Republic of the Philippines

Department of Education
Region I
DEMONSTRATION TEACHING LESSON PLAN
IN GRADE 9 SCIENCE (EARTH SCIENCE)
Grade Level &
School Magsingal National High School Science 9
Section
Grade 9 EARTH
DAILY LESSON Teacher DIVINE GRACE A. UBILAS Learning Area
SCIENCE
PLAN Teaching Date and
January 08, 2019/08:30-09:30 Quarter 3rd
Time
I. OBJECTIVES
The learners demonstrate an understanding of factors that affect
A. Content
climate, and the effects of changing climate and how to adapt
Standards
accordingly.
B. Performance The learners shall be able to participate in activities that reduce risks
Standards and lessen effects of climate change
C. Learning Describe certain climactic phenomena that occur on a global level.
Competencies (S9ES-IIIf-31)
1. Demonstrate how closed spaces trap heat;
2. Describe certain climactic phenomena that occur on a global
D. Objectives
level; and
3. Explain how greenhouse gases trap heat.
II. CONTENT
Global climate phenomenon

I. LEARNING
RESOURCES
A. References
1. Teachers Guide
Pages 152-153
pages
2. Learner’s Pages 198-199
Material pages
1. A small glass tank or an aquarium with thin walls or shoe box.
2. 2 laboratory thermometers with cover setup
3. Sunlight (if not available, you may use a study lamp)
4. USB
B. Other
5. TV projector
Resources
6. Manila paper
7. Marker pen
8. A video about greenhouse effect
(http://www.youtube.com/watch?v=5zLuqSYF68E)
II. PROCEDURES
SPIN THE WHEEL!

MECHANICS:

Put the listed names in a bowl. Shake it. Ask a

A. Reviewing
volunteer to pick a name in the bowl. The one that is
previous ELICIT
chosen will spin the wheel. The wheel is composed of
lesson or (2
questions that will elicit the previous lesson.
presenting the minutes)
new lesson
 What is
climate
change?

Causes of What is
climate global
change. warming?

What is
greenhouse
effect?

B. Establishing a HEAT ME UP!

purpose for the
lesson Mechanics:
Ask a volunteer to place the animal toys at the top of
the crushed ice, PREDICT WHAT WILL HAPPEN TO
THE SETUP AFTER A MINUTE if you ignite all the
candles around the bowl of crushed ice and cover it with
the big bowl? (Accept all answers)

Ask one volunteer to ignite the candles around the

bowl of crushed ice and cover it with the big bowl.
OBSERVE WHAT HAPPENS. (Let the students
observe).

DOES YOUR OBSERVATION MATCHES WITH YOUR

PREDICTION? CAN YOU EXPLAIN WHY?
C. Presenting
examples? ENGAGE
Can you say that the Earth’s temperature is getting
Instances of (5
warmer and warmer just like what you have observed
the new lesson. minutes)
from the activity?

How does greenhouse gases trap heat causing the rise

in the Earth’s temperature?

How do you describe certain climactic phenomenon that

occur on a global level?

Let us consider this situation:

On a warm and dry day, Jen was left by her dad in
the car. She noticed that the air conditioner was not
working well. Then, she started to sweat a lot. How do
you help Jen understand her situation?

To answer these questions, perform the activity.

D. Discussing IT’S GETTING’ HOT IN HERE

new concepts Small Group Activity:
and practicing
Guidelines:
new skills #1
1. Divide the class into five groups.
2. Read and analyze the procedure well.
3. Present outputs on the board through a
representative.
EXPLORE 4. Discuss the result of the activity by answering the
( 15 guide questions.
minutes) NOTE: During the pre-activity, it must be emphasized
the proper positioning of the thermometer. The
thermometer should be placed in a way that the
students could easily read the markings. It must be
E. Discussing new emphasized that the temperature they will get is that of
concepts and the air that surrounds the thermometer. It is not the
sun’s heat. The thermometer should not be hit directly
 practicing new by the sunlight to avoid getting the wrong data. It must
skills #2 be pointed out that being a researcher or scientist,
he/she must obtain the correct data to give correct
information.

POINTS TO BE REMEMBERED DURING THE

CONDUCT OF THE ACTIVITY:
4 3 2 1
Cooperation If all the If there are If there are If there are
among members two four more than
members cooperate. members members five
are not are not members
cooperating. cooperating. are not
cooperating
Cleanliness If the group If some of If most of If the group
of the totally the the did not
working observe members of members of totally
area. cleanliness. the group the group observe
did not did not cleanliness.
observe observe
cleanliness. cleanliness.

In constructing a LINE GRAPH, apply the things that

you have learned from your Math class to present your
data.
The learners will then show their work on the board and
the group will compare their answers with each other.
Collaboration follows after their comparisons. Checking
of answer and discussion of these concepts follow.
F. Developing EXPLAIN
mastery POST-ACTIVITY: It must be emphasized that the setup
( 15 is just a simulation of the role of greenhouse gases in
minutes) the atmosphere. The walls of the aquarium or glass do
not represent the role of greenhouse gases.

