Modules Quarter 3 - Weeks 5 - 8: Science

9
Science
Modules
Quarter 3 - Weeks 5 - 8
9
Science
Quarter 3 – Module 5:
Climate
Science – Grade 9
Alternative Delivery Mode
Quarter 3 – Module 5: Climate
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Jay F. Macasieb, CESE
Development Team of the Module
Writer: Jonathan L. Cabatbat
Editor: Edwin I. Salviejo EdD
Reviewer: Meilani A. Osurman

Abraham Barrientos
Joseph E. Vineles
Ronald D. Espino
Layout Artist: Shan Ivy Apple R. Serenilla

Arnold G. Chan
Management Team: Neil Vincent C. Sandoval

Chief Education Supervisor, Curriculum Implementation Division
Hernan L. Apurada
Education Program Supervisor, Science
Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)
Department of Education – Schools Division Office of Makati City
Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: [email protected]
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the nature of the Climate. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond
with the textbook you are now using.
The module is divided into two lessons, namely:

• Lesson 1 – Difference between weather and climate
• Lesson 2 – Factors affecting the climate of an area
After going through this module, you are expected to:
1. differentiate climate from weather;
2. describe and explain how various factors affect the climate;
3. explain how ocean surface and circulation directly affect the pattern of climate around
the world; and
4. enumerate and explain how different factors affect climate of an area.
What I Know
Choose the letter of the best answer.
1. Which BEST describes climate?
A. The weather that occurs in the atmosphere within the day.
B. The pattern of weather that occurs in a region over a long period of time.
C. The pattern of weather that occurs in a region over a short period of time.
D. The disturbance in the atmosphere that happens in a long period of time.
For questions 2 and 3, refer to the map below. The map shows an imaginary continent on
Earth. Arrows represent prevailing wind directions. Letters A through D represent locations
on the continent. Locations A and B are at the same latitude and at the same elevation at
the base of the mountains.
2. How does location A differ from location B?

A. less precipitation and a smaller temperature range
B. less precipitation and a greater temperature range
C. more precipitation and a smaller temperature range
D. more precipitation and a greater temperature range
Source: https://www.hcs.stier.org/Downloads/Climate%20Multiple%20Choice.pdf
3. The climate at location C is much drier than at location D. Which explains this?
A. closer to a large body of water
B. farther from any mountain range
C. at a latitude where air is sinking, and surface winds diverge
D. at a latitude that experiences longer average annual daylight
The cross section below shows the direction of air flowing over a mountain. Points A
and B are at the same elevation on opposite sides of the mountain.
4. How does point A differ from point B?
A. cooler and drier
B. cooler and wetter
C. warmer and drier
D. warmer and wetter
Source: https://www.hcs.stier.org/Downloads/Climate%20Multiple%20Choice.pdf
The diagram below shows how prevailing winds cause different weather conditions
on the windward and leeward sides of a mountain range.
5. Why do clouds usually form on the windward sides of
the mountains?
A. because this is where air sinks and cools
B. because this is where air rises and warms
C. because this is where air sinks and warms
D. because this is where the air rises and cools
1 Source: https://www.hcs.stier.org/Downloads/Climate%20Multiple%20Choice.pdf
Lesson Weather and Climate
1
What would the weather be like to countries located near and far the equator?
Would it be easy for you to adjust when you visit a country like Alaska knowing that you
are from a tropical country like the Philippines? What makes the climate vary in other
parts of the world? What causes the change in climate?
What’s In
In your previous year, you had encountered different factors that affect
weather. These factors help to determine the weather for each day. Before you go to
the next page, you must read the following concepts.
• Factors that affect the weather condition are temperature, pressure, moisture
content, speed, and direction in which its moves.
• One factor is that the sun does not heat all parts of the earth equally; the
resulting difference in density and pressure causes the air to move from
different places.
• The different physical features (mountains, plains, bodies of water) have
different effects on the atmosphere.
• The season and the time of day also affect the state of the atmosphere.
• The gravitational pull of the moon, which varies with its position.
What’s New
For each statement below, write “W” if you think the statement relates to Weather or “C” if
you think the statement relates to Climate.
_____ 1. Average rainfall in the Philippines varies from 965 to 4,064 millimeters annually.
_____ 2. It looks like we will get rain this week.
_____ 3. Thunderstorms mostly occur every June to November.
_____ 4. The average temperature in Metro Manila in April is 33.3 degrees Celsius.
_____ 5. I’m moving to Las Vegas, Nevada for the winter months. How will I know what to
take for clothing?
_____ 6. Today’s temperature is 25 degrees Celsius.
_____ 7. The sky is cloudiest in August and clearest in April.
_____ 8. Yesterday it was cold and rainy in Luneta Park.
_____ 9. Over the course of a year, the temperature typically varies from 22°C in January to
34°C in May.
_____ 10. It is usually cold in December to February in the Philippines.
What is It
Difference between Weather and Climate
Weather and climate are interrelated; however, they contrast in the time sizes of
changes and their predictability. Weather is a bunch of conditions in the atmosphere for a
brief timeframe, it changes day by day and much more quickly from hour to hour or even
moment to minute and can allude to places as explicit as neighboring towns, or parts of a
city, or even inverse sides of a road. Climate is the average weather conditions throughout a
significant stretch of time—typically thirty years or more. While weather is continually
changing, climate is less unstable. Various regions can have various climate. To describe the
climate of a place, we may state that the temperatures resemble during various seasons, how
breezy it normally is, or how much rain or snow commonly falls. For example, in the desert it
rarely rains, and the climate is hot and dry. On hot, dry days in the said place, the climate and the
weather are the same. On the rare occasions when it does rain, however, the weather may be
rainy, but the climate is still considered to be dry, because over a long period of time, the weather
is almost always hot and dry.
2
Climates of the World
Different parts of the world have different climates. Some parts of the world are hot
and rainy nearly every day. They have a tropical wet climate. Others are cold and snow-
covered most of the year. They have a polar climate. Between the icy poles and the
steamy tropics are many other climates that contribute to Earth’s biodiversity and geologic
heritage. Climate is determined by a region’s climate system. A climate system has five major
components: the atmosphere, the hydrosphere, the cryosphere, the land surface, and
the biosphere.
Climate Classification
1. Thornthwaite’s system. Relies on a region’s water budget and potential
evapotranspiration. Potential evapotranspiration describes the amount of water
evaporated from a vegetated piece of land. The major classifications in Thornthwaite’s
climate classification are microthermal, mesothermal, and megathermal.
2. Köppen Classification System. The type of vegetation in a region depended largely
on climate. Studying vegetation, temperature, and precipitation data, he and other
scientists developed a system for naming climate regions. According to the Köppen
climate classification system, there are five climate groups: tropical, dry, mild,
continental, and polar.
The Philippine Climate

