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GRADES 1 TO 12 SCHOOL: QUIPAYO NATIONAL HIGH SCHOOL GRADE LEVEL: 9

DAILY LESSON LOG MYLENE R. NEVIAR, GLADYS GRACE B. BORJA, CATHERINE BLANCE
TEACHER: LEARNING AREA:
SCIENCE
TEACHING DATES: March 6-10, 2023
QUARTER: SECOND QUARTER
TIME:
Q3-W5- DAY 1 Q3-W5- DAY 2 Q3-W5- DAY 3 Q3-W5- DAY 4
I. OBJECTIVES
Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons exercises and remedial activities maybe done for developing content knowledge and competencies. These are using Formatives
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning
the lesson. Weekly objectives shall be derived from the curriculum guide.

A. Content Standards: The learners demonstrate understanding of the factors that affect climate, and the effects of changing climate and how to adapt climate change.

B. Performance The learners should be able to participate in activities that reduce risks and lessen effects of climate change
Standards:

C. Learning Competencies/ The learners should be able to The learners should be able to explain The learners should be able to The learners should be able to
Objectives: Write the LC explain how different factors affect how different factors affect the climate explain how different factors explain how different factors affect
code for each the climate of an area. (S9ES – IIIe- of an area. (S9ES – IIIe-30) affect the climate of an area. the climate of an area. (S9ES – IIIe-
30) (S9ES – IIIe-30) 30)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT FACTORS AFFECTING CLIMATE FACTORS AFFECTING CLIMATE FACTORS AFFECTING CLIMATE FACTORS AFFECTING CLIMATE
(LATITUDE) ACTIVITY 1 – WHEN THE (ALTITUDE) ACTIVITY 2 – THE HIGHER, (PROXIMITY TO BODIES OF (TOPOGRAPHY) ACTIVITY 4-WHICH
SUN’S RAYS STRIKE THE COLDER WATER) ACTIVITY 3 – WHICH SHOULD I CHOOSE, WINDWARD OR
COOLS AND HEATS FASTER? LEEWARD?

III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide Pages Page 166 Page 188 - 190 Page 191 - 192
2. Learner’s Materials Pages 145-146 Pages 146 - 147 Page 148 - 149 Page 150 - 151
Pages
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3. Text book Pages LM for G7 pp 84

LR PORTAL: LR PORTAL: LR PORTAL: LR PORTAL:
4. Additional Materials MODULE 4 CLIMATE MODULE 4 CLIMATE MODULE 4 CLIMATE MODULE 4 CLIMATE
from Learning
resources(LR)Portal

B. Other Learning PODCAST/VIDEO LESSON

PODCAST/VIDEO LESSON PODCAST/VIDEO LESSON PODCAST/VIDEO LESSON
Resources

These steps should be done across the week. Spread out the activities appropriately so that the students will learn will learn well. Always be guided by
IV PROCEDURES demonstration of learning the by the students which you can infer from formative assessment activities. Sustain learning systematically by providing the
students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusion about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
-prayer -prayer
-prayer -prayer
-attendance checking -attendance checking
A. Reviewing Previous -attendance checking -attendance checking
-classroom management/ -classroom management/ observance
Lesson or Presenting -classroom management/ -classroom management/
observance of health protocol of health protocol
New Lesson observance of health protocol observance of health protocol
-review of the previous lesson. -ask student to recall the topic
discussed yesterday
The teacher will give the specific The teacher will give the specific The teacher will give the The teacher will give the specific
objectives for the day: objectives for the day: specific objectives for the day: objectives for the day:
The learners should be able to: 1. The learners should be able to: The learners should be able to: The learners should be able to:
Explain how latitude affects 1. Identify the annual average 1. Compare the effect of heat on 1. Differentiate windward and
climate. temperature of selected cities. water and land. 2. Explain how leeward sides of a highland.
B. Establishing a Purpose
2. Demonstrate awareness of the 2. Explain how altitude affects climate distance from bodies of water 2. Explain how topography affects
for the Lesson
relationship between latitude and 3. Recognize the importance of affects climate. 3. Appreciate the climate.
climate. altitude in categorizing the role of surrounding bodies of 3. Relate the presence of tropical
3. Recognize the effect of the temperature of a particular area. - water to the climate of a certain rainforest of the Philippines to its
Philippine’s location on Earth to its region. topography
climate.
C. Presenting Examples Elicit: Elicit: Elicit:
Instances of the Lesson Elicit:
-Students recall their previous -The teacher will discuss the following: Show pictures of two common Recall: How latitude, altitude and
knowledge about latitude and bodies of water; Boracay Beach proximity to bodies of water affect
longitude; tropical region, temperate  Purpose of Remedial / Resort and Pagsanjan falls climate.  Areas located in latitude
region and polar region. With the use enhancement lesson near the equator receives much
of map or globe, the students  Status of the performance of more energy released by the sun,

