Lesson Exemplar

Topic/Title CLIMATE
Grade Level NINE (9)
Time Allotment 120 minutes
Learning Competencies/Objectives
At the end of the cycle, student should be able to:
 Demonstrate how closed spaces trap heat
Elicit Materials
At the start of the lesson:
 The teacher will ask the students to cite different
clothing style of people in different places such as in
Pampanga, Baguio, Tagaytay, and Boracay.

Engage
 Let the students give their own insight about the
different clothing of people in different places.
Explore
 The teacher will tell one scenario and the students
will give their own opinion based on the scenario
provided by the teacher. Scenario: “On a warm and
dry day, Cris was left by his dad in the car. He
noticed that the air condition of the car was not
working well. Then, he started to sweat a lot.” The Learner’s
teacher will ask the students. “Why Cris started to Module in
sweat?” Science 9
 The students will be divided into four groups and Small glass tank
allow them to do the activity 8 “It’s Gettin’ Hot in 2 Laboratory
Here” in their Learner’s Module 9 pages 198-199. thermometers
Guide questions: Sunlight
1. Which thermometer shows a faster rise in Manila paper
temperature? Marker
2. What happened to the temperature inside the
tank?
3. How does the wall of the tank relate to
greenhouse gases?
4. What traps heat in the atmosphere?
Explain (DAY 2 - Presentation of the output)
 After the activity proper, let each group present their
Manila paper
output and discuss it in the class.
Marker
 Students can raise questions within the discussion.
Elaborate
For further discussion:
Laptop
 Depending on the output of the students, the
Projector
teacher will elaborate that;
White screen
  the solar radiation warms the Earth as its
energy is absorbed by the atmosphere and
how the air is trap in a closed spaces.
 the greenhouse gases in the atmosphere
trap heat similar to how the glass around the
greenhouse tarps the heat from the Sun.
 Integration: Ask the students what happen to
the noodles in a cup noodles once you pour
hot water.
 Valuing: Ask the students what do they feel
when they try to keep their anger into
themselves towards other people.
Evaluate
 Constructive response type of questions:
1. What is the reason why the temperature of the
Sheet of paper
Earth is rapidly increasing?
Pen
2. What would be the effects of this phenomenon in
humans and other living organisms?
Extend
 The students will compose a jingle using the
following terms:
1. Atmosphere
2. Ozone
3. Heat wave
4. Fires and wildfires
5. El Niño and La Niña
6. Climate change
Their chosen
7. Greenhouses gases
musical
8. Loss of biodiversity and extinction of species
instruments
9. Human activities
10. Global warming

RUBRICS:
 Content - 30 points
 Arrangement of the lyrics - 15 points
 Audience impact - 5 points
Total score - 50 points
References
Learner’s Module in Science 9
Science Links in Science 9
Exploring Life Through Science 9

Prepared by:

MARIA SOPHIA L. HERNANDEZ

NICANOR DAVID VERGARA HIGH SCHOOL