WEEK 8-9: CONSTELLATION
Emie Blaire D. Lorania
Katherine P. Bangngayon
Writers
Gershon E. Cabangal
Evaluator
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LEARNING ACTIVITY SHEETS
Name:____________________________Grade Level:________Subject:___________
Section: _______________________
WEEK 4-5
I. LESSON 1: FACTORS THAT AFFECT CLIMATE
II. MELC: Explain how different factors affect the climate of an
area. S9ES-IIIe-30
III. Specific Objectives:
1. explain how latitude and altitude affect climate;
2. discuss how distance from the ocean affects climate of
a specific area;
3. explain how topography affects climate;
4. describe the Leeward and Windward sides of an island; and
5. explain how ocean currents affect climate.
IV. Key Concepts:
Climate is the overall atmospheric condition of a place for period of 30 years
or more influenced by latitude, altitude, distance from bodies of water, ocean
currents and topography.
The factors that affect climate are the latitude, altitude, topography,
surrounding bodies of water, and ocean currents.
Latitude is the measurement of distance north or south of the Equator.
Equator is the part of the Earth that receives most solar heating. This is because
sun’s rays hit the place vertically making the temperature high. As a result, areas
near the equator experience warm climate. Places near the poles experience cold
climate because they receive less solar heating. Air temperature in areas far from
equator is lower and higher in areas near the equator.
Places with higher elevations tend to have cold climates. For every 1000 m, there is
a drop of 6.5 °C.
Figure 1.1 Mt. Kilimanjaro
Source: https://ccsearch.creativecommons.org/photos/965c2e03-2506-4093-886a-
c7666bde2041
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As shown in Figure 1.1 The top of Mt. Kilimanjaro is covered with ice despite
of its location near the equator. The mountain stands 5895 m above sea level.
Air temperature decreases when altitude increases. Places with higher
elevations have cold climates. The decrease in air temperature is due to the decrease
in air pressure.
Surrounding bodies of water is another factor that affect the climate of a
place. Bodies of water help regulate the climate of a certain area. The soil absorbs
heat faster than water. At the same time, the soil releases heat faster compared to
water. Places near the oceans have moderate climate as the body of water regulates
the temperature and places far from the bodies of water have extreme climates.
See Figure 1.2. The northern tip of British Isles and the part of Russia near
Moscow are both in temperate region and have four seasons. Both places are on
same latitude, but the northern tip of the British Isles has a more moderate climate
due to the neighboring bodies of water. The British Isles experiences average
maximum temperature of 17°C, on the other hand, Moscow has an average
maximum temperature of 21°C. (Alvarez et al. 2014)
Figure 1.2. Map of British Isles and Moscow, Russia
Source: Science 9 Learner’s Module
Topography is another factor that affects the climate of a certain place. A
mountain is an example of topographical features of the land. There are two sides
of the mountain the leeward side and the windward side.
Mountain ranges affect the formation of precipitation. Moist wind coming
from the sea flow up the mountain. Because temperature falls with altitude, water
vapor eventually condenses and there is precipitation. Since this is the side of the
mountain facing the wind, it is called the windward side. Formation of the clouds
in the windward side of the mountain is caused by the condensation of water vapor.
Since precipitation occurred on the windward side, the wind often loses its moisture
content by the time it reaches the peak. The wind flowing down the other side, called
the leeward side, is dry. Since it barely rains on this side, the mountain is said to
form a rain shadow on the leeward side. Without rain to cool down this side of the
mountain also has higher temperature.
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Figure 4.1 Windward and Leeward side of the mountain
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3f568d452aea
Ocean currents will either cool or warm the air above them. Cold currents
bring cold water while warm currents take along warm water. The closer a region
to a body of water, the temperature range is smaller. Places far from bodies of water
tend to have larger temperature range.
Figure 1.3 Ocean currents
Source: https://www.britannica.com/science/ocean-current
Figure 1.3 show different loops or gyres of surface currents around the world.
The direction of current flows in northern hemisphere is clockwise while in southern
hemisphere is counterclockwise. This is caused by Coriolis Effect. Ocean currents
that flow away from the equator carry warm water. On the other hand, cold currents
that travel from the poles toward the equator carry cold water. (Alvarez et al. 2014)
V. Process Questions
Let’s check your understanding. Answer the following questions.
1. Where is the solar energy most energy? Prove your answer using concrete
examples.
2. How does an ocean affect the weather and climate of adjacent land?
3. What are the factors that determine what particular climate will be like?
4. How do weather and climate influence the way people live?
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VI. Activity
A. Factors that Affect Climate
a) Latitude. Complete the paragraph below.