The Philippine Islands, in general, have a maritime tropical climate and, except in the
higher mountains, temperatures remain warm, the annual average ranging from about 23° to
32° C (73 to 90° F) throughout the archipelago. Annual normal relative humidity averages 80%.
Rainfall and seasonality differ markedly throughout the islands, owing to varying exposures to
the two major wind belts, northeast trades or monsoon (winter) and southwest monsoon
(summer). The Climate of the Philippines is tropical and maritime. It is characterized by
relatively high temperature, high humidity, and abundant rainfall. Temperature, humidity,
and rainfall are the most important elements of the country’s weather and climate.
What’s More
Weather is the mix of events that happen each day in our atmosphere. Even though
there is only one atmosphere on Earth, the weather is not the same all around the world. The
climate describes what the weather is like over a long period of time in a specific area. Different
regions can have different climates. Weather tells you what to wear each day. Climate tells you
what types of clothes to have in your closet.
Activity 1.1 Double Bubble Thinking Map.
Compare and contrast the weather from the climate by accomplishing the ‘Double Bubble
Thinking Map’. Put your thinking map into words.
3
What I Have Learned
Activity 1.2 Concept Map

To summarize the key ideas, you have gained in this lesson, do the activity below.
Complete the concept map by filling the boxes with the correct concepts. Be guided
by the arrows and short descriptions found in the concept map itself.
What I Can Do
Activity 1.3. Accomplish the Daily Weather Data below by observing the weather
today and answer the questions that follow.
4
Lesson
Factors Affecting the Climate
2
What’s In
In the previous lesson, you learned that weather is the condition of the
atmosphere that occurs in a region over a short period of time while climate is the
pattern of weather that occurs in a region over a long period of time. But the next
question is, what are the different factors that affect the climate? Also, how do these
different factors affect the climate of a certain region?
What’s New
Activity 2.1: The Higher the Colder
Objective. Explain how altitude affects climate.
Materials. Pencil or ballpen, ruler, graphing paper
Procedure. Study the table 2.1 below.
Table 2.1 Different Cities in the Philippines and their Annual Average Temperature
Elevation above Annual Average
Name of Place
Sea level (m) temperature (0C)
Bacolod 10 27.5
Baguio 1400 16.0
Laoag 20 27.3
Manila 10 27.7
Tacloban 20 29.4
Tagaytay 640 22.7
Zamboanga 30 27.6
Source: Grade 9 Science-Learners Module-Department of Education Source: http://mapcarta.com (as of September 30)
Guide Questions:
1. Which place is the coldest?
2. Which place is the hottest?
3. Construct a scatter graph based on the data above.
4. Based on the data, what is the relationship between altitude and temperature of a
place?
What is It
Different places have different climate. The causes for these differences are some
factors that can affect the climate of a particular place. These factors include latitude,
altitude, proximity to the ocean, topography, and ocean current.
The equator is the place on Earth that receives direct

heat from the sun due to its position relative to the Earth.
This makes the temperature higher in these areas, resulting
in warm climate. In contrast, places that do not receive
direct heat from the sun experience cold climate. As the
latitude increases, the smaller the angle of the sun’s rays
strike the surface. Therefore, when the area is farther from
the equator, the air temperature is lower. When the place is
Image source:https://commons.wikimedia.org/wiki/File:Earth- closer to the equator, the air temperature is higher. Thus,
lighting-summer-solstice_EN_-_corrected.png
latitude is a major factor influencing climate on Earth.
5
In the previous activity, you
encountered another factor that affects
climate-the altitude. Why most of the
people want to visit Baguio City or Tagaytay
City during summer? Obviously, because of
its the cold climate. How is this possible?
These two places are in high altitude. The
air temperature is affected by the altitude of
a place. As the altitude increases, both air
pressure and air temperature decrease.
This happens for two reasons. The first Image source: https://commons.wikimedia.org/wiki/File:TagaytayCity.jpg
reason is gravity. Earth's gravity pulls air as close to the surface as possible. The second reason
is density. As altitude increases, the amount of gas molecules in the air decreases—the air
becomes less dense and move farther apart and making them lighter which they cannot absorb
much heat, making air temperature lower.
Another factor that affects climate is the
distance or proximity to the ocean. Surrounding
bodies of water has a great influence in the climate
of a place. Compared to land, oceans heat up and
cool down much more slowly. These slow
absorption and release of heat by the body of water
greatly affect the climate. Places that are near the
oceans have moderate climate as the body of water
regulates the temperature. The air temperature
above the sea is lower than above the ground
Image source: https://commons.wikimedia.org/wiki/File:PlayaNoordhoek,Sud%C3%A1frica,2018-07-23, during daytime because soil absorbs heat faster
than water. Warm air moves out from land to sea, slowing down the rise of air temperature
above the land. Therefore, during daytime air temperature is higher to places with the absence
of water. On the other hand, during nighttime soil cools faster than water, so air temperature
above the ground is lower than above the sea. Water has higher heat capacity than the soil
that is why the temperature of water rises or falls more slowly than the soil. And for this reason,
during warm days water absorbs more heat and releases it slowly during cold days. Therefore,
moderate temperature is encountered by the places near the bodies of water during summer
because water absorbs more heat. Similarly, places with surrounding bodies of water slowly
releases the heat causing the cooling effect to become lesser than usual during winter.
The Topography of an area can greatly influence our
climate. Mountain ranges are natural barriers to air
movement and greatly affect the amount of precipitation
in a certain region. The side of the mountain in which
the wind blows is called the windward side. The wind
blows up in this side because they are being blocked by
the mountain. When they move up, the water vapor
brought by this wind condenses due to lower
temperature at higher altitude thus forming into clouds
which will result in precipitation. On the other side of
the mountain, the wind blows down and this region is
called leeward side. Heat is being absorbed by the cold Image source: https://commons.wikimedia.org/wiki/File:Stuart_Range.jpg
air mass and becomes warm and dry which in turn results in less precipitation.
Earth's rotation affects the oceans in a similar
manner, setting up currents that flow within
the ocean basins. Coriolis effect makes the
ocean current moves in a clockwise direction
in the northern hemisphere and
counterclockwise in the southern hemisphere.
Warm water is carried by the ocean current
that flows away from the equator in which the
air above this warm water has higher
Image source: https://commons.wikimedia.org/wiki/File:Ocean_gyres_currents_blank.png temperature. When an ocean current moves
toward the coastal area that brings cold water results in a cold climate because of the decrease
in temperature as the warmer air from the land flows to the sea. On the other hand, a coastal
area will have a warm climate because the warm ocean current brings warm water making the
temperature higher as warmer air above the water flows to the land. Therefore, when an ocean
current carries cold water, air above it becomes colder. When this ocean current moves toward
the coastal areas, the temperature of that area becomes lower. Ocean currents are also driven
by surface winds, and differences in salinity.
6
What’s More
Activity 2.2: What Affects Me?
Unscramble each of the clue words. Take the letters that appear in boxes and unscramble
them for the final message.
1. G P O H T P A R O Y - describes the physical features of an area of land.
2. E L T A U T I D - measurement on a globe or map of location north or south of

