SCIENCE Teacher MARY GRACE T.

BOOC Grade Level 9

Daily Teaching Dates March 30,2023 Quarter 3
Lesson
Teaching Time Learning Area Earth and Space
Plan
1:50-2:50 PM ( SATURN)
I. Learning Targets/
Specific Objectives
A. Content Standards The learners demonstrate an understanding of the different factors that
affect climate.
The learners shall be able to make an infographic about the factors that
B. Performance Standards
affect climate and state its significance through a concept map
The learners…
C. Learning Competencies/
1. Explain how different factors affect the climate of an area. (S9ES-
Objectives (L.C. Code)
IIIe-30)

1. Describe factors that affect climate.

Specific (Daily)
2. Explain how latitude, altitude, and land topography affect climate.
Objective/s
3. Make an infographic about the factors that affect climate and state
its significance through a concept map.
Arts: The students will develop their skills in making an infographic

ICT: The teacher will integrate interactive PowerPoint games and students
will learn how to manipulate PPT, especially hyperlinks.
Subject Integration
Geography: Students will be able to learn about the different places across
the globe with their different climates.

History: The students will look back to the different weather patterns
occurring in a certain region to grasps the concept of climate.-

Cooperation, determination, and awareness.

Values Integration
II. Learning Content FACTORS AFFECTING CLIMATE
III. Learning Resources
A. References
1. Teacher's Guide Pages None
2. Learner's Materials Earth and Space Quarter 3 – Module 4: Factors Affecting Climate
Pages
3. Textbook Pp. None
4. Additional Materials from LR None
portal
B. Other Learning Resources
Preliminary Prayer
Greetings
Classroom Rules
Wearing of Masks ( if unwell)
STOP Talking.
LOOK in front/ on board.
LISTEN when someone speaks.
RAISE a hand in answering.
Checking of Attendance
The teacher will divide the class into five from row 1 to 4 ( Team 1), row 5 to
 8 ( Team 2) and so on. Students will move to their respective group. The
lesson will have 7 game level.
Each group will compete until the end of the lesson.

Review
LEVEL 1: MATCH ME

Indicator 1: Applied knowledge The students will match the photo to find out if each condition is classified
and content within and across as weather or climate.
curriculum teaching areas.
Lightning: Weather or Climate?
Annual Rainfall: Weather or Climate?
Sea Breeze: Weather or Climate?
Ice Age: Weather or Climate?

 With these photos, what was our last lesson about?

