UNIT LEARNING PLAN
Name of Teacher:
Subject: Science Grade Level: 9 Quarter: 4
UNIT TOPIC CLIMATE
Content Standard:
The student demonstrates understanding of the factors that affect climate, the effects of
changing climate, and how to adapt to them.
Unit Standard
Performance Standard:
The student participates in activities that reduce risks and lessen effects of climate change
Lesson Number 2 Week: 3-4
The learner will be able to:
1. Differentiate weather from climate
2. Describe the factors that produce weather and
affect climate
Acquisition 3. Explain how different factors affect the climate of
an area.
4. Infer that weather and climatic pattern are affected
Learning Competencies by changes in the environment
5. Describe certain climatic phenomena that occur on
a global level.
6. Show preparedness in case of a typhoon and other
weather disturbances.
The student will understand that:
Make Meaning 1. Various factors that interact in the atmosphere produce
weather and climate changes.
2. Abnormal changes in the world may be appreciated by
human behavior.
Transfer The students in the long run will be able to independently use
their learning to:
Implement strategies to avert climate change and display
charity during weather crises by working with other members
of the community.
1. I can contrast weather from climate accurately.
2. I can explain the factors that produce weather and affect climate, and how these factors
affect the climate in Cebu and its neighboring provinces.
3. I can make an inference that weather and climactic patterns are affected by changes in
the environment.
Learning Targets 4. I can explain global warming and the El Nino phenomenon.
5. I can prepare my family and myself in case of typhoon and other weather disturbances.
6. I can explain how Earth is changing and why is it changing.
7. I can implement strategies to avert climate change by working collaboratively with the
community.
Resources Needed: Exploring Life through Science 9
Al Gore’s The Inconvenient Truth
Video clip on hurricane Sandy
Journal notebook / diary
Art materials and tools
Typewriting paper and pen
Costumes and props for the skit
Manila paper, cartolina and permanent markers
METHODOLOGY
Elements of the LP Day
EXPLORE (MOTIVATION)
1 The Unit on Climate
Activity 1: Film Clip Viewing on Hurricane Sandy
The class views a short clip on the damages caused by hurricane
Sandy in the US East Coast. The students will infer the possible
causes that contributed to the worsening of the effects of the
hurricane. The teacher presents the unit on Climate and makes
very clear to the class the learning standards of the unit. The
teacher also asks the students to reflect on the transfer goal and
asks consensus how this can be realized. To answer the essential
question, the students will peruse the knowledge and the skills
they are to understand and master respectively. The day will end
with leveling of understanding of the task to accomplish for the
unit and the other evidences of understanding the students have
to complete. (WERE, HOOK)
Process Questions:
1. How is Earth changing?
2. Why is Earth changing?
A1. Differentiate weather 2 Concepts of Weather and Climate, and the Different
from Elements of Weather
climate
Activity 2: Graphic Organizers by Formal Grouping with
A2. Describe the factors Reporting
that produce weather The class discusses the clip they have seen the previous day.
and affect climate Based on small group discussions, they will work on graphic
organizers (1) on the difference between weather and climate,
A3. Explain how different (2) on the different factors that affect weather and (3) how these
factors affect the factors influence the climate of an area. Each group is required
climate of an area to report on one factor and explain how this affects the climate.
A short quiz will be given and the graphic organizers will be
collected as evidence of understanding. (EQUIP)
Process Questions:
1. How does weather differ from climate?
2. What are the different factors that affect weather?
3. [Link] do these factors influence the climate of an
area?
FIRM UP Factors that Affect the Climate and How Man has Adversely Changed Them
A4. Infer that weather and Day 3 Activity 3: Academic Prompt from Al Gore’s Inconvenient
climatic pattern are Truth
affected by changes in the Using a clip excerpt from Al Gore’s The Inconvenient Truth, the
environment students learn the answer to this prompt: What roles do man’s
environmental damage and neglect play in upsetting the weather
elements which results to adverse climate conditions?
Activity 4: Letter Writing
Each student will then write a letter to Vice Pres. Gore on what
simple measures he/she can do to in order not to upset more the
balance of weather elements to avoid the worsening of climate
conditions. (EQUIP/REFLECT)
Process Question:
What roles do man’s environmental damage and
neglect play in upsetting the weather elements which
results to adverse climate conditions?