the Equator.
3. A D W R I D W N - the direction upwind from the point of reference, alternatively the

direction from which the wind is coming.
4. D A T I L U T E - the vertical elevation of an object above a surface (such as sea level

or land) of a planet or natural satellite.
5. A E L E W D R - the direction downwind from the point of reference
6. M R P I X O T I Y O T E N A C O - surrounding bodies of water has a great

influence in the
climate of a place.
Final Message
What I Have Learned

• Climate is the overall atmospheric condition of a place for a period of 30 years or
more.
• Climate is influenced by latitude, altitude, proximity to the ocean, topography
and ocean currents.
• The climate is warmer if the place is located near the equator, and colder if the
place is located farther from the equator.
• As the altitude increases, the air pressure decreases and the air temperature.
• Distance from the ocean affects the climate of an area. The closer the area the
lower the temperature the colder the climate is. The farther the area the higher
the temperature the warmer the climate is.
• Mountain ranges are natural barriers to air movement and greatly affect the amount of
precipitation in a certain region. The side of the mountain in which the wind blows is
called the windward side. And the side of the mountain which the wind blows down is
called leeward side.
• Ocean currents will either cool or warm the air above them. Cold current brings cold
water while warm currents bring warm water. Coriolis effect deflects ocean currents.
7
What I Can Do
Activity 2.3: My Dream House
Have you ever envisioned your very own dream house? Illustrate your dream
house. Consider the different factors affecting climate where you will build it. Explain
your work in three to five sentences. You will be assessed using the rubric below.
Criteria 4 3 2 1
At least 4 3 accurate 2 accurate Fewer than 2
accurate facts are facts are accurate facts
Accuracy are displayed
facts/concepts displayed displayed
are displayed.
The Is attractive Is Is
design/layout in terms of acceptably distractingly
is neat, clear, design attractive messy,
Layout/Design and visually layout and though it unattractive,
appealing. neatness. may a bet or very
messy. poorly
designed.
Very Well drawn Clearly Not creative
well drawn, with an drawn with but neat
Creativity and
with a unique interesting an expected and
Originality
point of view. point of point of organized.
view. view.
Assessment
Choose the letter of the best answer. Write it before the number.
1. Climate and weather are different concepts, though they are related. How are the
concepts of weather and climate different?
A. Climate covers larger areas and longer times than weather.
B. Climate is related to the amount of sunlight, weather is not.
C. Weather conditions include precipitation, but climate does not.
D. Weather refers to the conditions nearer the ground than climate.
2. What climate is likely to have in an inland location, a location on an ocean shore at

the same elevation and latitude?
A. cooler winters and cooler summers
B. cooler winters and warmer summers
C. warmer winters and cooler summers
D. warmer winters and warmer summers
3. Why do places at the same latitude but different altitudes have different climates?
A. The amount of heat received varies.
B. The amount of precipitation differs.
C. The higher altitudes have lower temperature.
D. The higher altitudes have higher temperature.
4. Which statement explains why one side of a mountain usually has more precipitation
than the other side?
A. The atmosphere gets denser as elevation increases.
B. The land on one side is greener and lusher than the other.
C. Temperatures are higher on one side of a mountain than on the other.
D. Mountains force air to rise, and air cools and releases moisture as it rises.
5. Why do bodies of water have a moderating effect on climate?

A. because water surfaces are flatter than land surfaces
B. because water gains heat more rapidly than land does
C. because water temperatures are always lower than land temperatures
D. because water temperatures change more slowly than land temperatures do
8
9
Science
Climatic Phenomena That Occur
on a Global Level
Science – Grade 9
Quarter 3 – Module 6: Climatic Phenomena That Occur on a Global Level
First Edition, 2021

OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE
Writer: Diosa Matha A. Mejia

Christine J. Bantasan
Reviewer: Tomasa D. Maggay

Milagros B. Censon
Janet G. Mercado,
Christopher M. Lubis,
Ma. Judelle S. Sinad
Layout Artist: Bonn Lester Floyd R. Cervantes Arnold G. Chan
Neil Vincent C. Sandoval

Management Team: Chief Education Supervisor, Curriculum Implementation Division
Hernan L. Apurada

Telefax: (632) 8882-5861 / 8882-5862
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
climatic phenomena that occur on a global level. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the textbook
you are now using.
This module is divided into two lessons, namely:
Lesson 1: Climate Change and Global Warming

Lesson 2: El Niño and La Niña

1. describe climatic phenomena that occur on a global level;
2. explain the role of increased carbon dioxide on earth's temperature;
3. differentiate greenhouse effect from global warming;
4. identify the sources of greenhouse gases and relate it to climate change;
5. differentiate El Niño and La Niña phenomena;
6. explain the effects of El Nino and La Nina Phenomena on global climate; and
7. create a 15-minute infomercial on the mitigation of the effects of climate change to be
posted on social media.
What I Know
1. What is greenhouse effect?
A. It is caused by an oxygen shortage.

B. It is caused by carbon dioxide shortage.
C. It is an increase in the Earth’s surface temperature.
D. It is the trapping of the sun’s warmth in a planet’s lower atmosphere.
2. Which is the best practice to reduce the effect of climate change?

A. burning fossil fuel C. livestock raising
B. car manufacturing D. organic farming
3. Which does not increase the level of carbon dioxide in the atmosphere?
A. driving a car C. reforestation
B. traveling by plane D. cutting down trees
4. Which gas does not trap heat?