IV. PROCEDURE
LEVEL 2: Red Light, Green Light
- The students will choose from the two options what is the word
that the definition looks for.
1. The dominant prevailing wind patterns blow in a constant, steady
direction across our earth. GLOBAL WINDS, OCEAN WINDS
2. A gas that absorbs and emits radiant energy within the thermal
Elicit: infrared range. CARBON DIOXIDE, GREENHOUSE GASES
(The activities in this section will
evoke or draw out prior concepts
3. Also used to understand how the ocean moves heat around the
or prior experiences from the globe, a critical component of Earth’s climate. OCEAN WAVES,
students) OCEAN CURRENTS
4. The steady flow of surface water in a prevailing direction. OCEAN
Indicator 2: Used a range of WAVES, OCEAN SURFACE
teaching strategies that 5. Also known as the hydrologic or hydrological cycle, describes the
enhance learner achievement in continuous movement of water on, above, and below the surface of
literacy and numeracy skills. the Earth. WATER CYCLE, RAIN
6. The arrangement of the natural and artificial physical features of an
Indicator 8: Selected, area. LANDSCAPE, TOPOGRAPHY
developed, organized, and used 7. Water or other liquid diffused in a small quantity as vapor, within a
appropriate teaching and solid, or condensed on a surface. MOISTURE, HUMIDITY
learning resources, including
ICT, to address learning goals.
8. The concentration of water vapor present in the air. MOISTURE,
HUMIDITY
9. A distance measurement, usually in the vertical or “up” direction,
between a reference datum and a point or object. ALTITUDE,
VECTOR
10. It is how tightly or loosely packed a substance is, or the number of
things or people in a certain area. POPULATION, DENSITY
Engage: LEVEL 3: LISTEN TO THE NEWS!
(The activities in this section will
stimulate their thinking and help The students will listen to a news report . See dated February 07, 2019, in
them access and connect prior Baguio City Herald Express and answer the questions below.
knowledge as a jumpstart to the
present lesson.)
The weather condition in the country’s undisputed Summer Capital
continues to get colder with 9.0˚C as the coolest temperature recorded this
year by the local office of the Philippine Atmospheric, Geophysical and
INDICATOR 1: Applied
Astronomical Services Administration (PAGASA) early Wednesday
Knowledge of Content within
morning, January 30. From the 9.8 ˚C temperature in the city that was
and across curriculum
recorded by PAGASA Monday morning of January 28, it slightly improved
teaching areas.
to 10.6 ˚C early Tuesday morning, further dipping to 9.2 ˚C Wednesday
early morning before finally settling at 9.
 The PAGASA official disclosed that even the warmest temperature in the
city ranges from 19 to 22 ˚C which is much cooler compared to the usual 24
to 26 ˚C warmest temperature recorded in the city during the middle of the
day. In other highly elevated areas in Benguet, the coldest temperature in
Paoay, Atok, Benguet was around 4 ˚C Wednesday morning while the
coldest temperature was in Mount Sto. Tomas in Tuba, Benguet was
around 6.5 ˚C.
Indicator 3: Applied a range of
teaching strategies to develop a. What is the possible reason for such weather conditions in Baguio
critical and creative thinking, as City and other highly elevated areas in Benguet?
well as other higher order
thinking skills. b. Do you think it is still possible for Baguio City to experience the
city’s lowest recorded temperature of 6.3 degrees Celsius which
was registered on January 18, 1961? Why?

Explore: LEVEL4 :
(In this section, students will be LEVEL UP! :DIFFERENT FACTORS THAT AFFECT CLIMATE
given time to think, plan,
investigate, and observe There are different factors that affect the climate of a place. These five
collected information; or the factors greatly influence the temperature of an area.
performance of the
planned/prepared activities with
Guide Questions) They will be handed an envelope with different tasks and performance to
show. They will be rate depend on their presentation.

Indicator 1: Applied knowledge

and content within and across
curriculum teaching areas.

Indicator 4: Managed classroom

structure to engage learners,
individually or in groups, in
meaningful exploration,
discovery and hands-on
activities within a range of
physical learning environments.

Indicator 5: Managed learner

behavior constructively by
applying positive and non-
violent discipline to ensure
learning-focused environments.

Indicator 6: Used differentiated,

developmentally appropriate
learning experiences to address
learners’ gender,needs,
strengths, interests and
experiences.

TEAM 1 (Simultaneous pronunciation)

The students will read simultaneously on their given tasks.

Latitude. Latitude is the main factor affecting global climate. The further we go
from the equator; the temperature drops and the cooler it gets. This is because
we know that earth is curved which means that the sun’s energy is more
concentrated at the equator. This means earth gets hotter at equator and places
near equator.
TEAM 2 (Picture talk Show) ALTITUDE
The students will show and elaborate the picture to the class.

TEAM 3 ( News Report)

The students will act as news casters that give information about the
prevailing winds happen.

TEAM 4 ( Chanting)
The students create a chants about ocean currents and present it in
class.
OCEAN CURRENTS
Ocean currents! 2x
Continuous and directional movement of ocean,
Created by the wind friction, water density, earth’s rotation,
solar energy and gravity!
Direction of water movement—horizontal or vertical!
Ocean Currents! 2x
Northern hemisphere flow---clockwise
Southern hemisphere flow---counterclockwise
The ocean currents transport warm water and precipitation from equator to the poles……
And cold water from the poles bask to the equator.
Now, this regulates the global climate.
Ocean currents!

TEAM 5 ( ACTING)
The students will present on the piece of TOPOGRAPHY thru acting.

