YOBHEL CHRISTIAN ACADEMY

San Vicente, Pili, Camarines Sur

Subject: Science
Grade: Grade 9
Teacher: Charles Vincent Celetaria
Quarter: 3rd Quarter
CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)
The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve problems critically, innovate beneficial
products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed decisions, and engage in discussions of relevant issues that involve science, technology, and
environment.
KEY STAGE STANDARDS
At the end of Grade 10, the learners should have developed scientific, technological, and environmental literacy and can make that would lead to rational choices on issues confronting them. Having been
exposed to scientific investigations related to real life, they should recognize that the central feature of an investigation is that if one variable is changed (while controlling all others), the effect of the change on
another variable can be measured. The context of the investigation can be problems at the local or national level to allow them to communicate with learners in other parts of the Philippines or even from other
countries using appropriate technology. The learners should demonstrate an understanding of science concepts and apply science inquiry skills in addressing real-world problems through scientific investigations.
GRADE LEVEL STANDARDS
At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall health. They have become familiar with some technologies that
introduce desired traits in economically important plants and animals. Learners can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may
arise from such rearrangements. Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped for human use. They are familiar with
climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen only at certain times of the year. Learners can predict the outcomes of interactions among objects in real life
applying the laws of conservation of energy and momentum.

Month No. of Code Content Content Performance Learning Skills Values Technology Activities Assessment Performance Instructional
Days Standards Standards Competencies Integration Integration Tasks Materials/
Resources
Grade 9 – EARTH AND SPACE
THIRD QUARTER/THIRD GRADING PERIOD
The learners The The learners
demonstrate learners should be able
an should be to…
understanding able to:
of:
S9ES 1.Volcanoes volcanoes participate in 1. describe the Determine the Skillful https:// Differentiated Think – Pair – Make a video Science in
-IIIa25 1.1 Type of found in activities that different types differed types of demonstration www.youtube. Activity using Share: In pairs, tutorial about Everyday
volcanoes 1.2 the reduce risks of volcanoes; volcano. and com/watch? Sternberg’s answer this volcanoes and Living – R.N.
Volcanic Philippines and lessen application of v=VBacdVY_ Triarchic question: If you climate. The Doña et. al.
Eruption effects of the science Azs Intelligence: must leave the video must 2019 – pp. 209
S9ES 1.3 Energy climate 2. differentiate Compare active concepts that https:// Answer the Philippines, to contain the – 232,
-IIIa27 from change between active volcano and is related and www.youtube. Overarching which country different You and the
volcanoes and inactive inactive volcano. can be seen in com/watch? Question: Can will you go? factors Natural World
volcanoes; the natural v=m-mq2hj_y- we utilize Why? Then affecting – T. F.
world. A energy coming share your volcanic Religioso et.al
from the answers to the eruptions and – 2017 – pp.
Assertive can volcanoes? class. climate 156 – 165,
be seen in Practical: Make change. Science and
 behaving with a list of the ways Two – Column Lastly, the Technology 8 –
confidence we can or Note: Complete video must M. J. Alumaga
and able to cannot utilize the graphic end with the et.al. 2019 –
say directly the energy from organizer precautionary pp. 182 – 193.
what is volcanoes. completely. The measures that
believed. Analytic: graphic are done
Explain why we organizer during
Cultured in a can or cannot contains the volcanic
way that utilize the specific type of eruption and
learning and energy from the volcano and the mitigation
knowledge volcanoes by their specified processes
can be applied writing a description/ done by
in real life paragraph/ details. different
situations. essay. nations to
Creative: 4 – Box lessen the
Illustrate how Syndetic: Make effects of
we can or four sentences global
cannot utilize about volcano warming
the energy using a simile caused by
coming from by supplying the climate
