SUBJECT: SCIENCE

GRADE:9
QUARTER: 3rd
TOPIC: EARTH AND SPACE
REFERENCE: Exploring Life Through Science
CONTENT STANDARD: LEARNING COMPETENCIES:
 The leaner will demonstrate an understanding Students will know: (Acquisition)
of the Earth’s Interior using information from a. The supernatural beliefs related to volcano
volcanoes b. Theories of volcanism
c. Feature of a Volcano
d. Types of Volcano
e. Process involved in volcanic eruption
f. Effects of volcano
Students will be skilled at: (skills)
a. describe the different types of volcanoes;
b. differentiate between active and inactive
volcanoes;
c. explain what happens when volcanoes erupt;
d. Illustrate how energy from volcanoes may be
tapped for human use;

PERFORMANCE STANDARD:
The learner transfers learning by:
.

ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:

Students will understand that: The students will keep considering the following
1. Volcanoes are part of this world which proves questions:
that it has purpose in this system. 1. What are the roles of volcanoes in the
2. The type of volcano determines volcanic Earth’s system?
eruption and type of magma it expels. 2. What controls the shape of volcano?
3. Despite of their effects volcanoes are important 3. Why volcanoes prevalent in the certain
dynamic in the planet. parts of the earth?
4. In what ways volcanoes are beneficial to
us?
TRANSFER GOAL: Students on their own will be able to:
1. Make a campaign that focused on creating awareness and preparedness during volcanic eruption.
TRANSFER TASK GOAL # 1
G- Generate an informative materials that focused on what really transpired during phenomenal volcanic
eruption

R- You are part of PHIVOLCS and you are tasked to launch and you are tasked to launch a campaign on
preparedness and risk reduction.

A-fellow Junior High School Students

S- In response to the government‘s call to launch orientation on disaster preparedness, your school has invited a
number of experts PHIVOLCS who will talk about the said program. As majority of the audience come from
student’s population, the PHIVOLCS team is encouraged to utilize a medium that would catch the interest and
comprehension level of the students.

P-As part of the team, you have to conduct a research on a phenomenal volcanic eruption (e.g., Mt. Pinatubo in
1991). Using the gathered data, your team has to come up with any of the following that would dramatize what
happened during the eruption based on the recorded experience of the people.

Product 1: A theatrical dramatization of the eruption which shall be participated by selected students.
Product 2 : Puppet Show
Product 3: Infomercial
Product 3: Musical Play
S-concept, Script/storyboard, content organization, quality, teamwork, timeliness

It is also accepted that your team should enumerate the Do’s and Don’ts during volcanic eruption.

SCAFFOLD

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

Directed Prompt Open Prompt Guided Transfer Independent Transfer
Performance Task 1 Performance Task 1 Performance Task 1 Performance Task 1
Make a model of Disaster Preparedness Debate In response to the
volcano. Observe how Each group will prepare Volcanoes A friend or a government‘s call to
volcanoes erupt. volcanic disaster Foe? launch orientation on
preparedness campaign disaster preparedness,
materials such as poster, your school has invited
jingle, flyer, brochure a number of experts
etc. PHIVOLCS who will
Generalization: talk about the said
1. What did you program. As majority of
learn? the audience come from
2. What is the student’s population, the
relevance to PHIVOLCS team is
you? encouraged to utilize a
What is your life’s medium that would
action plan? catch the interest and
comprehension level of
the students.

RUBRICS

Criteria Excellent 4 Proficient 3 Adequate 2 Limited 1

Details and Has included at Has included at Has included at Has included at
Information least 5 things to least 4 things to least 3 things to least 2 things to
remember before, remember before, remember before, remember before,
during, after during, after during, after during, after
volcanic eruption volcanic eruption volcanic eruption volcanic eruption
Method of Presentation is Presentation is presentation is not Presentation is not
presentation easy to understand, unique but not unique but unique and not
unique, and organized organized organized
exemplary
Well-prepared Well prepare but Variety of props or Limited props or
Techniques / with a variety of limited materials materials used to materials used to
creativity props or materials are used create an create an adequate create an image
used to create a interesting image image moderately which minimally
powerful image about what to do suitable about appeals to or is not
about what to do before, during, and what to do before, suitable about
before, during, and after a volcanic during, and after a what to do before,
eruption volcanic eruption
 after a volcanic during, and after a
eruption volcanic eruption
Information Information contains errors Information
Accuracy contains contains minor which somewhat contains many
essentially no errors, none of interferes with errors which limit
errors which which interfere clarity of the clarity of
interfere with with clarity of communication communication
clarity of communication
communication Information

LESSON PLAN
DAY 1
I. LEARNING COMPETENCIES
a. Understand supernatural beliefs and scientific
b. Explain the natures and theories of volcanoes
II. Daily Routine
- Greetings
- Checking of Checklist
- Attendance
III. Motivation: Movie Clip (https://youtu.be/T2I6C6rNDjw)
Ask question and relate the video to the lesson
- Can you describe what the video is all about?
- Describe the characteristics of volcano?
- What are the famous volcanoes in the country?
IV. Lesson Proper
 Introduction to Volcanoes
 Supernatural Beliefs Related to Volcanoes
 Theories of Volcanism
- Activity 1. Fact or a Bluff
Students will be group in 5 and they will brainstorm on different supernatural beliefs they know about
volcano
- Discussion
V. GENERALIZATION:
Volcanoes and volcanic activity are windows to the Earth- They provide us with important information with
the process takes place inside the earth.