NOTE: The teacher must give praise to the

groups/students by doing their job before, during and
after the activity to motivate them always.
G. Finding ABSTRACTION:
practical To understand how greenhouse gases absorb heat
application of instead of letting it flow out of the atmosphere, watch the
concepts and video with this link,
skills in daily (http://www.youtube.com/watch?v=5zLuqSYF68E)
living
Based from the video, kindly explain how does
H. Making
greenhouse gases trap heat?
generalization
and
If heat is trapped by greenhouse gases, what
abstractions
about the climactic phenomenon that occur on a global level?
lesson DESCRIBE CERTAIN CLIMACTIC PHENOMENON
THAT OCCUR ON A GLOBAL LEVEL.
ELABORATE
(15 minutes) APPLICATION:
Let us go back to the situation stated before.
On a warm and dry, Jen was left by her dad in
the car. She noticed that the air conditioner of
the car was not working well. Then, she started
to sweat a lot. How do you help Jen understand
her situation?

VALUES INTEGRATION:
Every school year, the Science Club and the
YES-O Club organization are always promoting their
programs such as: CLEAN-UP DRIVE, TREE
PLANTING, PLASTIC FREE ENVIRONMENT, WASTE
MANAGEMENT AND ENTREPRENEURSHIP, and the
 SEARCH FOR THE MOST ECO-FRIENDLY
CLASSROOM. Many students and teachers participated
in the said activities. What values can you develop in
engaging yourselves in these kind of activities?

GENERALIZATION:
Answer the following questions:
1. How does greenhouse gases trap heat?
2. Give and describe at least one climactic
phenomenon that occur on a global level.
EVALUATION:

I. Evaluating
EVALUATE
learning
(5 A B
minutes)
1. Study the two diagrams (A and B), Then, in your
own words, define the greenhouse effect.
2. Which factor contributed much in the difference
of carbon dioxide in the atmosphere of the two
places (A and B)? Why?
3. Explain how does greenhouses gases trap heat?
4. Give and describe at least one climactic
phenomenon that can occur on a global level.

J. Additional Suggest a method to minimize the adverse

activities for EXTEND effects of greenhouse gases in the environment.
application or (3 Give supporting details.
remediation minutes)

Prepared by:

_________________________________
DIVINE GRACE A. UBILAS
Demonstration Teacher

Noted by:

__________________________________
NICOLAS O. UDANI
Master Teacher I
Activity Sheet

IT’S GETTING’ HOT IN HERE!

Objectives:
1. Demonstrate how closed spaces trap heat;
2. Explain how greenhouse gases trap heat; and
3. Describe certain climactic phenomenon that occur on a global level.

Materials:
A small glass tank or an aquarium with thin walls or shoe box
2 laboratory thermometers with cover setup
Sunlight (if not available, you may use a study lamp)

Procedure:
1. Place the tank or aquarium on the surface with the thermometer inside. Position the
thermometer so that you can read the marking. Refer to Figure 8.1.
2. Place another thermometer just outside the tank or aquarium.
3. Expose the setup to sunlight.
4. Take the temperature every two minutes over a period of 20 minutes. Record your data
in the table below.

Table 1: Temperature Readings

Time (minutes) Thermometer Inside (˚C) Thermometer Outside (˚C)
2
4
6
8
10
12
14
16
 18
20
5. Construct a line graph to present your data.

Guide Questions:
1. Which thermometer shoes a faster rise in temperature?
2. What happened to the temperature inside the aquarium?
3. How does the wall of the aquarium relate to greenhouse gases?
4. What traps heat in the atmosphere?

Activity 1
ROLL, ROLL, AND AWAY

I. Objectives:
1. Calculate the acceleration of the can rolling down an inclined plane, given a
distance vs. time and distance vs. time2 graph of its motion; and
2. Describe the motion of an object given a distance vs. time or a distance vs.
time2 graph.
II. Materials:
Board/plank (at least 200 cm long) Timing device (stopwatch)
Tin can/ball Stack of books
Protractor
III. Procedure:
1. Set up an inclined plane at 45˚ by putting one end of the plane on top of a
stack of books. Mark the plane for every 40 cm and label these as 40 cm, 80
cm, 120 cm, and so on, starting from the lowest end.
2. From the tin can from each labelled point starting with the 40 cm mark. Start
the timer as the tin can is released, and stop the timer when the tin can has
reached the bottom of the inclined plane.
3. Ask your partner to record the time (t) taken by the tin can to travel each
distance (d) down the plane. Perform three trials from each mark. Use the
table below for your data.