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What is common to both thus have warm climate. While

pictures? (They are bodies of areas closer to the poles receives
water.) *The teacher may use less amount of energy because the
available pictures taken from angle of sunlight becomes smaller,
his/her locality so the colder these places are. 
The air temperature decreases as
altitude increases. At higher
elevation, there is less air. The air
the learners (privately / with
molecules are farther apart, thus
identify: a. the latitude and longitude confidentiality)
making the air less dense. Lighter
b. the tropical region, temperate  Understanding on the need
air cannot absorb much heat
region and polar region. places that for additional task/ academic
making air temperature lower and
are found in tropical regions, requirements to fulfill the
vice versa.  The climate of the
temperate region and polar region requirements needed to pass
place is influenced by the
the subjects.
surrounding bodies of water. Soil
absorbs heat faster than water. At
the same time, soil releases heat
faster compared to water. These
slow absorption and release of
heat by the body of water greatly
affect climate.

D. Discussing New Engage: Engage:

Concepts and Engage: Engage:
Practicing New Skills#1 A student locates the Philippines in The teacher will show some pictures The teacher will ask: Now, we are going to explore
the map/ globe. To what region is and ask the students about it. Do you think the proximity of another factor that influence
the Philippines located? What bodies of water to a particular climate. Are you familiar with
climate do we experience? Now, in region has something to do with Leeward and Windward? 
this activity you will find out the role its climate? Let us find out by Unlocking of Difficulties The
of latitude in varying the climate of doing the next activity; “Which teacher asks the students to define
different places. Cools and Heats Faster”? the following terms. a. Windward
b. Leeward c. Rain shadow
(Windward side- the side which
faces the prevailing wind (upwind)
Leeward side – the side sheltered
from the wind by the mountain’s
very elevation (downwind) Rain

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shadow –the area located on the

leeward side of the mountain that
receives low amounts of
precipitation.)
The teacher presents a video clip
Perform the activity on LM pages that shows the different sides of
188 – 191 Remind learners of the the mountain, leeward and
Dos and Don’ts regarding the windward sides. For video
Explore: activity such as:  Bulb of the presentation: You tube Uploaded
thermometer must not touch the by: Nicastri Tankard, January 24,
bottom of the container  They 2013 If internet connection is not
From their descriptions of the valley
have to be careful in using the available, illustration in the LM
and mountain;  The students
Explore: thermometer (Please see page 191 can be used. Guide
complete the Venn Diagram,
attached activity for the Questions: 1. Which side of the
E. Discussing New comparing and contrasting the valley
Students do the activity. modification.) mountain is the windward side? 2.
Concepts and and the mountain. A Venn Diagram
Act.1: When the Sun’s Rays Strike What do you notice about the
Practicing New Skills#2 shows relationships between and
(Learner’s Material pp185) windward? Why is it green? 3.
among sets or groups of objects that
What kind of climate would make
that have something in common.
this side so green? 4. What might
the weather be like more often in
this side? 5. Which is the leeward
side? 6. What do you notice about
the leeward side of the mountain?
Why does it look so brown

F. Developing Mastery Explain: Explain:

(Leads to
Formative The teacher guides the students in The Student will present the activity Explain: Explain:
Assessment 3) answering the questions. Answers to
the guide questions: 1. The earth is Group presentation will be
tilted 23.5 2. The equator receives Lead the discussion about the graded using a rubric. (Please see Lead the discussion of the
most of the sun’s rays. 3. It is due to similarities and differences between attached rubric) students’ answers to guide
the tilting of the earth’s axis and the the climate of the different cities. Point questions
shape of the earth. 4. Places found out each city again on the map
near the poles are the coldest
because they receive less amount of