Day 2
I. LEARNING COMPETENCIES:
a. Identify the different feature of volcanoes
b.Differentiate active and inactive volcano
c. Enumerate factors that triggers volcanic eruption
d. Discuss the classification of volcanic activity
II. DAILY ROUTINE
- Checking of Checklist
- Attendance
III .Review :Picture Puzzle

IV. Lesson Proper

 Introduction to Volcanoes
 Morphology of Volcanoes
 Board Work :Comparing different types of Volcano
V. GENERALIZATION:
Volcanoes are vents in the earth's crust through which lava, rock fragments, hot vapor and gases are ejected. And, while
they are all natural events in the life of Earth, there are different types of volcanoes. The types of volcanoes are
differentiated based on their size, composition and explosive. We could compare the different types of volcanoes to
players on a football team. The tall and impressive composite cone volcanoes are much like the strong and confident
quarterback. The broad and lower-to-the-ground shield volcanoes are much like the beefy lineman of the team. And, the
fast-growing but smaller cinder cone volcanoes are much like the quick-moving and compactly built running backs of our
team. Let's take a closer look at these three main types of volcanoes.
VI. Evaluation: Concept Connect

Day 3
I. LEARNING COMPETENCIES:
a. Identify the different feature of volcanoes
b.Differentiate active and inactive volcano
c. Enumerate factors that triggers volcanic eruption
d..Discuss the classification of volcanic activity
II. DAILY ROUTINE
- Checking of Checklist
- Attendance
III. MOTIVATION: Virtual Volcano
Students will explore the virtual volcano. And observe the following during simulation activity
a. Types of volcano
b. Inside the volcano
c. Volcanic Eruption
(https://www.cosmeo.com/braingames/virutal_volcano/index.cfm?title=Virtual%20Volcano)
Questionnaire will be provided for the activity.
Discussion of their observation will follow.
d. Discussion
Virtual Volcano Lab
Global Perspectives (see the Menu on the left side)
--Using the topic menu in the lower right corner, read about:
1) Tectonic Plates: Where are most of the active volcanoes found? ________________
2) the Ring of Fire: Where is the Ring of Fire located? _________________________
3) the Layers Within: How do volcanoes form? _______________________________
_________________________________________________________________
Volcano Types (yup…back to the Menu on the left side) For each of the volcano types answer the following
questions…
1) Stratovolcano:
a. How are they made? ____________________________________________
___________________________________________________________
b. Look like--___________________________________________________
c. This volcano in Italy was responsible for destroying Pompeii in 19 AD--_______
d. A well-known stratovolcano in the US—_______________________________
2) Cinder Cone Volcano:
a. How are they made?____________________________________________
b. Look like—____________________________________________________
 c. 2 famous cinder cone volcanoes & where they are located:
i. _______________________________________________________
ii. _______________________________________________________
3) Shield Volcano:
a. How are they made?_____________________________________________
b. Look like—____________________________________________________
c. A famous shield volcano & where it’s located: __________________________
4) Which type of volcano is the following?
a. Most violent eruptions: ___________
b. Island builders: _____________
c. Smallest: ___________________

Inside a Volcano (Left side. Menu…)In the space below draw what a volcano looks like on the inside and label
its parts.
Build Your Own Volcano… (Of course, don’t forget to watch it erupt—way cool!)
--But first…
1) Gas Content
a. List 2 factors that can affect the explosiveness of a volcanic eruption.
i. ________________________ ii. __________________________
b. Magma’s gas content usually depends on ____________________________
__________________________________________________________
2) Viscosity
a. What is it? __________________________________________________
b. Thick magmas tend to have ______________________ levels, and runny lavas have
_____________levels.
3) After playing with the settings on your own a bit, build the volcanoes with the settings below and record
the results you create! (don’t forget to click “set conditions” before erupting). #8-10 are YOUR
CHOICE…make a new combo.
Gas Content Type of Eruption

Viscosity Volcano type Other comments

1. Low Low

2. High Low

3. Low High

4. One level UP Low

from Low

5. Two levels UP Low

from Low

6. Two levels Up High

from Low

7. High High
 8.

9.

10.

V. GENERALIZATION
Values: Appreciation of God’s creation
Volcanoes are classified as active, dormant or extinct depending on the amount of volcanic activity happening.
“Active” means there’s regular activity, “dormant” means there’s been recent activity but that it’s currently
quiet and “extinct”, meaning it’s been so long since the last eruption that it’s unlikely to ever erupt again. Any
volcanic activity can affect different living organism.

Day 4
I. LEARNING COMPETENCIES: At the end of the lesson students will be able to;
a. Identify the different feature of volcanoes
b. Make a model of volcano
c. Observe how volcanoes erupt using their model
II. DAILY ROUTINE
- Checking of Checklist
- Attendance
III. REVIEW :Tic tac Toe
IV. MOTIVATION : Volcano song
V. Lesson Proper : Volcanic Eruption

 Pre lab Discussion

- Safety rules and Precautionary Measure
- Explain Criteria
 Lab Proper
- Laboratory Activity 2
 Post Lab
- Answer Observation/ Discussion
V. Mission/ Vision Integration: Creation Care/ People Care
Concern for other people during calamities
VI.GENERALIZATION
Volcanoes are renowned for their destructive power. In fact, there are few forces of nature that rival their sheer,
awesome might, or have left as big of impact on the human lives.
Day 5
I. LEARNINGG COMPETENCIES: At the end of the lesson students will be able to;
a. Understand how volcanoes erupt
II .DAILY ROUTINE
- Checking of Checklist
- Attendance
III. Review :Tic tac Toe
IV. Motivation : 4 pics 1 word
V. Lesson Proper: Experiment ( Volcanic Eruption)
Mission/ Vision Integration: Creation Care/ People Care
Concern for other people during calamities
VI.GENERALIZATION
Volcanoes are renowned for their destructive power. In fact, there are few forces of nature that rival their sheer,
awesome might, or have left as big of impact on the human live.

Day 6
I.LEARNING COMPETENCIES:
a. Identify the types of energy that can be utilized from volcanic activity
b. Illustrate how energy from volcanoes maybe trapped for human use.
c. Explain the mechanisms involved in the three types of geothermal energy

II. Daily Routine

- Checking of Checklist
- Attendance
III. REVIEW: Bingo

IV. Motivation : 4 pics and 1 word

V. Lesson Proper: Energy From Volcanoes

- Post the question on the board “ Volcanoes a Friend or a Foe”
- Students will express their opinion.
VI. Generalization:
Volcanoes are one of the most destructive natural forces on earth. However, after the eruption is over, the
benefits become clear. We can be thankful for the millions of volcanoes that were once active. They produced
the earth's crust that we live on. Continued eruptions help produce the water, energy, and rich soil we need to
survive.