Topography. The topography of earth's surface is one of the factors that affects weather
system and climate. The difference in elevation and mountain ranges determine the
distribution of precipitation on earth. The bodies of water shape the climates and create
the high- and low-pressure systems that cause weather events.
The mountainous areas tend to have extreme weather because it acts as a barrier to air
movements and moisture.
The windward side of the mountain faces the wind and receives warm, and moist air. As
the wind hits the mountain, the air is forced to move upward along the slope of the
mountain and begins to cool due to decrease in atmospheric pressure. The cooling of air
results in the formation of clouds and precipitation. Because of this, the windward side of
the mountain is cooler and rich in vegetation. The leeward side of the mountain is the
opposite side of the windward. The air that goes down the leeward slope has lost its
moisture on the windward side resulting to warm air and low relative humidity. As the dry
air descends the leeward slope, it expands and reduces the possibility of precipitation
forming a rain shadow effect. This side of the mountain is the driest place.
Explain:
(In this section, students will be The teacher will start asking the students about the factors affecting
involved in an analysis of their the climate.
exploration. Their understanding Questions.
is clarified and modified because
of reflective activities)/Analysis
1. Do you think there are factors that affect both weather and climate?
of the gathered data and results
and be able to answer the Guide What are those?
Questions leading to the focus 2. How does latitude, altitude and land topography cause differences
concept or topic for the day.) in temperature?
3. Why do rainfall distributions throughout the Philippines vary from
Indicator 3: Applied a range of one region to another?
teaching strategies to develop
critical and creative thinking, as
well as other higher order
thinking skills.

LEVEL 5: Crossing the Bridge

Now that you are already familiar with the factors that affect climate.
Use the illustration below and answer the following questions to
cross the bridge.

Elaborate:
(This section will give students
the opportunity to expand and
solidify/concretize their
understanding of the concept.

1. Which side of the mountain would generally receive more

precipitation?
2. What happens to the air as it comes down the leeward side of
the mountain?
3. Which side of the mountain range often produce rain shadow?
4. What happens to the air as it travels up the mountain?

Evaluation: LEVEL 6: ASSESSMENT

(This section will provide
opportunities for concept check - Read each item carefully. Write only the letter of your choice. Use a
test items and answer keys separate sheet of paper for your answers.
which are aligned to the learning
objectives – content and
performance standards and
address misconceptions- if any) 1. Which statement BEST describes topography?
A. It is the total distance above sea level.
B. It is the side of the mountain that experiences floods.
 Indicator 9: designed, selected, C. It is the curve of the earth and the distance from the equator.
organized, and used diagnostic, D. It is the physical attribute, surface shapes, and features of an
formative, and summative area.
assessment strategies
consistent with curriculum
2. Which part of the mountain has more vegetation?
requirements.
A. top
B. leeward
C. sideward
D. windward

3. Which BEST describes the leeward side of a mountain?

A. The side of the mountain that experiences floods.
B. The side of the mountain receives less precipitate.
C. The side of the mountain receives more precipitate.
D. The side of the mountain that experiences more vegetation.

4. How do oceans affect the climate of an area?

A. The solar radiation is absorbed by the ocean.
B. Ocean currents act much like a conveyor belt.
C. The ocean helps to distribute heat around the globe.
D. All of the above.

5. In theory, Earth’s surface was covered by vast sheets of ice.

What do you call these vast sheets of ice?
A. glaciers
B. haze
C. ice
D. snow

Table of Specification
No. No.
Topic of Remembering understanding applying Analyzing Evaluating Creating of
hours items
Different 5
factors
1 5 2,3 1,4
affecting
Climate
Total 1 2 0 2 0 0 5

Extend: LEVEL 7: ASSIGNMENT:

Make an infographic about the factors that affect climate and state its
significance through a concept map.
INDICATOR 1: Applied
Knowledge of Content within
and across curriculum RUBRICS FOR INFORGRAPHIC
teaching areas. Accuracy of Content- 5 points
Use of Visual Materials- 5 points
Evidence of Research- 5 points
Appearance- 10 points
Total: 25 points
Prepared by:

MARY GRACE T. BOOC

Teacher I
Checked:

MIRALYN M. BOCOBO, MAED

Master Teacher I