A. carbon dioxide B. methane C. nitrogen D. water vapor
5.Which shows the effect of climate change?
I. rising of sea level III. coastal erosion in some places

II. deforestation of forest IV. the situation of bodies of water
A. I and II C. I, III, IV
B. I, II, III D. I, II, III, IV
1
Lesson
1
Climate Change and Global Warming
What’s In
In the previous module, you learned to distinguish climate from weather. You found
out the factors that affect climate and understood why the climate of one country differs from
that of the others.
Activity 1.1 Hunting for the Change

Find the ten (10) terms about the lesson from the letter grid below and give a brief
description for each term. Write your answer on a separate sheet of paper.
What is It
Climate Change and Global Warming
“Global warming” refers to the rise in global temperatures due mainly to the increasing
concentrations of greenhouse gases in the atmosphere. Global temperature shows a well-
documented rise since the early 20th century and most notably since the late 1970s. Worldwide,
since 1880 the average surface temperature has risen about 1 °C (about 2 °F), relative to the
mid-20th-century baseline (of 1951-1980). This is on top of about an additional 0.15 °C of
warming between 1750 and 1880.
“Climate change” refers to the increasing changes in the measures of climate over a long
period of time – including precipitation, temperature, and wind patterns. This also includes
rising sea levels; shrinking mountain glaciers; accelerating ice melt in Greenland, Antarctica,
and the Arctic; and shifts in flower/plant blooming times. These are all consequences of
warming, which is caused mainly by people burning fossil fuels and putting out heat-trapping
gases into the air. The terms “global warming” and “climate change” are sometimes used
interchangeably, but strictly they refer to slightly different things.
Causes of Climate Change
1. Strength of the Sun

Almost all the energy that affects the climate on Earth originates from the Sun. The
Sun’s energy passes through space until it hits the Earth’s atmosphere. Not all this energy
passes through to reach the Earth’s surface. The rest of the energy is reflected into space or
absorbed by the atmosphere. The energy output of the Sun is not constant, it varies over
time and this has an impact on our climate. Only some of the solar energy intercepted at the
top of the atmosphere passes through to the Earth’s surface.
2
2. Quantity of greenhouse gases in the atmosphere
Greenhouse gases include carbon dioxide, methane, and water vapor. Water vapor is
the most abundant greenhouse gas in the atmosphere, but it stays in the atmosphere for a
much shorter period, just a few days. Methane stays in the atmosphere for about 9 years
until it is removed by oxidation into carbon dioxide and water. Carbon dioxide stays in the
atmosphere much longer, from years to centuries, contributing to longer periods of warming.
These gases trap solar radiation in the Earth’s atmosphere, making the climate warmer.
3. Ocean currents and carbon dioxide content

Ocean currents carry heat around the Earth. As the oceans absorb more heat from
the atmosphere, sea surface temperature increases, and the ocean circulation patterns that
transport warm and cold water around the globe change. The direction of these currents can
shift so that different areas become warmer or cooler. As oceans store a large amount of heat,
even small changes in ocean currents can have a large effect on the global climate. In
particular, an increase in sea surface temperature can also increase the amount of
atmospheric water vapor over the oceans, increasing the quantity of greenhouse gas. If the
oceans are warmer, they cannot absorb as much carbon dioxide from the atmosphere.
The oceans contain more CO2 in total than the atmosphere and exchanges in
CO2 occur between the oceans and the atmosphere. CO2 absorbed in ocean water does not
trap heat as it does in the atmosphere. The world’s oceans absorb about a quarter of the
CO2 we release into the atmosphere every year. As atmospheric CO2 levels increase so do
the ocean’s CO2 levels.
4. Plate tectonics and volcanic eruptions

Over very long periods, plate tectonic processes cause continents to move to different
positions on the Earth. For example, Britain was near the equator during the Carboniferous
period, around 300 million years ago, and the climate was warmer than it is today. The
movement of the plates also causes volcanoes and mountains to form and these too can
contribute to a change in the climate. Large mountain chains can influence the circulation
of air around the globe and consequently, influence the climate. For example, warm air may
be deflected to cooler regions by mountains.
Volcanoes affect the climate through the gases and particles (tephra/ash) thrown into
the atmosphere during eruptions. The effect of the volcanic gases and dust may warm or cool
the Earth’s surface, depending on how sunlight interacts with the volcanic material.
During major explosive volcanic eruptions, large amounts of volcanic gas, aerosol
droplets, and ash are released. Ash falls rapidly, over periods of days and weeks, and has a
little long-term impact on climate change. However, volcanic gases that are ejected into the
stratosphere stay there for much longer periods. Volcanic gases such as sulfur dioxide can
cause global cooling, but carbon dioxide has the potential to cause global warming. In the
present day, the contribution of volcanic emissions of CO2 into the atmosphere is very small;
equivalent to about 1% of man-made emissions.
5. Changes in land cover

On a global scale, patterns of vegetation and climate are closely correlated. Vegetation
absorbs CO2 and this can buffer some of the effects of global warming. On the other hand,
desertification amplifies global warming through the release of CO2 linked with the decrease
in vegetation cover. This decrease in vegetation cover, via deforestation, for example, tends
to increase local albedo, leading to surface cooling. Albedo refers to how much light a surface
reflects rather than absorbs. Generally, dark surfaces have a low albedo and light surfaces
have a high albedo. Ice with snow has a high albedo and reflects around 90 percent of
incoming solar radiation. Land covered with dark-colored vegetation is likely to have a low
albedo and will absorb most of the radiation.
6. Meteorite Impacts
Nowadays, most of what is on the Earth stays on the Earth; minimal material is added
by meteorites and cosmic dust. However, meteorite impacts have contributed to climate
change in the geological past; a good example is the Chicxulub crater, Yucatán Peninsula in
Mexico.
Large impacts, such as Chicxulub, can cause a range of effects that include dust and
aerosols being ejected high into the atmosphere that prevent sunlight from reaching the
3
Earth. These materials insulate the Earth from solar radiation and cause global
temperatures to fall; the effects can last for a few years. After the dust and aerosols fall back
to Earth, the greenhouse gases (carbon dioxide, water and methane), caused by the
interaction of the impactor and its ‘target rocks’, remain in the atmosphere and can cause
global temperatures to increase; the effects can last decades.
Impacts of Climate Change
Its effects are felt by animals, plants, and people. There were some species of birds that
lay eggs earlier than usual. There were some species of plants that bloomed earlier than
expected. There were some animals that supposedly should still be hibernating but already
awake. There was an earlier migration of birds and some were arriving at their nesting ground
and others appeared to arrive later. Sometimes, some animals and birds tend to stay in their
local territory because the climate is already suitable for them.
The melting of glaciers that covered the land caused the sea level to rise. If sea level
increased by 50cm, sea turtles may lose their nesting areas. People and animals that live near
shorelines may be forced to move out. Animals moving out of their natural habitat face
challenges that could lead to the extinction of their species.
What’s More
Greenhouse effect is the trapping of the sun’s warmth in a planet’s lower atmosphere due
to the greater transparency of the atmosphere to visible radiation from the sun that the infrared
radiation emitted from the planet’s surface.
Earth’s atmosphere works something like a giant glass greenhouse. As the sun’s rays
enter our atmosphere, most continue right down to the planet’s surface. As they hit the soil and
surface waters, those rays release much of their energy as heat. Some of the heat then radiates
back out into space.
However, certain gases in our atmosphere, such as carbon dioxide, methane and water
vapor, work like a blanket to retain much of that heat. This helps to warm our atmosphere. The
gases do this by absorbing the heat and radiating it back to Earth’s surface. These gases are
nicknamed “greenhouse gases” because of their heat-trapping effect. Without the “greenhouse
effect,” Earth would be too cold to support most forms of life.
Carbon dioxide is released when fossil fuels, such as coal, oil, and natural gas are used.
These fuels run electricity-generating plants that power factories, homes, and schools.
Combustion of gasoline and diesel, in most of the engines of the cars, airplanes, and ships
increases the amount of greenhouse gases, and as a result the temperature of the planet
increases, which is called global warming.
Activity 1.2 𝑪𝑶𝟐 is the Reason!