A5. Describe Day 4 Climate Change and its Effects
certain climatic
phenomena that occur on Activity 5: Reciprocal Teaching and Summary Framing
a global level. The class will continue viewing The Inconvenient Truth. In
small groups, the students summarize certain climatic
phenomena presented in the movie. Through reciprocal teaching,
the groups are asked to analyze the cause-effect relationship that
exists among weather elements and the changing climate
condition using a cause-effect summary frame.
Activity 6: Concept Mapping
To assess understanding, each group will submit a concept map
in half-piece cartolina of what they have understood about the
climate, factors affecting it and the climate changes that result.
(EQUIP, REFLECT, EVALUATE)
Process Question:
What cause-effect relationships exist among weather
elements and the changing climate condition?
DEEPEN Understanding Climate Change and Its Effects
A5. Describe certain Day 5 Activity 7: Simulation – TV/News Reporting
climatic phenomena After marking for feedbacks, the teacher returns the concept
that occur on a global map and asks the class to form in groups based on multiple
level intelligences. Using the concept maps, each group will simulate
a TV/news report about climate change and its effect to the
MM1. Various factors people. Before the presentation, the rubrics for scoring the mini-
that interact in the task will be presented to the class. Constructive comments and
atmosphere produce critiques will be given by the students after every presentation.
weather and climate (REFLECT, EVALUATE, TAILOR-MADE)
changes.
Process Questions:
1. How does global warming happen?
A6. Show preparedness in 2. How does El Nino happen?
case of a typhoon and 3. What factors brought about global warming? El Nino?
Day 6
other weather
disturbances Effects of Climate Change and How People Prepare and
Adapt to Them
Activity 8: Acting Situations Based on Sternberg’s Thinking
Ability
The activity for this day will test the acting prowess of the
students. The class will be divided into groups according to
Sternberg’s thinking ability – analytical, practical and creative.
Six groups, two for each, will be formed and each will be given
a situation to act on. The group will be given 10 minutes to
prepare and three minutes to present. The rubrics for scoring the
task will be made clear to the class and the students are
encouraged to give feedbacks to the classmates’ performances.
(EVALUATE, TAILOR-MADE)
Process Questions:
How do you and your family prepare for the effects of
climate change, such as typhoon and El Nino?
TRANSFER
T1. Implement 7 Activity 9: Practicing the Performance Task
strategies to avert This day is devoted for practicing the performance task. The
climate by working with teacher observes the groups and asks questions before providing
members of feedback. The groups also assess their performances (self-
the community assessment) based on the criteria given in Day 1. The teacher
indirectly assesses cooperation during this activity and gives due
recognition to groups that perform up to the standards expected.
(EVALUATE, REFLECT)
MM2. Abnormal changes 8 Transfer Understanding
in the world may be
precipitated by human Activity 10: Differentiation by Process and Product
behavior. Based on the prompts “What have I done that precipitated
abnormal changes in the world? What can I do to reverse the
damage?” the students will manifest their understanding of the
unit either through a letter, a reflection, a journal entry, a poem, a
song, an artwork or a natural phenomenon model. The rubrics for
grading the task will be explained well to the class by the
teacher. (REFLECT, EVALUATE, TAILOR-MADE)
Process Questions:
1. What have I done that precipitated abnormal changes
in the world?
2. What can I do to reverse the damage?
T1. Implement 9-10 Transfer Task
strategies to avert climate These two days will be devoted to the performance of the
change by working with transfer task. (REFLECT,
other members of the EVALUATE)
community. The Philippine Disaster Preparedness Agenda of 2020
Identified as the third most risky country in terms of natural
disaster, the DOST and the DENR have sent you to present our
Disaster Preparedness Agenda of 2020 to delegates from other
countries attending the Climate Change Congress in Brazil. As the
head of the delegation, the burden of the task lies in you. Your job
is to explain to the audience and the sponsoring agency, the UN
Center for Climate Change, the preventive measures the country
has adopted and will still to implement to reduce risks and lessen
the effects of adverse climate change in the Philippines.