volcanoes. needed change.
information.
Direct Supply the
Instruction: phrase “A
Discuss the volcano is like”.
following:
Volcanoes in the Homework:
Philippines, Read the recent
Supernatural news. Research
beliefs about on the latest
volcano and volcanic activity
theories of in the country or
volcanism. in different
countries.
Socialized
Discussion:
Discuss how
volcanoes are
formed and
volcanic
features.
Moreover,
discuss about
the different
types of
volcanoes and
the activities
that take place in
such types.
S9ES 3. explain what 1. Describe the https:// Direct Ten – Minute
- happens when process of www.youtube. Instruction: Recitation:
IIIb28 volcanoes volcanic com/watch? Discuss the Form three
 erupt; eruption. v=LQwZwKS9 different types groups and
2. Explain how RPs of classification discuss the
volcanoes of volcanoes and following: group
release energy the activities 1 – Differentiate
during volcanic that take place in volcanic
activities. such types. materials, group
2 – Alert levels
Triple Venn in volcanic
Diagram: eruption and
complete the group 3 – what
diagram to to do during
differentiate volcanic
active, dormant eruption.
and extinct Discuss with the
volcanoes. group for five
minutes and
Cycle map: then they will
make a cycle report what they
map about the have discussed.
processes
involved in Disaster
volcanic Preparedness: in
eruption. 3 groups,
prepare a
Volcanic
Disaster
Preparedness
Campaign.
Creative: Make
a poster or
jingle.
Analytic: Make
a QA flyer.
Practical: Make
a brochure.
S9ES 4. illustrate Explain the https:// Socialized Reflection:
–IIIcd- how energy mechanisms www.youtube. Discussion: Reflect on the
29 from volcanoes involved in the com/watch? Discuss understanding
may be tapped three types of v=bDCtF9yHi geothermal of: geothermal
for human use; geothermal power H8 energy. Clarify energy and its
plants. the role of benefits to the
magma in society.
geothermal
energy.
Define or
describe the
terms in their
way.
S9ES- 2.Climate 2.1 factors that participate in 5. explain how 1. Explain how Skillful https:// Socialized Two – Column Science in
IIIe30 Factors that affect activities that different different demonstration www.youtube. Discussion: Note: Discuss Everyday
affect climate climate, reduce risks factors affect factors affect and com/watch? Read and the factors that Living – R.N.
 2.2 Global and the and lessen the climate of the climate of application of v=a1pkH- Discuss the affect the Doña et. al.
climate effects of effects of an area; an area. the science IHXVc following: climate. 2019 – pp. 239
phenomenon changing climate 2. Explain how concepts that Meteorology vs. Afterwards, fill – 251,
climate and change living things is related and Climatology as in the graphic You and the
how to adapt to a can be seen in well as weather organizer that Natural World
adapt specific the natural and climate. contains the – T. F.
accordingly climate. world. Discuss the factors that Religioso et.al
World Climate affects climate – 2017 – pp.
Assertive can Zone and and their 172 – 179,
be seen in Biomes. specific Science and
behaving with Determine the descriptions. Technology 8 –
confidence biomes in their M. J. Alumaga
and able to locality and how Research Work: et.al. 2019 –
say directly it affects Research about pp. 198 – 213.
what is climate. Give the different
believed. other places in countries and
the Philippines their climate.
Cultured in a or abroad that Write about the
way that they have lifestyle of the
learning and visited. people in those
knowledge areas. Analyze
can be applied the effect of
in real life climate of the
situations. lifestyle (food,
fashion, time of
the job, etc.)

Recitation:
explain the
climate in the
Philippines – the
factors and
classification.
S9ES- 6. describe 1. Identify https:// Note Taking Enumeration/
IIIf31 certain climatic climates in www.youtube. Activity: Read recitation:
phenomena different places com/watch? the lesson about Enumerate the
that occur on a using their v=We2nYvdjp global climate following: Four
global level; locations in the Kk change different
globe. phenomenon. Meteorological
2. Explain how Take down Scale and Ten
global climate notes about the Indicators of
is created and following Climate Change.
recorded. topics:
Indicators of Create a simple
climate change, illustration that
Five gases will show the
responsible for different types
the Greenhouse of terrestrial
effect, Depletion biomes in
of the ozone relation to
layer and Effects moisture and
of climate temperature.
 change.