Day 7
I.TOPIC : Volcanic Level Alert in the Philippines
II. LEARNING COMPETENCIES :
a. Discuss alert level dos’ and don’t s during before, during and after volcanic eruption.
b. Participates in activities that reduce risks and lessen effects of natural phenomenon such as volcanic eruption
III. Daily Routine
- Checking of Checklist
- Attendance
IV.MOTIVATION : Red Alert
a. Lesson Proper
- Discuss the video let the students analyze safety measure before during and after volcanic eruption.
V. GENERALIZATION
It is important to prepare for a natural disaster. All of the time spent in clearly thinking and planning will mean
the difference between survival or not. Consider the important things you cannot do without and the way in
which you will live in case the worst thing happens to you.
Day 8
I. LEARNING COMPETENCIES : At the end of the lesson students will be able to;
a. Discuss alert level dos’ and don’t s during before, during and after volcanic eruption.
b. Participates in activities that reduce risks and lessen effects of natural phenomenon such as volcanic eruption
II. Daily Routine
- Checking of Checklist
- Attendance
III. MOTIVATION : Thumbs up thumbs down
IV. Lesson Proper :Volcanic Level Alert in the Philippines
- Performance Task 1
Disaster Preparedness
Each group will prepare volcanic disaster preparedness campaign materials such as poster, jingle, flyer,
brochure etc.
Generalization:
1. What did you learn?
2. What is the relevance to you?
3. What is your life’s action plan

V. GENERALIZATION
It is important to prepare for a natural disaster. All of the time spent in clearly thinking and planning will mean
the difference between survival or not. Consider the important things you cannot do without and the way in
which you will live in case the worst thing happens to you.

Day 9
I. LEARNING COMPETENCIES : At the end of the lesson students will be able to;
a. Discuss alert level dos’ and don’t s during before, during and after volcanic eruption.
b. Participates in activities that reduce risks and lessen effects of natural phenomenon such as volcanic eruption
II. Daily Routine
- Checking of Checklist
- Attendance
III. Review : Disaster Master
IV. Motivation :Picture picture

V. Lesson Proper : Volcanic Level Alert in the Philippines

- Discussion
VI. EVALUTION
Read the question carefully choose the letter of the best answer.
1. Which of the following should you pay attention to before a volcanic eruption?
a. frequents ejection of volcanic ash
b. frequents earthquake
c. decreased ambient temperature
2. What is one of the most important actions to take before a volcanic eruption?
a. Cover your garden with soil
b. Keep goggles and a dust mask handy
c. Read about volcanic eruptions in text books
3. How do you stay safe during a volcanic eruption?
a. Evacuate to lower ground
b. Evacuate or take shelter
c. Wear goggles and a dust mask
4. The first action I will take after a volcanic eruption is...
a. Stay inside
b. Protect my lungs and eyes from volcanic ash
c. Both of the above
 5. What should a family communications plan include?
a. Information about how your family would get in touch with each other during an emergency
b. Where your family would meet
c. How your family would remain in contact

II.
1. What plans does your family have for when a volcanic eruption occurs?
2. Why should we be informed about earthquake preparedness
III. Enumeration
1-3 – Benefits from volcano
3-5- Harmful effect of volcano
CONTENT STANDARD: LEARNING COMPETENCIES:
The leaner will demonstrate an understanding of factors that Students will know: (Acquisition)
affect climate, and the effects of changing climate and how a. Meteorology vs Climatology
to adapt accordingly b. Weather vs Climate
c. Factors affecting climate
d. Classifying Climate of the world
e. World climate zone
f. Climate Change
g. Ways to mitigate the effects of climate
change
PERFORMANCE STANDARD:
Students will be skilled at: (skills)
The learner transfers learning by:
a. Compare and contrast weather and climate
participate in activities that reduce risks and lessen effects of
b. Classify climate of the world
climate change
c. Explain different climate classification
system
d. Explain how the different factors affect
climate of an area.
e. Explain how living things adapt to a certain
climate
f. Demonstrate understanding of the global
phenomenon
g. Explain the main indicators and cause of
climate change
h. Justify how human activities contribute
To climate change

ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:

Students will understand that: The students will keep considering the following
1. Both weather and climate describes the condition of questions:
the atmosphere. However, 1. What are the factors that affect climate?
2. How does each factor affect climate?
3. Why is it important to study climates that
occurred millions years ago?
4. What is climate change?
5. Why climate changing?
6. What are the negative effects of climate
change?
7. How can we lessen the bad effects of global
warming?

TRANSFER GOAL: Students on their own will be able to:

1. Design ways on how to protect our planet and ourselves from global climate change.
TRANSFER TASK GOAL # 1

G- Students must come up with a presentation that can disseminate to and educate their fellow students about the
impacts of climate change and to reduce its effects.

R- - newscaster, composer, visual artist

A-fellow grade 9 students

S -You should give a situation that the school is observing like a Science Month Celebration with a theme: Disaster
Risk Reduction and Climate Change Adaptation. They must come up with a presentation that can disseminate to
and educate their fellow students about the impacts of climate change and on how to reduce the effects.
P- You may refer from the different suggested
 a. Comic, sketch
b. Song/ jingle composition
c. Newscasting
d. Infomercial
e. Poem/spoken words
S- Organization, Oral presentation, creativity, purpose
SCAFFOLD

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

Directed Prompt Open Prompt Guided Transfer Independent
Transfer
Performance Task 2 Performance Task 2 Performance Task 2 Performance Task 2
Experiment Weather Station Brochure .
Design ways on how
to protect our planet
and ourselves from
global climate
change.

