Republic of the Philippines

Department of Education
MIMAROPA Region
SCHOOLS DIVISION OF MARINDUQUE
MATALABA NATIONAL HIGH SCHOOL
Matalaba, Santa Cruz, Marinduque

Matalaba National High Grade

School Grade 9
School Level
Learning
DAILY LESSON PLAN Teacher Ellana May B. Peregrin Science
Area
Teaching January 28, 2025 Third
Quarter Quarter
Date

At the end of the session, at least 80% of the learners should be able
I. OBJECTIVES to:
The learner demonstrates an understanding of factors that affect
A. Content Standards climate, and the effects of changing climate and how to adapt
accordingly.
The learner shall be able to participate in activities that reduce risks
B. Performance Standards
and lessen effects of climate change.
C. Learning Competencies
Describe certain climatic phenomena that occur on a global level
(Write the LC code for
(S9ES-IIIf-31)
each)
At the end of the lesson, the students should be able to:
 Identify the impacts of climate change
D. Learning Objectives  Distinguish the difference between La Nina and El Nino
 Share mitigation and adaptation strategies for addressing the
challenges of el nino and la nina

II. CONTENT (Subject Impacts of Climate Change

Matter)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Science 9 – TG, p. 31 (PDF Copy)
2. Learner’s Materials Science 9 – LM, p. 48-50 (PDF Copy)
pages
3. Textbook pages None
4. Additional Materials
from
Learning Resources (LR)
portal
B. Other Learning
PowerPoint presentation, laptop, projector
Resources

IV. PROCEDURES
Teacher’s Activity Student’s Activity
Preliminaries
A. Prayer
“Good morning class!” “Good morning, Ma’am! “

“How are you feeling today?” “We’re fine Ma’am”

“That is good to hear, because today, we are about to

delve in another lesson. But before that, please stand up (The students will stand up and
and let us pray. In the name of the Father, the Son, the pray.)
Holy Spirit… Amen.”
“Amen.”
B. Greetings
“Before you sit down, kindly arrange your seats
properly.” (The students will arrange their seats
properly and sit properly right after.)
C. Checking Attendance
“Do we have any absence today?” “None, Ma'am.”

“Alright, Thank you”

A. Initial Activity (Review of previous lesson/s or

Presenting the new lesson) ENGAGE
Before we proceed to our lesson proper, let us have first
a review of what was our lesson last meeting through
this activity, entitled “AGREE OR DISAGREE?”

Activity 1: AGREE OR DISAGREE?

“Here are the directions of the activity, kindly read Ms.
______” (The student will read the directions)

Directions: Read the given statements about

greenhouse effect and global warming. Make your Possible Answers:
decision whether you AGREE or DISAGREE to each 1. AGREE
statement. 2. DISAGREE
1. Some greenhouse gases are naturally present in 3. DISAGREE
the Earth’s atmosphere. 4. AGREE
2. All of the radiation from the Sun is absorbed by 5. AGREE
the Earth.
3. Burning of fuels is classified as natural factor that
caused global warming.
4. Without the greenhouse effect the earth would
be cold.
5. Global warming is caused by an increased
concentration of greenhouse gases in the
atmosphere.

Alright! Seems like you really understood our lesson last

meeting.
B. Motivation (Establishing a purpose for the
lesson) ENGAGE
For you to have an idea of what our lesson will be for
today, let us have this another activity called “What am
I?”

Activity 2: What am I? (The student will read the direction)

Direction: Read the following statement and answer it
using the guide provided.
1. A short term for instructional material Answers:
2. A unit of pressure 1. IM
3. N abbreviation for “count” 2. Pa
4. It is the name of Barbie Forteza in the teleserye 3. Ct
Maria Clara 4. Klay
5. It is a person you spend a lot of time with often 5. Mate
because you are friends or because you are 6. Change
traveling together
6. It is the only constant thing in the world

Now based on our activity, what do you think is our topic

for today? Our lesson for today is all about Impact of
Climate Change

That’s right! Our topic for today is about the impact of

climate change.