(Adapted from Science Learner’s Module 9, First Edition 2014,
Reprint, 2017, pages 201)
Objective:
● Interpret the relationship of carbon dioxide
and temperature.
Materials:
● Graph of 𝐶𝑂2 and Global Temperature
● Pen and paper
Procedure:
● Study the graph (Figure 1.1 Global
Temperature and Carbon Dioxide) then
answer the Guide Questions.
Figure 1.1 Global temperature and Carbon Dioxide
Guide Questions:
4
1. How much is the increase in temperature from the year 1880 to the year 2017?
2. What happened to the amount of carbon dioxide from the year 1880 to the year 2017?
3. What is the relationship between the amount of carbon dioxide and global temperature?
What I Can Do
Activity 1.3 Am I a Climate Hero or a Climate Culprit?

(Adopted from Science Learner’s Module 9, First Edition 2014, Reprint, 2017, pages 202-204)
Objective:
● to calculate your personal carbon emission; and
● to take an action to lessen the effects of climate change
Materials:
● Carbon Footprint Calculator/Checklist
● Pen and paper
Procedure:
● Compute your carbon footprint by using WWF Philippine’s Carbon Footprint Checklist
(see Table 1).
Table 1. What’s your carbon footprint? Evaluate your carbon emission.

Always Sometimes Never
Different Activities (1 pt) (3 pts) (5 pts)
I use water wisely.
I eat a mixture of meat and vegetarian meals.
We use kerosene lamp or low energy light bulbs at
home.
I use a basin in washing our dishes.
I eat locally grown food.
I turn off electric appliances or battery-operated
gadgets instead of leaving them on standby.
I use a glass of water when brushing my teeth.
I eat organic foods.
I use reusable bags when buying things from the
market.
I avoid eating ready meals. (e.g. noodles, sardines etc.)
I use recycled notebooks and papers.
I throw my biodegradable wastes into a compost pit.
I replace my toy or gadget when it stops working

rather than just to get the most up-to-date model.
I always know where my food or products are made.

I give the clothes I have outgrown to charity or to my
younger siblings and friends.
I throw my trash into the garbage bin or bag.
I just walk if the place I want to go to is near.
I do recycling at home.
I do recycling in school.
I share a ride, or walk, or cycle on the way to school.
Total Score
How did you score?
20-50 – You’re a Green Queen/King and a globally aware consumer! Keep up the good work.
50-80 – You’ve made a start but there is more you can do to reduce your ecological footprint.
80-110 – You still have a long way to go; it is best to start now
Guide Questions:
1. What is your highest source of carbon emission?
5
2. What is your lowest source of carbon emission?
Lesson
2
El Niňo and La Niňa
What’s In
Read the sentences below. Write the missing words in the empty spaces and
find them in the word puzzle below.
1. Almost all of the energy that affects the climate on Earth originates from the __________.
2. Climate change refers to the increasing changes in the measures of _____________ over
a long period of time.
3. Volcanic gases such as sulfur dioxide can cause global _________, but carbon dioxide
has the potential to cause global warming.
4. Over very long periods, plate ____________ processes cause continents to move to
different positions on the Earth.
5. Greenhouse effect is the trapping of the sun’s warmth in a planet’s lower ___________.
What is It
Heavy rainfalls were brought about by typhoon Ondoy and Hanging Habagat,
which submerged parts of Metro Manila and some provinces. Typhoon Yolanda brought
the strongest winds ever encountered by people in Visayas, leaving massive destruction
and loss of lives. Aside from the impacts of climate change that we are experiencing, we
still have two cyclical events that we encounter - El Niño and La Niña.
El Niño is an abnormal and lengthy warming in the eastern part of the Pacific
Ocean. This natural phenomenon occurs at regular intervals of two to seven years and
lasts for nine months or two years at most. Usually, it starts at the end of the year or
during the Christmas season that is why it is termed El Niño which refers to “Christ the
child”.
In Figure 2.1, as trade winds move from east

to west, they collect warm air. But when trade
winds are weakened, they cause the piling up of
warm surface water, making the part of the Pacific
Ocean warmer leading to El Niño phenomenon.
This happens when the upwelling of colder water
is blocked by the large quantities of warm surface
water.
Figure 2.1 El Niño
6
La Niña means The Little Girl in Spanish. La Niña is also referred to as El
Viejo, anti-El Niño, or simply "a cold event." La Niña episodes represent periods of below-
average sea surface temperatures across the east-central Equatorial Pacific. Global
climate La Niña impacts tend to be opposite those of El Niño impacts. In the tropics,
ocean temperature variations in La Niña also tend to be opposite those of El Niño.
As shown in Figure 2.2, La Niña may or may not

follow El Niño events. It may last for nine to
twelve months but in some cases, it lasts for two
years. This event is triggered by the cooling of the
eastern part of the Pacific Ocean that is why it is
sometimes called “cold Pacific”.
Figure 2.2 La Niña
What’s More
Solve the crossword puzzle below using the given clues. Write your answer in
a separate sheet of paper.
Across
3. little girl
6. long weather condition
7. dry period
8. rainfall
9. hot or cold
10. dryness, wind, rain,
sunshine
Down
1.world wide
2.Christ the child
4. large amount of water
5. celestial equator
What I Have Learned
Fill in the missing word/s in each blank. Select your answers from the word box below.
climate ocean currents temperatures
coastal ocean tides warming

La Niña Pacific Ocean warm phase
Southern Oscillation
El Niño is a ____________ pattern that describes the unusual ____________of

surface waters in the eastern tropical _____________. El Nino is the “____________” of a
larger phenomenon called the El Nino-Southern Oscillation (ENSO). ______________, the
“cool phase” of ENSO, is a pattern that describes the unusual cooling of the region’s
surface waters. El Niño and La Niña are considered the ocean part of ENSO, while the
_____________________is its atmospheric changes. El Niño has an impact on
ocean _______________, the speed and strength of _____________, the health of
_______________fisheries, and local weather from Australia to South America and
7
beyond. El Niño events occur irregularly at two- to seven-year intervals. However, El
Niño is not a regular cycle, or predictable in the sense that ________________are.
What I Can Do
Create an infographic showing the effects of climate change. You have to express your
thoughts through pictures and information about the topic. Use the rubric below as your
guide in creating your work.
EXCELLENT PROFECIENT ADEQUATE LIMITED