RUBRICS

Performance

Criteria Weight Description

Organization 40% The materials The material The material The material
demonstrates demonstrates demonstrates demonstrates
deeper understanding little lack
understanding of the chosen understanding understanding
of the chosen subject matter of the chosen of the chosen
subject matter subject matter subject matter
Reliability 20% Researcher Researcher Researcher Researcher
and content utilized at utilized at utilized at utilized at
least 10 least 7 least 5 least 3
reliable reliable reliable reliable
updated updated updated updated
resources resources resources resources
Visual and 15% The editorial The editorial The editorial The editorial
Audience board came board came board came board did not
Appeal up with up with an up and well employ any
attractive easy to read, designed strategy to
easy to read, and well format and make their
and well designed used graphics magazine
designed format and which are readable and
format and used graphics closely easy to
used graphics which are related to the understand
which are closely topic
closely related to the
related to the topic
topic
 Writing 10% All of the All of the All of the All of the
Mechanics writing is writing is writing is writing is not
done done done done in
complete complete complete complete
sentences, sentences, sentences, sentences,
capitalization most of the some of the capitalization
and capitalization capitalization and
punctuation and and punctuation
are correct punctuation punctuation are not
throughout are correct are correct correct
the magazine throughout throughout throughout
the magazine the magazine the magazine

presentation 15% The students The students The students The students
accurately accurately accurately appeared to
presented and presented and presented and have
answered all answered answered insufficient
the questions most the about 75% knowledge
related to the questions questions about the
processes related to the related to the processes
used to create processes processes used in the
the used to create used to create creation of
intergalactic the the the
magazine intergalactic intergalactic intergalactic
magazine magazine magazine.

Lesson Plan

Day 1
I. LEARNING COMPETENCIES : At the end of the lesson students will be able to;
1.Meteorology vs Climatology
2. Weather vs Climate
3. Classify Climates of the World
II. Daily Routine
- Checking of Checklist
- Attendance
III. Motivation : Word Splash

CLIMATE

V. Lesson Proper : Introduction to Volcano

- Discussion
VI: Mission/ Vision Integration : Creation Care
Concern to environment
VII. Generalization:
The weather is an important part of the natural environment. It directly or indirectly affects many of our activities.
We tend to be acutely aware of the weather when we are faced with exceptional or dangerous phenomena that
could endanger our property, safety or even lives.
Day 2
I. LEARNING COMPETENCIES :
1. Factors Affecting Climate
II. Daily Routine
- Checking of Checklist
- Attendance
III. Motivation : 4 pics and 1 word
IV. Lesson Proper: Factors Affecting Climate
- Discussion
- Weather Station
VI: Mission/ Vision Integration : Creation Care
Concern to environment
VII. Generalization:
The weather is an important part of our lives, influencing what we wear, what activities we enjoy and even how we
feel. The weather is an important part of our lives, influencing what we wear, what activities we enjoy and even
how we feel. ... Your job is to report on one of the extreme weather conditions.
Day 3
I. LEARNING COMPETENCIES
1.Explain how living things adapt to a certain climate
2.Demonstrate understanding of the global phenomenon
3.Explain the main indicators and cause of climate change
4. Justify how human activities contribute to climate change
II. Daily Routine
- Checking of Checklist
- Attendance
III. Motivation : Song “ Paraiso”
IV. Lesson Proper: Factors Affecting Climate
- Discussion
VI: Mission/ Vision Integration : Creation Care
Concern to environment
VII. Generalization:
The changing climate impacts society and ecosystems in a broad variety of ways. For example, climate change can
alter rainfall, influence crop yields, affect human health, cause changes to forests and other ecosystems, and even
impact our energy supply. Climate-related impacts are occurring across the country and over many sectors of our
economy

Day 4
I. LEARNING COMPETENCIES : At the end of the lesson students will be able to;
1.Explain how living things adapt to a certain climate
2.Demonstrate understanding of the global phenomenon
3.Explain the main indicators and cause of climate change
4. Justify how human activities contribute to climate change
II. Daily Routine
- Checking of Checklist
- Attendance
III. Review: JEOPARDY
IV. Motivation: Picture Puzzle
IV. Lesson Proper: Factors Affecting Climate
VI: Mission/ Vision Integration : Creation Care
Concern to environment

VII. Generalization:
While humanity has come a long way in understanding and even being able to predict meteorological events,
weather remains a powerful force in everyday existence. The difference between a sunny day and a rainy one can
be significant in many different ways. Changes in the weather can trigger changes in mood, add time to your
commute or in rare cases even threaten your life.
CONTENT STANDARD:
The leaner will demonstrate an understanding of
the features of the other heavenly, milky way and
the universe as whole
PERFORMANCE STANDARD:
The learner transfers learning by:
Create an intergalactic gallery of the universe
LEARNING COMPETENCIES:
Students will know: (Acquisition)
a. Characteristics of the Stars
Students will be skilled at: (skills)
a. infer the characteristics of stars based on the
characteristics of the Sun;
b. infer that the arrangement of stars in a group
(constellation) does not change;
c. show which constellations may be observed at
different times of the year using models.

ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:

Students will understand that: The students will keep considering the following questions:
2. All bodies in the solar system orbit a 1. How is the study of the solar system important in our life?
common center of mass which lies inside 2. What are the implications does the study of the universe
the sun. tells us?
3. Our Earth occupies a very negligible space
in our universe. The Milky Way is just one
of the billion galaxies in the universe.
TRANSFER GOAL: Students on their own will be able to:
2. Publish a magazine that features various celestial body.
TRANSFER TASK GOAL # 1

G- You are tasked to take your fellow students to an intergalactic tour without leaving the planet earth.

R- Editorial board of science magazine

A-fellow grade 10 students

S- The Science club of your school has partnered with the editorial board in celebration of its astronomy week. In this
regard, your team has to meet the deadline of publishing a magazine that will reinforce the pupil’s knowledge about the
universe.
P- You can choose any of the following:

A 16 page magazine A 16 page magazine A 16 page magazine

about the meteors and about exoplanets about the different
asteroids that hit earth. stellar population in the
universe
S-Organization, reliability of content, visual and audience appeal, writing mechanics, magazine oral presentation

SCAFFOLD

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

Directed Prompt Open Prompt Guided Transfer Independent Transfer
Performance Task 2 Performance Task 2 Performance Task 2 Performance Task 2
Make several Using recycled The students will re- The Science club of
constellation charts by materials the students enact the creation of your school has
drawing by drawing a will develop a model of universe using slide partnered with the
constellation on a the solar system. presentation, shadow editorial board in
piece of black Information such as play or puppetry celebration of its
cardboard. distance from the sun, astronomy week. In
Why do we see features, size and other this regard, your team
different constellation characteristics. has to meet the
kin different Season of . deadline of publishing
the year? a magazine that will
How were the reinforce the pupil’s
constellations named knowledge about the
by early people? universe.