The sun's rays hit vertically in places near ____(1)____(poles/equator).
This is the reason why places near the equator have ______(2)______
(high/low) temperature. The closer the place to the equator the __(3)_____
(colder/warmer) the climate. As the place gets closer to the poles the
temperature becomes ____(4)___ (high/low) which makes the people there
experience ____(5)____ (cold/warm) climate.
b) Altitude. Study Table 1 below and answer the following questions.
Table 1: Different Cities/Municipalities in South Cotabato and Their Annual
Average Temperature
Name of Place Elevation above Annual average
Sea level (m) temperature (°C)
General Santos 22 29
Koronadal 52 27
Lake Sebu 1,000 23
Polomolok 300 28
Tantangan 38 28
Tupi 317 28
Source: https://mapcarta.com/
Source: https://www.worldweatheronline.com/
1. Which place is the hottest? ____________________________________
2. Which place is the coldest? ____________________________________
3. Explain what happens to the air temperature as the elevation
increases?_________________________________________________
c) Topography. Arrange the following scenarios in chronological order. Write your
answer on the space provided.
___The clouds are pushed towards the mountains by the wind.
___The windward side of the mountain receives a rainfall.
___The water evaporates into the air.
___The clouds lose their water, then fall and heat up again, as they come over
the mountain.
___ The air cools and the water vapor condenses, as the clouds rise.
___The leeward side of the mountain receives little rain.
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d) Distance from the Ocean/Bodies of water.
1. Which has the higher levels of annual precipitation?
a. areas far from water b. areas near large bodies of water
2. What is the climate in areas near the center of a large landmass?
a. warmer climates b. colder climates
e) Ocean currents. Fill in the blanks.
1. The current flows in a _____________ direction in the northern hemisphere.
2. The current flows in _____________ in the southern hemisphere.
3. Ocean currents that flow away from the ______________ carry warm water.
4. Ocean currents that flow toward the equator carry ______________.
5. The air above the warm water has ___________ temperature.
VII. Reflection/Generalization
Make a generalization about the lesson and conceptualize your own ideas based on
what you have learned using metacognition template for stating knowledge.
My chosen word is ……………..
I know that I know ……………………
First I know ………………….
In addition, I know ……………………
Finally, I know ………………………..
Now, you know something that I know …………………
WEEK 6-7
I. LESSON TITLE: CLIMATIC PHENOMENA
II. MELC: Describe certain climatic phenomena that occur on a global level.
S9ES-IIIf-31
III. Specific Objectives:
1. explain what El Niño is and how it affects the local weather;
2. calculate personal carbon emission and make a strategic plan to lessen it;
3. illustrate the impacts of climate change and how to mitigate them.
IV. Key Concept:
Climate change is one of the most current worldwide issues. The increase of
temperature that we are experiencing right now is caused by factors other than
human activity.
Greenhouse gases absorb heat, preventing them from flowing out of the earth.
Naturally, greenhouse gases play an important role in keeping the earth warm. The
earth would be very cold if there were no greenhouse gases that absorb heat. Global
temperature increases when the amount of greenhouse gases in the atmosphere
increases. Greenhouse gases include carbon dioxide, methane, chlorofluorocarbons
and nitrous oxide.
Greenhouse effect happens when there is too much carbon dioxide in the
atmosphere.
Global warming can bring about a rising of the sea level due to the melting of
ice caps and glaciers. We may experience severe weather disturbances such as
stronger typhoons and heavier rainfalls. Some parts of the world may experience the
El Niño or La Niña phenomena and most of all, it can cause extinction of some fauna
and flora.
El Niño and La Niña
El Niño is an abnormal and lengthy warming in the eastern part of the Pacific
Ocean. This natural phenomenon occurs at irregular intervals of two to seven years
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and lasts for nine months or two years at most. El Niño will most likely bring severe
drought. It is believed that it causes stronger thunderstorm disturbance and massive
storms. It also causes the decrease in the population of some species.
La Niña is the opposite of climatic disturbance to El Niño. This natural
phenomenon may, but not always, follow El Niño events. It may last for nine months
but in some cases, it lasts for two years. This event by triggered by the cooling of the
eastern part of the Pacific Ocean that is why it is sometimes called “cold Pacific”.
V. Process Questions:
1. Explain what is climate change and enumerate the negative effects.
2. How can we lessen the bad effects of global warming?
3. When does greenhouse effect happen?
4. Give some impacts of climate change to people and animals?
VI. Activities:
A. El Niño
In this activity, you will be able to:
Objective:
1. Explain what El Niño is and how it affects the local weather.
Direction:
1. Study Figure 3 and Figure 4. Figure 3 shows the Pacific Ocean under normal
conditions. Figure 4 shows the Pacific Ocean during an El Niño.