CRITERIA (5) (4) (3) (2)
Has included at least Has included at least Has included at least Has included at least
5 important concepts 4 important concepts 3 important concepts 2 important concepts
Details and about the effects of about the effects of about the effects of about the effects of
Information climate change. climate change. climate change. climate change.
The infographic The infographic The infographic The infographic

created is interesting, created is created is a created is not
build up the topic in interesting, but build little interesting, build interesting, build up
logical manner, and up the topic up the topic in the topic in confusing
Organization with clear in somewhat confusing manner, manner, and with
information. confusing manner, and with unclear unclear/no informatio
and with unclear information. n was included.
information.
The infographic is The infographic The infographic The infographic

unique, is somewhat unique, is less unique, is nothing unique,
imaginative, and with imaginative, and with imaginative, and with imaginative, and
Techniques a variety some pictures and few pictures and with few pictures and
and of pictures and information about the information about the less information about
Creativity information about the effects of climate effects of climate the effects of climate
effects of climate change. change. change.
change.
Assessment
1. When does the greenhouse effect happen?
A. Greenhouse gases on the surface absorb heat from the atmosphere.
B. Greenhouse gases on the surface absorb heat from the Earth’s interior.
C. Greenhouse gases in the upper atmosphere absorb heat from outer space.
D. Greenhouse gases in the lower atmosphere absorb heat from the Earth’s surface.
2. Which activity does not contribute to global warming?

A. reforestation C. mining activities
B. illegal fishing D. incineration of garbage
3. What human activity releases greenhouse gases into the atmosphere?
A. burn fossil fuels (like gas and coal) C. build cement buildings
B. ride bikes and use solar energy D. compete in the Olympics
4. How does the concentration of carbon dioxide in the atmosphere affect the climate?
A. Carbon dioxide concentrations do not affect climate.
B. As carbon dioxide concentrations increase, temperature increases.
C. As carbon dioxide concentration increases, temperature decreases.
D. As carbon dioxide concentrations increase, temperatures become more
random.
5. How does volcanic eruption affect the climate?

A. Lava is hot which makes the community hotter.
B. Ash blocks sunlight, causing temperatures to drop.
C. When a volcano erupts, secondary succession begins.
D. Ash absorbs and re-radiates infrared radiation to warm the Earth.
8
9
Science
Constellations
Science – Grade 9
Quarter 3 – Module 7: Constellations
First Edition, 2020

OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE
Writer: Josefina Reyes
Reviewers:
Layout Artist:

Hernan L. Apurada

Telefax: (632) 8882-5861 / 8882-5862
What I Need to Know
This module was designed and written with you in mind. It is here to help
you master the constellation. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed
to correspond with the textbook you are now using.
The module consists of one lesson:
• Lesson 1 – Constellations: Patterns in the Sky

1. describe a constellation and its origin;
2. identify some constellations observed in the northern and southern
hemisphere;
3. locate some star clusters and identify some bright stars in the
constellations;
4. describe the position of a constellation in the course of night;
5. explain why some constellations are not seen at certain months;
6. identify constellations seen at different times of the year;
7. illustrate constellations that may be observed at different times of the
year in the Philippine sky; and
8. discuss whether popular beliefs and practices with regard to
constellations and astrology have scientific basis.
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. What do you call a group of stars in the sky that resembles a pattern
attributed to a creature or a mythical character?
A. Constellation B. dwarf planet C. solar system D. supernova
2. The Tatlong Maria is a popular constellation in the Philippines. It is a

pattern of three adjacent stars in the night sky. In which bigger
constellation does it belong?
A. Cassiopeia B. Cygnus C. Lyra D. Orion
3. What causes the constellations to apparently move in the night sky?

A. the Earth’s rotation
B. the Earth’s revolution
C. the Sun’s apparent magnitude
D. the Sun’s strong magnetic field
1
4. Why do some constellations are seen only during certain seasons?
A. The constellations are stationary.
B. The Earth rotates on its own axis.
C. The Earth is moving around the Sun.
D. The moon’s brightness covers the other constellations.
5. Why does Polaris appear to be a stationary star?

A. The star is not really moving.
B. The star is too far to appear that it is moving.
C. The star is a part of more than one constellation.
D. The star is located directly above the north celestial pole.
Lesson
Constellations: Patterns
1 in the Sky
Even during the ancient times, stars were already useful in a variety of
ways to human beings. People were able to identify patterns of stars in the sky
and associated them to mythical figures. These groups of stars guided several
everyday tasks by people since antiquity
What’s In
In your Grade 6 lesson you were able to understand what stars are. Before
you continue exploring this module, here are some important ideas about
stars. Take time to go back to these concepts that might help you through the
course of this module.
• Stars are huge heavenly bodies, made up primarily of hydrogen and
helium, that radiates light. They produce enormous amount of energy
thru nuclear fusion.
• Stars vary in brightness, color, surface temperature, and size.
• The brightness of a star can be expressed in terms of apparent
magnitude, the brightness of a star as observed from Earth, and
absolute magnitude, the actual brightness of the star.
• The Hetrzprung-Russell diagram plots different stars according to several
characteristics. It shows the different characteristics of a star and the
evolution of stars.
2
What’s New
What are Constellations?

Constellations are groups of bright stars in the night sky that appear to form a
pattern that resembles various things like animals and other creatures, familiar
objects, or mythical figures. These stars from a constellation appear to be closed
to each other. In reality, the distances between these stars are very great.
Fig. 1. ESO, Britannica, & Space.com. Ursa Major, Cassiopeia and Orion. Photo credit:
https://www.eso.org/public/outreach/eduoff/cas/cas2002/cas-projects/bulgaria_uma_1/.,
https://www.space.com/amp/17364-night-sky-photo-meteor-cassiopeia.html., and
https://www.britannica.com/topic/Orion/Greek-mythology.
There are 88 officially named constellations. Some examples of common

constellations are the Ursa Major and Ursa Minor. They are named that way
since their shape appear to be like bears (their names literary means “large bear”
and “little bear”, respectively). Some associates their shapes to dippers, that is
why they are also called “Big Dipper” and “Little Dipper” respectively. Most
constellations are named from ancient Greek characters. Examples are the
constellations Cassiopeia (The Queen) and Orion (The Hunter). Other
civilizations also identified constellations. For instance, the belt in the
constellation Orion is referred by Filipinos as Tatlong Maria since the three
stars appear to be adjacent to each other as observed from Earth. Some examples
of common constellations are listed below.
Latin Name of English Name of Latin Name of English Name of