RUBRICS
Performance

Criteria Weight Description

Organization 40% The materials The material The material The material
demonstrates demonstrates demonstrates demonstrates
deeper understanding little lack
understanding of the chosen understanding understanding
of the chosen subject matter of the chosen of the chosen
subject matter subject matter subject matter
Reliability and 20% Researcher Researcher Researcher Researcher
content utilized at least utilized at least utilized at least utilized at least
10 reliable 7 reliable 5 reliable 3 reliable
updated updated updated updated
resources resources resources resources
Visual and 15% The editorial The editorial The editorial The editorial
Audience board came up board came up board came up board did not
Appeal with attractive with an easy to and well employ any
easy to read, read, and well designed format strategy to
and well designed format and used make their
designed format and used graphics which magazine
and used graphics which are closely readable and
graphics which are closely related to the easy to
are closely related to the topic understand
related to the topic
topic
 Writing 10% All of the writing All of the writing All of the writing All of the writing
Mechanics is done is done is done is not done in
complete complete complete complete
sentences, sentences, most sentences, some sentences,
capitalization of the of the capitalization
and punctuation capitalization capitalization and punctuation
are correct and punctuation and punctuation are not correct
throughout the are correct are correct throughout the
magazine throughout the throughout the magazine
magazine magazine

Magazine oral 15% The students The students The students The students
presentation accurately accurately accurately appeared to
presented and presented and presented and have insufficient
answered all answered most answered about knowledge
the questions the questions 75% questions about the
related to the related to the related to the processes used
processes used processes used processes used in the creation
to create the to create the to create the of the
intergalactic intergalactic intergalactic intergalactic
magazine magazine magazine magazine.

Lesson Plan
DAY 1
I. LEARNING COMPETENCIES
a. Characteristics of the Stars
II. Daily Routine
- Checking of Checklist
- Attendance
III. Motivation : Solar System Riddle
V. Lesson Proper : Introduction to Star
- Discussion
VI: Generalization:
The collection of eight planets and their moons in orbit around the sun, together with smaller bodies in the form
of asteroids, meteoroids, and comets.

Day 2

I. LEARNING COMPETENCIES : At the end of the lesson students will be able to;
a. Arrangement of stars in a group
b. Changing position of constellations during the night and at different times of the year
c. Beliefs and practices about constellations and astrology

II. Daily Routine

- Checking of Checklist
- Attendance
III. Motivation : Solar System Riddle Pick up lines
The students will prepare pick up lines about the planets
V. Lesson Proper : Introduction to Star
- Discussion

Group Activity
Students will fill up the facts about the heavenly bodies of our solar system.

Object’s Distance Size / Interesting

Name from the sun diameter facts

VI. Generalization:
Our connection to the Earth – to Nature – is one of the most important connections humans have. Actually, it is
the most important. Without Nature, without the Earth, we would not exist.

Day 3
I. LEARNING COMPETENCIES
a. Characteristics of the Stars
II. Daily Routine
- Checking of Checklist
- Attendance

III. Motivation : Solar System Riddle

V. Lesson Proper : Constellation
- Discussion
Process Activity (30) Learning Station
Procedure: Group of 4-5 students let them rotate between the different stations to investigate the planets and other
members of the solar system. Answer the questions presented at each station.
VI: Generalization:
The constellations also helped with navigation. It is fairly easy to spot Polaris (The North Star) once you've
found Ursa Minor (Little Dipper constellation). One can figure out his/her latitude (North/South) just by looking
at how high Polaris appears in the night sky. This allowed for ships to travel across the globe. It allowed for the
discovery of America, the spread of European culture, and civilization as we know it today.

Day 4
I. LEARNING COMPETENCIES
a. Characteristics of the Stars
II. Daily Routine
- Checking of Checklist
- Attendance
III. Motivation :
- Reces
- Stemoc
- IODREAS
- REOMETE

IV. Lesson Proper : Other Members of the Solar Sytem

 Video “ The other members of the Solar system
 Discussion ( 20)
 Meteors
 Comets
 Asteroid
V. Evaluation: Identify the following:
DAY 1
 Solar System Riddle
 Video
 Discussion
 The member of the solar System
 The sun
 The planets
DAY 2

 Pick up lines
The students will prepare pick up lines about the planets
 Discussion
 Formative Assessment
FRAME GAME

Solar System

Day 3

Group Activity
Students will fill up the facts about the heavenly bodies of our solar system.
Object’s Distance Size / Interesting
Name from the sun diameter facts

 Group Presentation of Work/ Discussion

Day 4
 Process Activity (30) Learning Station
Procedure: Group of 4-5 students let them rotate between the different stations to investigate the planets
and other members of the solar system.. Answer the questions presented at each station.

Week 5
Day 1
 So Jumbled Letters
- Reces
- Stemoc
- IODREAS
- REOMETE
 Video “ The other members of the Solar system
 Discussion ( 20)
 Meteors
 Comets
 Asteroid
 Formative Assessment
2 Column Note
DAY 2
 Guess the word
 Group Activity
Do superstitions about comets, asteroids, and meteors have scientific basis?
1. Choose at least three superstitions (one from the Philippines, and the rest from other countries).

2. Discuss each superstition with the group to answer the question: Do superstitions about comets and asteroids have
scientific basis? Why or why not?

3. List down as many scientific evidence to support the group’s answer to the question. The group may go back to
the library to research for more evidence in books or online resources.