Figure 3: Normal Conditions
Figure 4: Conditions during an El Niňo
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1. List the changes that occur in the Pacific Ocean during an El Niño.
2. Rain clouds develop over warm water. (Use Figures 3 and 4)
3. Study Figure 3. Under normal conditions, which part of the Pacific Ocean receives
heavy rain? Explain why.
4. Study Figure 4. During an El Niño, which part of the Pacific Ocean experiences
heavy rainfall? Explain why.
B. Climate Hero or Climate Culprit?
In this activity, you will be able to:
Objective:
1. Calculate your personal carbon emission; and
2. Take action to lessen the effects of climate change.
Direction: Compute your carbon footprint by using WWF Philippines’ Carbon
Footprint Checklist.
Different Activities Always Sometimes Never
(1pt.) (3pts.) (5pts.)
I always use water wisely.
I eat a mixture of meat and vegetarian meals.
We use kerosene lamp or low energy light
bulbs at home.
I use a basin in washing machine.
I eat locally grown food.
I turn off electric appliances or battery or
battery-operated gadgets instead of leaving
them on standby.
I use a glass of water when brushing my teeth.
I eat organic foods.
I use reusable bags when buying things from
the market.
I avoid eating ready meals. (e.g. noodles,
sardines etc.)
I used recycled notebooks and papers.
I throw my biodegradable wastes into a
compost pit.
I replace my toy or gadget when it stops
working rather than just to get the most-up-
to-date model.
I always know where my food or products are
made.
I give the clothes I have outgrown to charity or
to my younger siblings and friends.
I thrown my trash into the garbage bin or bag.
I just walk if the place I want to go to is near.
I do recycling at home.
I do recycling in school.
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I share a ride , or walk , or cycle on the way to
school.
TOTAL SCORE
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1. How did you score? _________________________________________________________
20-50 -You’re a Green Queen/King and a globally aware consumer! Keep up the good work.
50-80 – You’ve made a start but there are more you can do to reduce your ecological
footprint.
80-110 – You still have a long way to go; it is the best to start now.
2. What is your highest source of carbon emission?
3. What is your lowest source of carbon emission?
4. Choose your top three sources of carbon emission. Make a strategic plan to lessen
your carbon emission.
Example: Name:_______________________
My Top Three Sources of Carbon
1. waste
2. transportation
3. electricity
Sample Strategic Plan
Put a check if you had done this strategy every week, otherwise put an X.
Month: April
Strategy Plan Week 1 Week 2 Week 3 Week 4
A. Waste
1. I still use the back of the used
paper as a scratch paper.
2. I put left over foods, vegetables’
peelings in a compost pit
B. Transportation
1. I will just walk if the place I
will go is near.
C. Electricity
1. I will turn off electric
appliances when not in use.
2. I will limit my time in watching
TV or listening to the radio.
My Carbon Footprint: ____________
Note: Make your own strategic plan. You may change the number of weeks
indicated.
PERFORMANCE TASK: Impacts of Climate Change
In this activity, you will be able to:
Objective:
1. Illustrate the impacts of climate change and how to mitigate them.
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Direction:
Create a presentation that can disseminate to and educate everyone
about the impacts of climate change and how to reduce the effects. You may
refer from the different suggested tasks below.
1. A Comic Sketch
2. Poster and Slogan
3. Short story with illustrations
Rubric
Criteria Description Score
10 8 5 3
Purpose The output The output had a The output The output’s
had a clear topic, but its had a topic, topic was not
topic, purpose and but its clear and its
purpose and theme were only purpose and theme and
theme. All somewhat clear. theme were purpose were
the parts of All the parts of not clearly not at all
the output the output said conveyed. presented.
contributed something rather Most of the Many parts of
to the clear important about parts of the the output
and the topic and output said needed
interesting appropriate to the something improvement
result of topic, purpose vaguely about because they
topic, and theme. the topic, did not
purpose and purpose and contribute to
theme. theme. the making of
a clear result.
Creativity The output The output The output There was
was made up included some included a nothing
of unique, unique, few unique, unique,
imaginative, imaginative, and imaginative, imaginative,
and surprising and and
surprising features and surprising surprising
features and components with features. about the
components just enough However, output and
with a lot of information these features did not impart
information. about the topic. gave very little any clear
information information
about the about the
topic. topic.