Constellation Constellation Constellation Constellation
Aquarius The Water Bearer Scutum The Shield
Aries The Ram Bootes The Herdsman
Cancer The Crab Circinus The Compasses
Canis Major The Big Dog Columba The Dove
Canis Minor The Little Dog Delphinus The Porpoise
3
What is It
Have you tried observing the night sky and notice the positions of the stars
there? Are the constellations you see in the sky remain in their place? When you
observe the patterns in the night sky, you do not see the same arrangement of
stars repeatedly in the span of a night, more so in the whole year. This means
that constellations apparently move in the sky. This apparent movement of
constellations is due to the Earth’s movement. Since the Earth is rotating on its
axis, constellations appear to move across the sky. With the Earth rotating
counterclockwise, you will see that the stars move from east to west, the same
direction the Sun moves in the sky during the day. This means that if you saw a
constellation on the eastern part of the sky early in the night, you will no longer
see that constellation on the same part of the sky around midnight. It moves to
a region in the sky nearing the western side. For example, the W-shaped
Cassiopeia appears to be M-shaped later in the night. If you make a star trail
image of the sky using long-exposure photographs, you will see the motion of
these stars as shown below.
ig. 2. APoD-NASA. Star trail around Polaris. Photo credit: https://www.apod.nasa.gov/apod/apo91128.html.

Fig. 3. NASA. Locating Polaris using Ursa Major. Photo credit: https://www.constellation-guide.com/little-
dipper/.
4
What did you notice on the image? Apart from all stars that appear to
move in the star trail photograph, a single star remains, this star is called
Polaris, the North Star, which is a part of the constellation Ursa Minor (as
seen in Figure 3). It is currently the north polestar due to its direct line position
with the Earth’s axis along the North Pole.
On the other hand, due to the revolution of the Earth around the Sun,
some constellations only appear in certain seasons of the year. Constellations
that are on the Sun’s side cannot be seen by a person in a certain location
depending on where the Earth is in its orbit around the Sun. Examples are
Orion and Taurus that are only observed in the Philippines during the winter
season in the Northern Hemisphere. They cannot be seen in the sky during the
summer season.
Some constellations, called circumpolar constellations, are always

visible all year round in the night sky. An example of these type of
constellations in the northern hemisphere, called Northern Circumpolar
Constellations, are seen all throughout the year circling around Polaris. This
includes Cassiopeia, Draco, Ursa Major, and Ursa Minor.
Locally, constellations are also used to guide Filipinos for various

activities and the proper timing for them including harvesting, hunting,
planting, and seafaring. An example, the presence of the constellation
Pleiades signals the start of planning what crops to be planted. The start of
the planting season is indicated by the presence of Orion. Gemini indicates
the end of planting season and start of a good harvest. This is due to the ability
of constellations to tell the season where the place is in since some of them
appear only in certain times of the year.
5
What’s More
Activity 1.0 Matching Type

Match Column A with Column B by writing the letter of your answer beside the
number.
_____1. Constellations a. groups of stars in the sky

_____2. Effect of Earth’s rotation b. movement of constellations in the sky
_____3. Effect of Earth’s revolution c. constellations seen all year round
_____4. Circumpolar Constellation d. some constellations are not observed
_____5. The North Star e. Polaris
6
What I Have Learned
• Constellations are groups of stars in the sky that resembles different creatures
or mythical characters.
• The apparent movement of the constellations in the sky is due to the Earth’s
rotation while some constellations are not observed in the sky due to the Earth’s
revolution.
• Circumpolar constellations are constellations that can be seen all year round in
the sky. An example is the group of Northern Circumpolar Constellations that are
observed whole year round in the skies of the Northern Hemisphere .
What I Can Do
Choose one calendar month (January to December) and Identify the

different constellations that are prominent during this month. Illustrate your
own model showing the different constellations in the sky.
7
Assessment
Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. What do you call a group of stars in the sky that resembles a pattern
attributed to a creature or a mythical character?
a. constellation
b. dwarf planet
c. solar system
d. supernova
2. The Tatlong Maria is a popular constellation in the Philippines. It is a

pattern of three adjacent stars in the night sky. In which bigger
constellation does it belong?
a. Cassiopeia
b. Cygnus
c. Lyra
d. Orion
3. Constellations may be only visible during certain seasons due to the

Earth’s orbit around the_____.
a. Earth
b. Star
c. Planets
d. Sun
4. Orion can only be seen in the Philippine night sky during the winter season
in the Northern Hemisphere. What causes this to happen?
a. the Earth’s rotation
b. the Earth’s revolution
c. the Sun’s apparent magnitude
d. the Sun’s strong magnetic field
5. Which of the following is true about circumpolar constellations?

a. They are seen only during the summer season.
b. They can be seen when they are far from the horizon.
c. They are observed in the night sky regardless of the season.
d. They are not totally observed since they are always on the side of the
Sun.
8
9
Science
Enhancement Activities
Science – Grade 9
Quarter 3 – Module 8: Enhancement Activities
First Edition, 2020
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over
them.

OIC-Assistant Schools Division Superintendent: Jay F. Macasieb, CESE
Writers: Norwena O. Penuliar

Alvin R. Ascaňo
Larnie N. Tacud
Isagani B. Botabara
Editors: Edwin I. Salviejo EdD

Hernan L. Apurada
Reviewer: Hernan L. Apurada

Hernan L. Apurada

Telefax: (632) 8882-5861 / 8882-5862
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the Doing Scientific Investigation: Ways of acquiring knowledge and solving problems.
This module is composed of various learning activities from previous modules:

1. describe the types of volcano based on structure and activity;
2. enumerate the material emissions of volcano and describe the effects of material
emissions from volcanoes to humans and other living things;
3. describe the type of energy from volcanoes; and
4. explain how a geothermal energy is transformed into electrical energy.
What I Know
Choose the letter that corresponds to the best answer.