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heat. 5. Due to the tilting of the

earth’s axis, places near the equator
receive more heat making the air
temperature higher. When the area
is farther from the equator¸ the air
temperature is lower resulting in a
cold climate. When the place is
closer to the equator, the air
temperature is higher which results
in a warm climate.
G. Finding Practical Elaborate: Elaborate:
Application of Concepts Elaborate: Elaborate:
and Skills in Daily Living A short video presentation will be Further discussion of the topic
Lecture- Discussion The teacher presented to the students. Source: | will be given by the teacher
facilitates the discussion emphasizing Jan 05, 2019 | 53 views | by Samantha Use the illustration on page 191 of
the relation between latitude and Ariana Created using Powtoon -- the LM to show how the northeast
climate. When an area is farther http://www.powtoon.com/youtube/ -- trade wind affect weather.
from the equator, the air Create animated videos and animated
temperature is lower resulting in a presentations for free
cold climate. When the place is
closer to the equator, the air
temperature is higher which results
in warm climate.
H. Making The teacher ask a student to -ask the students to summarize the 1. What generalization can you Explain that the trade winds hit the
Generalization summarize the lesson. lesson. derived from the activity. 2. windward side and the air cools as
and Abstractions Compare the effect of heat on it rises up the slope of the
about bodies of water and on land. 3. mountain and condenses, leading
the lesson Explain how distance from bodies to clouds and rain. On the leeward
of water affects climate of a side of the mountain, the climate is
particular region. (Please refer to warmer and drier, as the air moves
the selection in the LM page 190) down the opposite side of the
mountain, it loses its moisture and
warms up. Explain also to the
students that rain shadow is
seldom found in the Philippines
because our country is surrounded
by bodies of water. Another reason

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is that the Philippines has two local

winds systems such as the habagat
and amihan. These local winds
bring precipitation in every part of
the Philippines
Evaluation: Evaluation:

The teacher will grade the students Study the picture.  Identify the
where she/he can Manages learner part of the mountain that clearly
behavior constructively by applying shows leeward and windward side.
positive and non-violent discipline to (2pts)  Describe the climate on
Evaluation:
ensure learning-focused Evaluation: leeward and Windward side on
environments. (for 10 points) your own words. (8pts)
The teacher may considers the
I. Evaluating Learning
group presentation as their
What is the relationship between Describe the relationship between
evaluation. (Please see attached
latitude and climate? (The closer the altitude and climate.
rubrics
latitude to the equator, the higher
the temperature, the warmer the
places located in it, and the farther
the latitude to the equator, the
lower the temperature, the colder
the places located in it.)
J. Additional Activities for The Philippines is located in the The teacher may considers the Create a clay model showing the
Application or Remediation latitude near the equator. How group presentation as their leeward and windward side of a
would you relate this to the climate evaluation. (Please see attached mountain showing the tropical
the Philippines has? (The Philippines rubrics rainforests in the Philippines.
is located in the latitude near the
equator. Since equator receives
much more radiant energy released
by the sun, so places near the
equator have warm climate.) What
about those located near the poles?
What can you say about their
climate? (The areas closer to the
poles receive less amount of energy
because the angle of sunlight
becomes smaller, so the colder these

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places are.)

Objectives had attained___

Objectives not attained due Objectives had attained___ Objectives had attained___ Objectives had attained___
VI - REMARKS to:_____________________ Objectives not attained due Objectives not attained due Objectives not attained due
to :_____________________. to :_____________________. to :_____________________.

VII - REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
required additional
activities for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why did this work?

Prepared by: Checked and Reviewed: Noted:

GLADYS GRACE B. BORJA MYLENE R. NEVIAR RIZZA A. VERA NATIVIDAD C. DE LEON

Subject Teacher Subject Teacher Department Head School Principal

CATHERINE P. BLANCE
Subject Teacher

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