Organization The output The output The output The output
introduced introduced the simply inadequately
the topic in topic in an introduced introduced
an interesting way, the topic, did the topic and
interesting but built up the not build up a was so
way, built up theme in a clear theme, disorganized
the theme in somewhat and ended that it is hard
a logical confusing without to understand
manner and manner, and stating the what was its
ended with a ended with a purpose of theme and
clear rather unclear the output to purpose.
purpose to purpose to think think about.
think about and talk about.
and act on it.
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TOTAL
SCORE
VI. Reflection/Generalization:
Give 5 insights/learnings about what you have learned from the lesson.
WEEK 8-9
I. Lesson Title: CONSTELLATION
II. MELC: Showing which constellations may be observed at different times of the
year using models. S9ES-IIIj-35
III. Specific Objectives:
1. Identify constellations seen in different times of the year.
2. Describe specific constellation observe in every season.
3. Explain the occurrence of constellation in every season.
4. Appreciate importance of position of constellation at night.
IV. Key Concepts
Constellation is an area on the celestial sphere in which a group of visible
stars forms a perceived outline or pattern, typically representing an animal,
mythological person or creature or an inanimate object. The origins of the earliest
constellation likely go back to prehistory. People use them to relate stories of their
beliefs, experiences, creation or mythology. Stars in a constellation all lie at different
distances from the Earth. For example, the three stars comprising the constellation
of Triangulum are between 35 and 127 light -years away. While a constellation may
look as if all of its stars are the same distance away, in reality that is only because,
as we now know, stars vary in size and brightness, so two stars which appear to be
the same brightness in the sky may actually be separated by vast distances.
Many constellations are well-known: Orion, Ursa Major, Cassiopeia, Cygnus , the
famous star patterns you learn first when bitten by the bug of astronomy. But
perhaps the most recognized are those that comprise the star signs of the zodiac:
Aries, Libra, Pisces, Virgo and the eight others which had a special significance for
astrologers, more than two thousand years ago when the first astrological charts
were drawn by the Babylonians (although the history of the zodiac may go back
further). The twelve constellations of the zodiac had a special significance because,
together, they compose the path through the heavens that the sun appears to follow
during one year. Due to the earth's rotation, stars appear to move. As the Earth
rotates from the West to East,the stars appear to to rise in the East, moving across
to South to set in the west.The sun will appear to move through the stars,making
one to complete circuit of the sky in the 365 days. Stars form patterns in the sky
and are referred to as constellations. It is these patterns that the ancient Greeks
used to tell stories of mythology and their gods. There are 88 constellations that
make up the sky. Stars form patterns in the sky and are referred to as constellations.
It is these patterns that the ancient Greeks used to tell stories of mythology and
their gods. There are 88 constellations that make up the sky. The earth is tilted 23.5
degrees off the vertical. This not only gives us the seasons but also changes which
constellations we see. Those constellations that we can see year round are called
circumpolar.
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These constellations all circle the North Star and because we live in the Northern
Hemisphere, we see them all year round. These constellations are: Ursa Major,
Cassiopeia, Ursa Minor, and Cygnus the Swan.
Arrangement of Stars
The stars are not fixed, but are constantly moving. If you factor out the daily
arcing motion of the stars across the sky due to the earth's rotation, you end up
with a pattern of stars that seems to never change. The stars seem so fixed that
ancient sky-gazers mentally connected the stars into figures (constellations)
that we can still make out today. But in reality, the stars are constantly moving.
They are just so far away that the naked eye cannot detect their movement.
Most of the stars you see in the night sky with your naked eye are individual
stars inside our own galaxy. It takes telescopes to see the stars outside our
galaxy or even to see other galaxies. The stars in our galaxy are all orbiting in a
nearly circular path around the center of the galaxy.
Here are seven constellations you can observe in the Northern Hemisphere during
this season, Winter, Autumn, Summer and Spring. Orion-known as the Hunter, is
thought to be the most famous of the winter constellations because it's the brightest
and easiest to recognize. Cetus which was named in honor of the sea monster from
Greek mythology. Cetus is the fourth largest constellation.Canis Major- known as
the Great Dog, is named after one of Orion's hunting dogs and contains Sirius, the
brightest star in the sky. Only the moon, Venus, Mars and Jupiter appear brighter
than Sirius, which is 8.7 light-years away from Earth. Eridanus represents the
celestial river. Taurus the bull. Gemini a monster from the myth of whose gaze would
turn people to stone. Perseus hero of the Milky Way galaxy.