Now that we know our topic for today, kindly read the (Students will read the learning objectives)
learning objectives.
Learning Objectives:
 Identify the impacts of climate change
 Distinguish the difference between La
Nina and El Nino
 Share mitigation and adaptation
strategies for addressing the
challenges of el nino and la nina
C. Analysis (Presenting examples / Instances of the
new lesson) ENGAGE
Let us now begin our next lesson using an activity
entitled “Never have I ever”
Directions: Observe the pictures below and answer
the guide questions.

Activity 3: Never have I ever

Possible Answers:
1. The pictures are all about the impacts
of climate change
2. Climate change impacts occur
through a complex interplay of
experienced an unusually hot seen frequent and intense storms factors, driven by the enhanced
summer greenhouse effect. These impacts
manifest in various ways, affecting
the environment, ecosystems, and
human societies globally.

Guide Questions:
witnessed
1. Whata significant pictures all experienced
is thedrought about? or saw a forest fire
2. How does this phenomenon occur?

Aside from the impacts of the climate change that we

are experiencing, we still have two cyclical events that
encounter. Let’s find it out to the next activity.

D. Discussing new concepts and practicing new skills

(sub-activity # 1) EXPLORE
I have here a simulation about it. Observe carefully Expected Answers:
because you have to answer the following guide 1. The simulation is all about el nino and
questions. la nina
2. La Niña episodes are seen when
Activity 4: Simulation Time! below-average sea surface
temperatures appear in the Equatorial
Pacific. The world-wide impacts of a
La Niña tend to be opposite of those
during an El Niño.
3. El Niño is the term used to describe
the unusually warm water in the
equatorial Pacific Ocean, seen during
late fall and winter in the Northern
Hemisphere. This large-scale ocean-
atmosphere interaction can have
impacts on weather patterns and
ocean conditions across the globe.
4. La Niña occurs when stronger-than-
usual trade winds push warm surface
water in the Pacific Ocean westward.
[Link] This allows colder, deeper water to
106/[Link] rise to the surface in the eastern
Pacific, leading to cooler-than-average
Guide Questions: sea surface temperatures.
1. What does the simulation depict? 5. El Niño occurs when the trade winds
2. What is La Nina? across the Pacific Ocean weaken,
3. What is El Nino? allowing warm water to accumulate in
4. How does La Nina occur? the eastern Pacific. 1 This disrupts
normal ocean-atmosphere
5. How does El Nino occur?
interactions, leading to changes in
6. What happen to the trade winds during La Nina?
weather patterns globally.
How about during El Nino?
6. During La Niña, trade winds
strengthen, while during El Niño, they
(The teacher will add some information about La Nina
weaken.
and El Nino)
E. Discussing new concepts and practicing new skills
(sub-activity # 2) EXPLORE
Now let’s answer this simple activity.

Activity 5: LN or EN?
Direction: Read each statement and classify whether it
describes La Nina or El Nino. Write LN for La Nina and EN
for El Nino.
Expected Answers:
1. The episodes of ocean warming that affect the 1. LN
2. LN
eastern tropical Pacific
3. LN
2. A powerful climate change that occurs about 4. EN
5. EN
every two to seven years.
3. It can cause wild weather on the west coast and
strong winds over the Pacific Ocean, violent
typhoons, rainstorms, and floods.
4. It occurs when the ocean waters are cooler than
normal.
5. The episode when winds push from east to west
resulting to a wetter weather to the Pacific
region.

F. (Developing mastery) EXPLAIN

Now to test if you really understand our lesson, let us
have this short activity. Kindly read the directions. (Students will read the directions for the
activity)
Activity 7: Wrap Up!
Directions: Complete the following sentences by filling
in the blanks with the appropriate words or phrases
based on the lesson. Choose your answers from the box. Possible/Expected Answers:
El Niño and La Niña are opposite
Warmer Cooler Trade winds phases of a natural climate pattern
Upwelling El Niño La Niña that affects the Pacific Ocean.
Pacific Ocean Weather patterns During El Niño, the surface waters of
the eastern Pacific Ocean become
Floods Droughts
unusually warm, while La Niña is
characterized by unusually cool
surface waters in the eastern Pacific
(1)_____________ and (2) _____________ are opposite
Ocean. Normally, trade winds blow
phases of a natural climate pattern that affects the (3)
from east to west across the Pacific
_____________ . During (4)_____________ , the surface
Ocean, causing upwelling of cold,
waters of the eastern Pacific Ocean become unusually
nutrient-rich water. However, during
(5)_____________ .(6)_____________ is characterized by
El Niño, these trade winds weaken,
unusually (7)_____________ surface waters in the eastern
reducing upwelling and leading to
Pacific Ocean. In normal conditions, (8)_____________
warmer surface waters. These
blow from east to west across the Pacific Ocean, causing
changes in ocean temperature can
(9)_____________ of cold, nutrient-rich water. During
significantly alter global weather
(10)_____________ , the trade winds weaken, reducing
patterns, potentially causing floods
(11)_____________ and leading to warmer surface waters.
in some regions and droughts in
(12) _____________ can cause significant changes in
others.
global (13)_____________ , including (14)_____________ in
some regions and (15)_____________ in others.