4. Propose doable actions that the group can do to promote a more scientific attitude towards comets, asteroids, and
meteors to their fellow students or to family members.
 Presentation/ Discussion of Work

Day 3
 Quick Quiz ( 15)
Http//WWW.science teacher.com/constellation flashcard.htm
 Triple Venn Diagram ( 10)
Using the triple Venn diagram the students will compare and contrast the meteors, comet, asteroid

Day 4
 Written Works
 Answer pp.86
 Product Task
SUBJECT: SCIENCE GRADE: 7
QUARTER: 3 rd

TOPIC: FORCES AND MOTION

REFERENCE: SCIENCE LINKS
CONTENT STANDARD: LEARNING COMPETENCIES:
 The learners demonstrate an understanding Students will know: (Acquisition)
of: motion in one dimension a. Kinds of Forces
b. Three types of friction
c. Kinds of Non Contact Force
d. The Law of Universal Gravitation
e. Determined the resultant Force
f. The Law of Motion
g. Implication of Law of Motion on
Safety and Precaution
Students will be skilled at: (skills)
a. Define force Operationally
b. Differentiate the kinds of Forces
c. Differentiate motion occurring in
different activities
d. Identify Scientist and Philosophers
PERFORMANCE STANDARD: behind
The learner transfers learning by: The development of early ideas on
 The learners shall be able to conduct a forum in motion
disaster risk reduction. e. describe the motion of an object in
terms of distance or displacement,
speed or velocity, and acceleration;
f. differentiate quantities in terms of
magnitude and direction;
g. create and interpret visual
representation of the motion of objects
such as tape charts and motion graphs;
h. When can we say that an object is in
motion? How do we describe the
motion of an object?

ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:

Students will understand that:
a. Force is involved many activities
b. Force can cause objects to change their state
of motion
c. An object is in motion if it continuously
Changes its position from given frame
reference.
d. All objects are in motion even if its
stationary.
e. Scalar and vector quantities can be provided
accurate information that could be useful in
a variety ways.
The students will keep considering the
following questions:
a. What is Force?
b. How is related to motion?
c. How do we know if objects maybe
moving in another reference.
d. What is the importance of
understanding the descriptors of
motion?
e. How can the understanding of scalar
and vector quantity be applicable to our
daily lives.
f.
TRANSFER GOAL: Students on their own will be able to:
2. Make a campaign that focused on creating awareness and preparedness during volcanic
eruption.
TRANSFER TASK GOAL # 1

G- Generate an informative materials that focused on what really transpired during phenomenal
volcanic eruption

R- You are part of PHIVOLCS and you are tasked to launch and you are tasked to launch a campaign
on preparedness and risk reduction.

A-fellow Junior High School Students

S- In response to the government‘s call to launch orientation on disaster preparedness, your school has
invited a number of experts PHIVOLCS who will talk about the said program. As majority of the
audience come from student’s population, the PHIVOLCS team is encouraged to utilize a medium
that would catch the interest and comprehension level of the students.

P-As part of the team, you have to conduct a research on a phenomenal volcanic eruption (e.g., Mt.
Pinatubo in 1991). Using the gathered data, your team has to come up with any of the following that
would dramatize what happened during the eruption based on the recorded experience of the people.

Product 1: A theatrical dramatization of the eruption which shall be participated by selected

students.
Product 2 : Puppet Show
Product 3: Infomercial
Product 3: Musical Play

S-concept, Script/storyboard, content organization, quality, teamwork, timeliness

It is also accepted that your team should enumerate the Do’s and Don’ts during volcanic eruption.

SCAFFOLD

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

Directed Prompt Open Prompt Guided Transfer Independent
Transfer
Performance Task 1 Performance Task 1 Performance Task 1 Performance Task 1
Volcano Mapping CYCLE MAP In response to the
Procedure: Using the The students will government‘s call to
Philippine map, plot make a cycle map launch orientation on
the location of the said about the processes disaster preparedness,
volcanoes. Guide involved in volcanic your school has invited
Questions: 1. Are all eruption. Discuss the a number of experts
the volcanoes found in different volcanic PHIVOLCS who will
the same location? 2. materials, alert and talk about the said
What island has the Do’s and don’ts program. As majority
most number of of the audience come
volcanoes with several from student’s
historical eruptions: population, the
Luzon, Visayas, or PHIVOLCS team is
Mindanao? 3. Can a encouraged to utilize a
volcano with no medium that would
historical eruptions be catch the interest and
considered a volcano? comprehension level of
Why? the students.

ACTIVITY MAP
ASSESSMENT MAP

NG- Not Graded

G - Graded
Six Facets of Understanding: Explanation, Interpretation, Application, Perspective, Empathy, Self-
Knowledge

RUBRICS

Criteria DESCRIPTION
4 3 2 1
 Concepts Displays a Has fairly Has brainstorm Little effort
clear picture of clear picture of the concept but has been spent
what the what they are not clear focus on
students trying trying to emerged. brainstorming
to achieve. achieve. It is Goal/final and refining
closely related product not concepts.
It is centred to the concept clearly defined. Unclear on
around a and shows how goals and
concept that developed how the
shows highly awareness and project
develop preparedness objective will
awareness and during the be met.
preparedness geological
during events.
geological
event Can describe
what they are
Adequate trying to do
description of over all but
what they are has trouble
trying to describing
how his/her
work will
contribute to
the final
project
The storyboard The story The storyboard is There is no
illustrates a board is easy hard to read with evidence of a
presentation to read and incomprehensible story board or
that is easy to most elements labels and script.
comprehend. are clearly drawings.
All elements written, Grammar and
Script are clearly labelled or spellings are
written, drawn with generally
labelled , or little mistakes incorrect.
drawn with no on grammar or
mistakes on spellings. The thumbnail
grammar and Presentation sketches on the
spellings. includes story board are
thumbnail not logical
Presentation is sketches of sequence and do
structured with each video not complete
thumbnails, scene and descriptions of
notes of includes text the video, audio
proposed for each background,
transitions, segment of the notes about the
special effects, presentation, dialogues.
sound and title descriptions of
the
background
audio for each
scene, and
notes about the
proposed shots
and dialogues.
The content Information is
includes a presented as
 clear statement connected
of purpose or theme with
theme and is accurate
creative, current
compelling, supporting
and clearly information
written. that
A rich variety contributes to
of supporting understanding
information in the projects
Content/Organization the main idea.
presentation
contributes to Details are
the logical and
understanding persuasive,
of the project’s information is
main idea. effectively
Events and used.
messages are
presented in
logical orderly
cited sources.

