INTEGRATION OF

ENVIRONMENTAL THEMES
IN THE CURRICULUM
LESSON PLAN/ School
DAILY LESSON LOG Teacher
Teaching Dates
and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
Specific Objectives:
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
DHSBNHS Grade Level Grade 9
Learning Area Science
December 13, Quarter Third Quarter
2018
The learner demonstrate understanding of factors
that affect climate, and the effects of changing
climate and how to adapt accordingly.
The learners should be able to to participate in
activities that reduce risks and lessen effects of
climate change.
Make a strategic plan to help mitigate and adapt to
the effects of climate change
S9ES-IIIf-31
Calculate your personal carbon emission; and Take
action to lessen the effects of climate change
Climate Change
Science 9 Learner’s Module
pp. 154-156
pp. 202-204
Carbon footprint calculator/ checklist, manila paper,
short bond, internet connection
Breaking Through Science 9
Conceptual Science and Beyond 9
ELICIT (5min.)
Review relationship of Carbon dioxide and
temperature
Ask : What is the relationship of carbon dioxide to
temperature?
ENGAGE (5min.)
Ask: Many experts says that human activity is the
reason why climate change happens. Why is this so?
What crime did humanity commit?
The teacher will post a question on the board “Am I a
climate hero or a climate culprit?
EXPLORE (15min.)
 Present Activity 10: Am I a Climate Hero or a
Climate Culprit?
 Let the students perform Activity 10: Am I a
Climate Hero or a Climate Culprit?
 Group Interpretation of their result of their
evaluation
EXPLAIN (10min.)
Group reporting:
 (Leads to Formative Assessment 3)  Each group will present their data to the class.
 Let the other groups compare and analyze their
results.
 Ask students to generate a conclusion from their
result.

Guide questions
1. Which member has the highest carbon footprint?
2. Which member has the lowest carbon footprint?
3. What is the average carbon footprint of the group?
4. What is your highest source of carbon emission?
5. What is your lowest source of carbon emission?

ELABORATE (15min)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
 Each of us contributes to carbon emission.
You realize that you are either a climate hero
or a climate culprit.
 Anyone can be a contributor in changing our
climate.
 Climate is always changing. It has shown how
much it could affect our lives.

EVALUATE
I. Evaluating learning  As a student how can you help lessen the
effects of climate change? What actions will
you do?

EXTEND
J. Additional activities for application or What are the impacts of climate change?
remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who 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 innovation or localized materials
did I use/discover which I wish to share
with other teachers?
 INTEGRATION OF
ENVIRONMENTAL THEMES
IN EXTRACURRICULAR
ACTIVITIES
ENVRONMENTAL SCHOOL
PAPER OR PUBLICATION
RESEARCH
INITIATIVES