Spring Constellations
Six constellations visible from the Northern Hemisphere during spring include the
following: Bootes ,Cancer , Crater , Hydra, Leo and Virgo .Bootes known as the
Herdsman, contains the supergiant red star Arcturus, which is 37 light-years from
Earth and is 20 times larger than our sun. Hydra is the longest and, in terms of
area, the largest constellation in the sky. In Greek mythology, Hydra was a multi
headed serpent that grew its heads back immediately after being cut off. Virgo-
known as the Maiden, contains Spica as one of its stars. Cancer the crab is the
dimmest constellation of the Zodiac. Crater the Cup associated with Andromeda.
Summer Constellations
Summer is another great time for stargazing. Here are seven constellations that
make up the Northern Hemisphere's line-up in this season: Aquila, Cygnus,
Hercules, Lyra, Ophiuchus, Sagittarius and Scorpius In Greek mythology,
Sagittarius is a centaur, with a man's head and torso on a horse's body. Hercules is
the hero of Greek methology. This constellation features several celestial objects,
including globular clusters. Lyra, known as the Lyre, contains the star Vega, which
is 26 light-years away from Earth and is more than twice the size of the sun. The
annual Lyrid meteor shower features meteors that appear to shoot out from Lyra.
Fall or Autumn Constellations
Fall is the Northern Hemisphere's season with the fewest constellations. Look out
for these: Andromeda, Aquarius, Capricorn us, Pegasus and Pisces. Aquarius is
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home to several globular clusters and the planetary nebula called the Saturn Nebula.
Pegasus is symbolic of the winged white horse of Greek mythology and contains
several galaxies and a bright globular cluster.
Circumpolar Constellations
Each appearing to rotate around the North Pole star, these are constellations that
can be seen all year from the Northern Hemisphere: Cassiopeia and Cepheus. Draco
is a big dragon, Ursa Major, Ursa Minor. Ursa minor found in northern hemisphere
is the smaller bear. Ursa Major form the big dipper which is the oldest recognized
pattern.
The importance of Constellation
During ancient time people had no way of determining when to sow or harvest except
by looking patterns at sky. Ancient people developed a way to remember the
patterns by giving these patterns names and stories. For example, in the northern
hemisphere the constellation Orion indicates the coming of cold season,
constellations made it easier for them to recognize and interpret patterns in the sky.
Gemini is seen in the Philippines during the months of April and May. Farmers
interpreted the appearance of Gemini as the end of planting season and it signified
rich harvest. Another use of constellation is navigation, the polaris is widely used in
navigation because it does not change its position at nay time of the night or year,
this allowed sailors to find their way as they sail across the seas.
V. Process Questions:
1. How do stars move? Describe the movement of the stars in the night Sky?
2. How is the motion of stars similar to the motion of the Sun?
3. What constellations are prominent during winter? Fall? Summer? Spring?
VI. Activities:
Activity A: Identify different constellation seen in the sky. Choose your answer
in the box below and write your answer in a piece of paper.
1. 2. 3.
4. 5.
6.
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7. 8.
9. 10.
Figure 1. https://stardate.org/nightsky/constellation
Canis Major-Great dog
Cygnus-the swans
Lyra-the harp
Orion- the hunter
Perseus- the hero
Cancer-the crab
Aguila –the eagle
Pegaseus- flying horse
Ursa Major- great bear
Capricornus- the sea goat
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Guide Questions:
1.What constellation can be seen in Northern Hemisphere?
2.What constellation appears in Philippines during the months of April and May?
3. What is the importance of constellation to the sailors?
My Season
Below is an illustration showing zodiac constellation that occur in every season.
Identify the Zodiac Constellation belonging to each month by using the the
illustration below. Copy the table below and write your answer in a sheet of paper.
Figure 4 https://www.factmonster.com/math-science/space/universe/the
constellation
Figure 5 :https://earthsky.org/astronomy-essentials/what-is-the-zodiac
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Month Zodiac Constellation
Answer the following questions:
1. What particular season of the year constellation appear the most?
2. How many constellations are there in the illustration?
3. What particular season of the year constellation appear the least?
4. What constellations appear sever times in each season?
PERFORMANCE TASK
What constellation do you believe is the most interesting? Choose and draw
one constellation. Explain why it is the most interesting.
RUBRIC:
1. Content (Relevance to the topic ) 20
2. Originality and Creativity (Composition and application of color harmony) 15
3. Visual Impact (Color Harmony and Neatness) 15
Total 50
VII. Reflection/Generalization:
Give 5 insights of what you have learned from the lesson.
List down 5 beliefs associated with constellation
How does it affects your life?
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