Table 1: Data on the Motion of a Rolling Tin Can

 Time2, t2
DISTANCE Time, t (s)
(s2)
(d) cm
Trial 1 Trial 2 Trial 3 Ave.
40
80
120
160
200
4. Graph d vs. t then d vs. t2.

distance vs. time

200
Distance, d (cm)

160

120

80

40

0.2 0.4 0.6 0.8 1.0

time, t (s)

distance vs. time2

200

160
Distance, d (cm)

120

80

40

0.04 0.16 0.36 0.64 1

Time, t2 (s2)

V. Guide Questions:
1. How will you describe the graphs of:
 a. distance vs. time?
b. distance vs. time2?
2. What is the relationship between distance and time of travel of the rolling can?
3. What is the slope of d vs. t2 graph? What quantity does the slope of d vs t2
graph represent? (Refer to the unit of the slope)
4. What do the graphs of distance vs. time and distance vs time2 suggest?

WHAT IS ACCELERATION?

WHAT IS VELOCITY?

WHAT IS AVERAGE VELOCITY?

WRITE THE BASIC FORMULA OF VELOCITY

AND AVERAGE VELOCITY.
 WRITE THE BASIC FORMULA OF
ACCELERATION.

GROUP 1: DERIVE USING THE

FORMULA OF VELOCITY AND AVERAGE VELOCITY.
d
Eq. A. v = ------
t

vi + vf
Eq. B. vave = --------------
2

GROUP 2: DERIVE USING THE

FORMULA OF VELOCITY AND AVERAGE VELOCITY.
d
Eq. A. v = ------
t

vi + vf
Eq. B. vave = --------------
2

vf - vi
Eq. C. a = -----------------
t

GROUP 3: DERIVE USING THE

FORMULA OF VELOCITY, AVERAGE VELOCITY and
ACCELERATION.
d
Eq. A. v = ------
t

vi + vf
Eq. B. vave = --------------
 2

vf - vi
Eq. C. a = -----------------
t

GROUP 4: Think some sports that uses the concept of

Uniformly Accelerated Motion along a
horizontal dimension. Demonstrate it in
front of the class.

GROUP 5: Think a way/s on how to improve or

enhance sports in your school using the
concept of Uniformly Accelerated Motion.
WHAT IS THE ACCELERATION DUE TO GRAVITY ON
EARTH?
IS THE RATE OF GRAVITY (ACCELERATION) THE SAME
FOR ALL OBJECTS ON EARTH?
WHAT IS GRAVITY?
GIVE ONE EXAMPLE OF A FREELY FALLING BODY.
WHAT IS UNIFORMLY ACCELERATED MOTION?
WHAT QUANTITY IS DISPLACEMENT AND VELOCITY?
 CURVE A LIKE

Objective: Set a ball in projectile motion to match pre-drawn parabolic trajectories.

Materials: chalk or marker
2 whole sheets of manila paper
Small ball or round object safe to throw
Procedure:
1. MATCH-A-CURVE
a. Draw a rough parabola by sketching vertical and horizontal lines on a manila
paper and throw the ball similar to the figure below.
b. Throw a small object in a vertical plane parallel to the blackboard and near it, so
that it follows the curve. With the proper start, the object follows surprisingly
well. It is better to start with a parabola which results from throwing the object
horizontally.

Figure 1: Matching trajectory A to a half parabola

GUIDE QUESTIONS:
1. In what direction or orientation did you throw the ball?
2. How would you describe the ball’s path and motion?
3. How many tries did you make to match the curved paths?

c. Draw a bow at the bottom end of the parabola. Throw again the ball with the
box as the target.

4. How many tries did you make before you matched the curve this time?
5. What does this tell you regarding visuals or imaginary targets in sports?

2. WHAT A CURVE-A-THROW!
a. On another manila paper, draw a complete parabola and throw the ball similar to
the figure below.
 Figure 2: Matching trajectory B to a complete parabola

GUIDE QUESTIONS:
6. In What direction or orientation did you throw the ball?
7. How would you describe the ball’s path and motion?
8. Aside from doing more trials or “practices” for this parabola, where will you
place the imaginary target to aim for better matching results?
9. Based on the activity, is it possible that the ball will end at a higher elevation
than its starting level?
10. What force got the ball projected?
11. What force continued to act on the ball when in mid-air

3. OF CURVES…..
a. The drawn curved paths on the paper are parabolic curves. Similarly, trajectories A
and B are also parabolic curves.

GUIDE QUESTIONS:
12. How will you compare or contrast the horizontal and vertical spacing?
13. What does the spacing in the set of vertical lines indicate about the vertical
displacement and vertical velocity of the projectile motion?

4. ….AND ARROWS
The displacement (d) and velocity (v) are vector quantities. Projectile motion can
be understood by analyzing the horizontal and the vertical components of the
displacement and velocity which add as vectors.
 Figure 3: Sketch of the velocity vector components
Recall that vectors are quantities with magnitude and direction. And any vector can be
represented by a vector arrow, the length of which corresponds to the magnitude, while the
arrow point in the direction of the vector quantity.
For a horizontally projected object, the displacement and velocity vector both have magnitude
and direction that you can separate into components.

Horizontal components: Eq. 1 dH = x = vxt Eq. 2 vH = vx = x/t

Vertical components: Eq. 3 dV = h = 1/2agt2 Eq. 4 vv = vy = agt