Differentiated
Instruction:
Design ways on
how to protect
the planet and
ourselves from
the global
climate change
phenomenon.
Analytic – Make
a letter the
Principal stating
your analysis of
the situation and
the proper
measures that
should be taken
by the school
and its children.
Practical – Make
a brochure with
tips on reducing
the risks of
climate change.
Creative – make
a story about
climate change.
S9ES- 3. the discuss 7. infer the 1. Classify stars Skillful https:// Film Showing: Essay Writing: Science in
IIIg32 Constellations relationship whether or characteristics according to its demonstration www.youtube. A video clip Answer these Everyday
3.1 between not popular of stars based observable and com/watch? about the questions: How Living – R.N.
Characteristic the visible beliefs and on the characteristics. application of v=cxgthhDTQ characteristics, do stars affect Doña et. al.
s of stars 3.2 constellatio practices with characteristics 2. Discuss how the science _A composition, the conditions of 2019 – pp. 258
Arrangement ns in the regard to of the Sun; stars are concepts that directions and life on our – 282, You
of stars in a sky and constellations different from is related and patters of stars planet? Why do and the Natural
group Earth’s and astrology the planets and can be seen in will be shown. we need to study World – T. F.
3.3 Changing position have identify some the natural Afterwards, stars? Religioso et.al
position of along its scientific stars using their world. conduct a group – 2017 – pp.
constellations orbit basis characteristics. discussion and 186 – 194,
during the 3. Explain the Assertive can do the Science and
night and at properties and be seen in following: Technology 8 –
different evolution of behaving with Differentiate M. J. Alumaga
times of the stars. confidence stars magnitude et.al. 2019 –
year and able to and luminosity. pp. 220 – 226.
3.4 Beliefs say directly Identify the
and practices what is brightest star
about believed. and the dimmest
constellations star, relate star’s
and astrology Cultured in a color to its
way that temperature and
learning and discuss the
 knowledge evolution of
can be applied stars.
S9ES- 8. infer that the 1. Observe the in real life https:// Socialized Enumeration:
IIIh33 arrangement of position of a situations. www.youtube. Discussion: Enumerate
stars in a group constellation com/watch? Discuss the known
(constellation) that changes in v=BbzCA0Lgf unique belief constellations
does not a course of 3Y system, that can be seen
change; night. astronomy and in the night sky.
2. Describe how the use of Describe what
constellations constellations. the bases for the
are created and Research Work: name of the
its significance research how the constellation
to the recording arrangements of are.
of events based stars help
on human navigators travel
history. the world.
S9ES- 9. observe that 1. Describe the https:// Film Viewing: Enumeration:
IIIi34 the position of movement of www.youtube. Prepare a video Enumerate the
a constellation constellations com/watch? presentation following: Three
changes in the with respect to v=zEuuixXudp about basic properties
course of a the occurrence 8 constellations of stars, Three
night; and of night and and their types of Binary
day. position for Stars and uses of
S9ES- 10. show 1. Determine the https:// students to constellations to
IIIj35 which constellations www.youtube. watch. Students people today.
constellations that can be seen com/watch? will draw the
may be in a particular v=zEuuixXudp changing Socialized
observed at time of a year. 8 position of one Recitation:
different times known Classify stars
of the year constellation in according to
using models. one year. spectral
emission.
DIY Discuss the
Constellation significance of
Map: Create spectral letter
your own codes and assign
Constellation a spectral code
Map of their to the Sun.
zodiac sign. The
Constellation
Map indicates
the position of
their zodiac
constellations
for a year.

Socialized
Discussion:
Discuss the
Hertzsprung –
Russel Diagram