LESSON PLAN
Week 1
DAY 1

- The teacher will ask the students to describe the activity.
Guide Question
 Describe the Earth.
 What are the characteristic of the earth?
 How the earth is formed?
Discussion
 The Earth as Planet
 Origin of the earth
Formative Assessment “ Quick draw”
Instruction
After the discussion give the students 10 minutes to draw earth surface based on what they have
learned. Have them share their work with the class.
Sharing/ Clarification of concepts.
DAY 2
 Word search ( 10)
 Learning Station
 ACTIVITY (30)
Laboratory Activity :HOW DO PLATE MOVES?
 Completion of Data and Analysis
Day 3
 Review: The Family Feud
 Group Activity: CSI
- The students will gathered evidence supporting the continental drift theory
 Presentation of work in class

Day 4
 Discussion ( Types of Plate)
 ( Role Playing Creating Drawing)
 Written Test
  Instruction : The Students will describe the different plate boundaries creatively by role
playing and illustrating
Procedure:
1. Form 4 groups have the groups choose a plate boundary
2. Discuss as a group the movements and characteristics of the plate assigned to them.
Portray the role trough acting without talking
Day 5
 Interactive Learning: Learning Station
 Discussion and Clarification of lessons
DAY 6
 Written Test
 Check point
 Preparation for the Product
 Explanation of mechanics and rubrics

Week 2-3
Day 1
 Picture Puzzle -Famous Volcanoes
Relate the Picture to the Lesson
 Volcano
 Where Do We Find Active volcanoes
 Brainstorming: Volcano a friend or a Foe

Day 2
 Pacific Ring of fire https://www.youtube.com/watch?v=CH1jWhTH8Dg
 Completion of data (15)

Day 3
 FORMATIVE ASSESSMENT
 Sequencing of Event
 JIGSAW/Group Discussion
Instructions: Have the class form six groups. Give each group a topic to discuss. The expert group will
go to the different groups to discuss assigned to them.
Group 1 State of Volcanic Eruption
Group 2 Formation of Volcanoes
Group 3 Principle of Volcanism
Group 4 Benefits of Volcanoes
Group 5 Dangers of Volcanoes
Group 6 Relationship of volcanoes to plate tectonic
 Socialized Recitation
Day 4
 Written Test
 Answer pp. 56-57 (20)

Day 5
 Review – Word Up
 Video – San Andres ( 15)
 Discussion
Guide Question :
1. Can we predict earthquake?
2. What causes earthquake
3. How is earthquake measured?
4. Why Philippines are considered as Earthquake prone area?
 Activity
Locating and measuring seismic waves
Day 6
 Picture Connections
Instruction: Students will share and describe the picture.

 Discussion
 Anatomy of an Earthquake
 Locating and Measuring Earthquake
 : Interpreting
Instruction: Obtain a map of the world that has the crustal plates outlined. Find the location active
volcanoes and Areas frequently rock by the earthquake and answer some guide question:
Day 7
 Act it Out
Instruction: The teacher will ring the bell. Let the pupil demonstrate what they will do when there is
an earthquake. Then the teacher will discuss if the action is right or wrong.
 Discussion of Safety measure, before during and after the earthquake.
 Video
 Reflection:
The students will watch a Failon Ngayon Video about
Cebu and Bohol earthquake. After they have watch
the video they will reflect on the following
a. Are we all ready for the Big one
b. Do you think our government agency is doing their job in promoting our safety?
c. Can we minimize the number of casualties during earthquake? How?

Day 8
 Reporting of their Reflection
 Written Test
 Earthquake Shaking Contest
Instruction: Using the concepts they have learned the students will construct a strong tower out of the
materials given. The best group who will make the strongest tower will be given additional points.
 Presentation of Work
Day 9
 Activating Prior Knowledge
- Show pictures and News clips about devastation of Nepal Earthquake last April 25, 2015
- Let the students share what they know about the devastation in Nepal
 Group Discussion Using Graphic Organizer
about the effects of an Earthquake.
Day 10
 Preparation
 Product Task/Presentation
 The students will prepare a campaign that focused on creating awareness and preparedness during
ecological event
Week 4
Day 1
 Picture Puzzle
 Quick Share
- Let the student share their experience about fascinating landform that they observed and visited.
 Discussion
 Different land forms
 Formation of landforms
 Sentence Completion
 

DAY 2
 Review ( Pinoy Henyo)
 Group Activity
 In pairs, the student will makes an outline showing different landforms and give examples for each.
Justify whether or not these landforms are located in any plate boundary distributed around the
world.
Day 3
 Review Game ( Jeopardy)
 Learning Station
 Graphic Organizer
Using a graphic organizer the student showing the
process of land formation and different factors that
Affect the land formation.
Day 4
 Written Assessment
 Group Activity

CONTENT STANDARD: LEARNING COMPETENCIES:

The leaner will demonstrate an understanding of
the features of the other heavenly, milky way and
the universe as whole
PERFORMANCE STANDARD:
The learner transfers learning by:
Create an intergalactic gallery of the universe
Students will know: (Acquisition)
b. Planets orbit the sun
c. Asteroid and comets also move orderly
Students will be skilled at: (skills)
d. Describe the earth as a member of the
solar system
e. Infer that other heavenly bodies exist
outside our solar system
f. Explain the characteristics and impacts
of meteors and asteroid on earth
g. Recognize the different types of galaxies
h. Discuss the importance of our universe

ESSENTIAL UNDERSTANDING: ESSENTIAL QUESTION:

Students will understand that: The students will keep considering the following
4. All bodies in the solar system orbit a questions:
common center of mass which lies inside 3. How is the study of the solar system
the sun. important in our life?
5. Our Earth occupies a very negligible space 4. What are the implications does the
in our universe. The Milky Way is just one study of the universe tells us?
of the billion galaxies in the universe.
TRANSFER GOAL: Students on their own will be able to:
3. Publish a magazine that features various celestial body.
TRANSFER TASK GOAL # 1

G- You are tasked to take your fellow students to an intergalactic tour without leaving the planet
earth.