All your answers are correct! It seems like you really

understand our lesson for today. Give yourselves a clap.

G. (Finding practical applications of concepts and skills

in daily living) ELABORATE
For your next activity, we will focus on possible solutions
to adapt to the challenges of el nino and la nina.

Activity 8: What to do?

Possible Answers:
During La Niña, key measures and
adaptations focus on mitigating the impacts
of increased rainfall and flooding. These
El Nino
include strengthening flood defenses like
La Nina
levees and drainage systems, implementing
robust early warning systems, and
developing evacuation plans for vulnerable
areas. In agriculture, promoting flood-
resistant crops, improving drainage, and
diversifying crop choices are crucial.

During El Niño, strategies focus on mitigating

the impacts of drought and reduced rainfall.
Key measures include implementing water-
saving practices such as efficient irrigation
and rainwater harvesting, promoting
drought-resistant crops and livestock
management strategies, and establishing
early warning systems for droughts and
forest fires. Empowering communities
through drought preparedness plans and
water-sharing agreements is crucial for
building resilience to the challenges posed by
El Niño events.

Do you have any questions? Clarifications? None, Ma’am

Very good!
H. (Making generalization about the
lesson) ELABORATE
Since you don’t have any questions, I want you to
answer this.
Activity 9: Share what you learned
Direction: Complete the following statements

One thing I learned from this lesson is (Students answer may vary.)

One interesting fact I discovered from the lesson….…

I. (Assessing learning)EVALUATE
Before we end our discussion, we will now have an
assessment. Kindly read the direction first.
(Students will answer the assessment.)
Directions: Read each question carefully and choose the
best answer.

1. During El Niño, what is the condition of the Answers:

surface waters of the eastern Pacific 1. A
Ocean? 2. C
a) Warmer than usual 3. C
4. B
5. B
b) Cooler than usual
c) The same temperature as usual
d) Significantly colder than usual
2. What is the primary driver of the changes in
ocean temperature during El Niño and La
Niña? a) Changes in the Earth's orbit
b) Volcanic eruptions
c) Changes in wind patterns (trade winds)
d) Increased solar radiation
3. Which of the following is NOT a potential
impact of El Niño?
a) Increased rainfall in some regions
b) Droughts in other regions
c) Global cooling
d) Changes in fish populations
4. What is the characteristic of La Nina?
a) Warmer than average sea surface
temperatures in the eastern Pacific
b) Cooler than average sea surface temperatures
in the eastern Pacific
c) No significant change in sea surface
temperatures
d) A complete reversal of ocean currents
5. Which of the following statements is TRUE
about El Niño and La Niña?
a) They are completely unrelated phenomena.
b) They are opposite phases of the same climate
pattern.
c) El Niño occurs more frequently than La Niña.
d) They have no significant impact on global
weather patterns.

J. (Additional activities for application

or remediation) ELABORATE

Is everything clear now?

Any other questions?

That’s the end of our lesson, goodbye class!

Goodbye Ma’am!

____ Lesson carried. Move on to the next objective. ____ Lesson not
V. REMARKS carried.

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized
materials did I use /
discover which I wish to
share with other teachers?

Index of Mastery

Prepared by: Checked by:

ELLANA MAY B. PEREGRIN ERMA L. LABAGUIS

Pre-Service Teacher Resource Teacher
“DepEd Marinduque: Heart of the Philippines,
Lead to Excel, Excel to Lead!”

MATALABA NATIONAL HIGH SCHOOL

Matalaba, Santa Cruz, Marinduque 4902
matalabanhs@[Link]