ASSESSMENT MATRIX
Learning Corresponding Assessment Activities
ASSESSMENT Competencies
ACQUISITION
A1. Differentiate Type: Group Task
weather from climate Format: Graphic organizer (Venn Diagram/ T Bar)
Assessment Criteria:
1) Appropriate graphic organizer
2) Accurate identification of differences
At least three differences
A2. Describe the Type: Group Task
factors that produce Format: Graphic organizer (Concept or Descriptive Pattern)
weather and affect Assessment Criteria:
climate 1) Appropriate graphic organizer
2) Accurate explanation per factor
All factors are described
A3. Explain how Type: Group Task
different factors Format: Graphic organizer (Cause-Effect Pattern)
affect the climate Assessment Criteria:
of an area 1) Appropriate graphic organizer
2) Accurate cause-effect relationships
All factors are explained
A4. Infer that weather Type: Individual Work/ Paper and Pen Test
and climatic pattern Format: Letter Writing
are affected by Assessment Criteria: 1) Accurate and sound inference
changes in the 2) Identification of at least five correct measures
environment
Accurate procedure on letter writing
A5. Describe certain Type: On-demand Task
climatic phenomena Format: Simulated TV/ News Reporting
that occur on a Assessment Criteria:
global level 1) Correct explanation of both global warming and the El Nino
phenomenon
2) Coordinated and coherent flow of news cast
Adherence to time limit
A6. Show Type: On-demand Task
preparedness in case Format: Acting Out Situations
of a typhoon and other Assessment Criteria:
weather disturbances 1) Prompt and accurate solution to the problem
2) Logical flow of preparation
Adherence to time limit
Make Meaning
MM1. Various factors Type: On-demand Task
that interact in the Format: Simulated TV/ News Reporting
atmosphere produce Assessment Criteria:
weather and climate 1) Correct explanation of both global warming and the El Nino
changes phenomenon
2) Coordinated and coherent flow of news cast
Adherence to time limit
M2. Abnormal Type: Individual Work (Differentiated Product)
changes in the world Format: Letter, reflection, journal entry, poem, song, artwork or
may be precipitated by a natural phenomenon model.
human behavior. Assessment Criteria: 1) Sensible answers with scientific bases
to Question 1
2) Identification of at least five concrete and doable measures to
reverse the damage
No. 1 and 2 are clearly and accurately reflected in the chosen
product
Transfer
T1. Implement Type: Group Performance Task
strategies to avert Format: PowerPoint Presentation with Explanation
climate change by
working with other
members of the
community
ASSESSMENT CRITERIA
Understanding Practicality, Persuasiveness, Cooperation in accomplishing the
of the weather resourcefulness and conviction and task
elements soundness of plan clarity
30 Explain clearly Plan is practical, Persuasive and The presentation is a product of members
how the different scientifically sound convincing, clear cooperating and understanding their respective
weather elements and shows explanation, well- roles.
interact to produce resourcefulness modulated voice
weather and and articulates
influence the well
climate
20-29 Explain how the Plan is practical and Convincing, clear The output shows some tell-tale signs of
different weather well-grounded on explanation, well- cooperation.
elements interact to sound scientifically modulated voice
produce weather principles. and articulates
and influence the well
climate
10-19 Explain how the Plan is scientifically Clear explanation The presentation may have benefited more if the
different weather sound. and articulates group has cooperation.
elements interact to well
produce weather
5-9 Fail to explain well Poor planning Presentation is Obviously, no self-knowledge of how poor the
the effects of hard to understand. group cooperation is.
weather elements
to climate change
ASSIGNMENT
1 Read on weather and climate, and the different elements of
weather. Bring Manila paper and permanent markers for the
graphic organizers.
2 Read on what produce weather disturbances. Bring typing papers
DAY and writing pens
3 Read about climate change and its effects. Bring cartolina and
permanent markers for concept mapping.
4 Answer the following prompts in the journal notebook: (1) How
does global warming happen? (2) How does El Nino happen? (3)
What factors brought about global warming and El Nino?
5 Reflect on how you and your family are preparing for the effects
of climate change, such as typhoon and El Nino. Prepare for
acting situational analysis.
6 Bring materials and tools for the differentiation activity:
preparing a letter, reflection, journal entry, poem, song, artwork
or a natural phenomenon model.
7 Prepare for the group performance task.
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