R- Editorial board of science magazine

A-fellow grade 10 students

S- The Science club of your school has partnered with the editorial board in celebration of its
astronomy week. In this regard, your team has to meet the deadline of publishing a magazine that will
reinforce the pupil’s knowledge about the universe.
P- You can choose any of the following:

A 16 page A 16 page A 16 page

magazine about magazine about magazine about
the meteors and exoplanets the different
asteroids that hit stellar population
earth. in the universe

S-Organization, reliability of content, visual and audience appeal, writing mechanics, magazine oral
presentation

SCAFFOLD

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

Directed Prompt Open Prompt Guided Transfer Independent Transfer
Performance Task 2 Performance Task 2 Performance Task 2 Performance Task 2
Make several Using recycled The students will re- The Science club of
constellation charts by materials the students enact the creation of your school has
drawing by drawing a will develop a model universe using slide partnered with the
constellation on a of the solar system. presentation, shadow editorial board in
piece of black Information such as play or puppetry celebration of its
cardboard. distance from the sun, astronomy week. In
Why do we see features, size and this regard, your team
different constellation other characteristics. has to meet the
kin different Season of . deadline of publishing
the year? a magazine that will
How were the reinforce the pupil’s
constellations named knowledge about the
by early people? universe.

ACTIVITY MAP
ACTIVITIES FOR ACQUIRING ACTIVITIES FOR MAKING ACTIVITIES LEADING TO
KNOWLEDGE AND SKILL MEANING AND DEVELOPING TRANSFER
UNDERSTANDING
EXPLORE (INTRODUCTION)
Pre – Assessment Pre – Assessment

FIRM-UP (INTERACTION)
Loop Activity Socratic Method Investigate Activity

Triple ven diagram Portfolio Activity

Socratic Method( NG)

Creating a model
DEEPEN (INTERACTION)
KWL Loop Activity Interpreting Data
 TRANSFER (INTEGRATION)

Big Bang Confetti Group presentation

2 column note

ASSESSMENT MAP

TYPE KNOWLEDGE AND UNDERSTANDING TRANSFER

PROCESS/SKILLS (MEANING MAKING)
(ACQUISITION)
PRE-ASSESSMENT Thinks-Share-Pare KWL (NG) Investigate ( G)
DIAGNOSTIC ( NG)
FORMATIVE
ASSESSMENT

SUMMATIVE Quiz ( G) Loop Activity ( G) Frayer Diagram( NG)

ASSESSMENT

SELF-ASSESSMENT Portfolio ( G) Graphic Organizer ( G) Magazine making ( G)

2 column note ( NG) Group presentation

( G)

NG- Not Graded

G - Graded
Six Facets of Understanding: Explanation, Interpretation, Application, Perspective, Empathy, Self-
Knowledge

RUBRICS

Performance

Criteria Weight Description

Organization 40% The materials The material The material The material
demonstrates demonstrates demonstrates demonstrates
deeper understanding little lack
understanding of the chosen understanding understanding
of the chosen subject matter of the chosen of the chosen
subject matter subject matter subject matter
Reliability 20% Researcher Researcher Researcher Researcher
and content utilized at utilized at utilized at utilized at
least 10 least 7 least 5 least 3
reliable reliable reliable reliable
updated updated updated updated
resources resources resources resources
Visual and 15% The editorial The editorial The editorial The editorial
Audience board came board came board came board did not
Appeal up with up with an up and well employ any
 attractive easy easy to read, designed strategy to
to read, and and well format and make their
well designed designed used graphics magazine
format and format and which are readable and
used graphics used graphics closely related easy to
which are which are to the topic understand
closely related closely related
to the topic to the topic
Writing 10% All of the All of the All of the All of the
Mechanics writing is done writing is done writing is done writing is not
complete complete complete done in
sentences, sentences, sentences, complete
capitalization most of the some of the sentences,
and capitalization capitalization capitalization
punctuation and and and
are correct punctuation punctuation punctuation
throughout are correct are correct are not
the magazine throughout throughout correct
the magazine the magazine throughout
the magazine

Magazine oral 15% The students The students The students The students
presentation accurately accurately accurately appeared to
presented and presented and presented and have
answered all answered answered insufficient
the questions most the about 75% knowledge
related to the questions questions about the
processes related to the related to the processes
used to create processes processes used in the
the used to create used to create creation of the
intergalactic the the intergalactic
magazine intergalactic intergalactic magazine.
magazine magazine

Lesson Plan
Week 5
DAY 1
 Solar System Riddle
 Video
 Discussion
 The member of the solar System
 The sun
 The planets
DAY 2

 Pick up lines
The students will prepare pick up lines about the planets
 Discussion
 Formative Assessment
FRAME GAME

Solar System
Day 3

Group Activity
Students will fill up the facts about the heavenly bodies of our solar system.
Object’s Distance Size / Interesting
Name from the sun diameter facts

 Group Presentation of Work/ Discussion

Day 4
 Process Activity (30) Learning Station
Procedure: Group of 4-5 students let them rotate between the different stations to
investigate the planets and other members of the solar system.. Answer the questions
presented at each station.

Week 5
Day 1
 So Jumbled Letters
- Reces
- Stemoc
- IODREAS
- REOMETE
 Video “ The other members of the Solar system
 Discussion ( 20)
 Meteors
 Comets
 Asteroid
 Formative Assessment
2 Column Note
DAY 2
 Guess the word
 Group Activity
Do superstitions about comets, asteroids, and meteors have scientific basis?
5. Choose at least three superstitions (one from the Philippines, and the rest from other countries).

6. Discuss each superstition with the group to answer the question: Do superstitions about comets
and asteroids have scientific basis? Why or why not?

7. List down as many scientific evidence to support the group’s answer to the question. The group
may go back to the library to research for more evidence in books or online resources.

8. Propose doable actions that the group can do to promote a more scientific attitude towards
comets, asteroids, and meteors to their fellow students or to family members.
 Presentation/ Discussion of Work

Day 3
 Quick Quiz ( 15)
Http//WWW.science teacher.com/constellation flashcard.htm
 Triple Venn Diagram ( 10)
Using the triple Venn diagram the students will compare and contrast the meteors, comet,
asteroid

Day 4
 Written Works
 Answer pp.86
 Product Task