1. Which is an active volcano in the Philippines?
a. Apo in Davao c. Isarog in Camarines Sur
b. Bud Datu in Sulu d. Kanlaon in Negros Oriental
2. After volcanic eruption, why should we remove the thick layer of
volcanic ash in the roofs of buildings?
a. It is lighter as it cools.
b. It cannot be blown by winds.
c. It becomes heavier as it cools.
d. It consists of tiny fragments of rocks that becomes heavy as they pile up.
3. Which factor is associated with huge volcanic eruptions that may cause the
decrease in the Earth’s average temperature for a few years?
a. acid rain b. heat c. light d. volcanic ash
4. Which characteristics of a volcano depends on its magma emission?
a. age b. location c. shape d. size
5. Which characteristic of magma mainly determines its explosiveness?
a. amount b. color c. silica content d. temperature
6. Which is NOT a volcanic hazard?
a. ashfall b. pyroclastic flow c. lahar d. flood
7. What should NOT be done during volcanic eruption?
a. Use mask to cover nose and mouth to avoid breathing in volcanic ash.
b. Airlines can still continue the operation even during volcanic eruption.
c. Areas near the volcano should evacuate and avoid low-lying areas.
d. Close windows, doors, and other house openings to avoid volcanic ash.
8. Which volcanic hazard causes respiratory problems?
a. ashfall b. lava flow c. lahar d. tsunami
9. Which statement is TRUE?
I. One of the impending signs of volcanic eruption is the increase in
the frequency of volcanic quakes.
II. All volcanoes erupt violently due to presence of silica content and
dissolved gases in the magma.
a. Both statements are true.
b. Both statements are false.
c. Statement I is true while II is false.
d. Statement I is false while II is true.
10. Which statement describes pyroclastic flow?
a. It is the flow of molten rock materials.
b. It is a rapid flowing thick mixture of volcanic materials and water.
c. It is a large wave generated by displaced water due to volcanic eruption.
d. It is a fast turbulent flow of fragmented volcanic materials (ash and rocks)
mixed with hot gases.
1
11. Which of the volcano supplies the geothermal energy to the
Mak-ban Geothermal power plant?
a. Mt. Batulao c. Mt. Makiling
b. Mt. Kanlaon d. Mt. Pinatubo
12. What potentially active volcano in the province of Albay and part of
Camarines Sur that has been known as a geothermal source in the
Philippines since 1971?
a. Mt. Mayon c. Mt Isarog
b. Mt. Malinao d. Mt. Bacon
13. What do you call the geothermal element that usually occurs in the
form of water or meteoric water which can be liquid or steam depending
on the temperature and pressure conditions?
a. fumes c. heat source
b. geothermal fluid d. reservoir
14. Which is NOT the surface manifestation of the geothermal system?
a. geysers c. hot springs
b. geothermal fluid d. mud volcanoes
15. What is the other name for Earth’s internal heat?
a. core energy c. magmatic energy
b. geothermal energy d. volcanic energy
16. What potential environmental issue can occur in building a geothermal
energy plant?
a. Global warming c. Water pollution from the chemicals
b. The burning of fossil fuels d. Toxic gases can be released when drilling
17. What method of using geothermal energy involves piping steam from the
earth directly to a generator?
a. Direct use
b. Dry steam power plants
c. Geothermal heat pumps
d. Flash steam power plants
18. What is the main disadvantage of building geothermal energy plants?
a. Cost c. Nuclear fallout
b. Global warming d. Pollution
19. What does “geothermal energy is sustainable” mean?
a. Is a limited supply.
b. It will not be used up.
c. It may cause global warming.
d. It generates greenhouse gases.
20. What happens once the geothermal fluid has been used?
a. It gets directed for domestic use.
b. It is simply disposed of as runoff.
c. It is cooled, condensed, then reinjected.
d. It is treated and used as drinking water.
2
ACTIVITY 1.1 Volcanic Activity
Study the given information below. Answer the following questions on a separate sheet
of paper.
Volcano No. Of Historical Eruptions Latest Eruptions/Activity
Cabaluyan 0 -
Kanlaon 26 June 2006
Mayon 49 May 2013
Taal 33 January 2020
Smith 6 1924
1. Which volcano has no record of eruption?
2. Which volcano has erupted 6 times?
3. Which volcano is the most active?

4. Which volcanoes have erupted more than 10 times?
5. Are all volcanoes found in the same location?
ACTIVITY 1.2 Volcano Advisory Analysis
In this activity, you need to identify the impending signs of volcanic eruption in the given
advisory.
Learning the Skill: Volcano Advisory Analysis

1. Read the volcano advisory given in each item.
2. Analyze the advisory and identify the impending signs of volcanic eruption.
3. List down the impending sign/s mentioned in the news. Write your answer on
your science notebook.
1. Kanlaon Volcano Advisory: 22 June 2020 02:00 A.M.

“DOST-PHIVOLCS is currently monitoring an ongoing series of earthquakes on
the west lower flanks of Kanlaon Volcano. This began at June 21, 2020 at 04:03
PM, with the largest registering at M4.7 at June 22, 2020, 01:15 AM this morning
and was felt at Intensity V at La Carlota City. As of 01:50 AM, a total of 81 events
have been recorded. DOST-PHIVOLCS would like to assure the public especially
the local communities in Negros Island that we are keeping close watch and shall
inform all concerned of any further developments.” Source: DOST-PHIVOLCS
2. Mayon Volcano Advisory: 5 February 2020 04:00 P.M.

“This is to notify the public and concerned authorities on the current activity of
Mayon Volcano. Since the end of magmatic eruption in March 2018, Mayon
Volcano has exhibited declining earthquake activity and SO2 emission; however,
a slight swelling or inflation of the edifice began in February 2019 based on
continuous GPS and electronic tilt monitoring. These observations indicate that
Mayon’s recent behavior has been mainly driven by changes occurring within
magma already emplaced beneath the edifice rather than by renewed magma
intrusion events. In the past two days, crater glow has been detected at the
summit crater that is likely caused by hot magmatic gases heating the overlying
atmosphere. This suggests the possibility that remnant magma may be quietly
rising to the shallow levels of the edifice.” Source: DOST-PHIVOLCS
3
ACTIVITY 1.3 Mechanism of Geothermal System
Analyze the illustration of the mechanism of the Geothermal System below.

Complete the missing word that matches the explanation of the illustration. Use
the word bank as reference for your answer.
Word bank
heated fluid fluid convection thermal
expansion
decrease upper part hydrothermal
high density system
The mechanism underlying geothermal systems is by and large governed by

(1)_________. Figure describes schematically the mechanism in the case of an
intermediate temperature (2)__________system. Convection occurs because of the
heating and consequent(3)_______________ of fluids in a gravity field; heat, which
is supplied at the base of the circulation (4)____________, is the energy that drives
the system.(5)______________of lower density tends to rise and to be replaced by
colder fluid of (6)___________ , coming from the margins of the system.
Convection, by its nature, tends to increase temperatures in the
(7)______________ of a system as temperatures in the lower part
(8)__________________.
4
ACTIVITY 1.4 Heat from the Earth
Part 1. Complete the chart below by arranging the sequence on how the heat from the
Earth is tapped as a source of electricity. Refer to the data bank.
1.___ 2.___ 3.___ 4.___

___ ___ ___ ___
Heat causes the water to turn into steam.

Generator changes the mechanical to electrical energy.
Steam causes the turbine to turn.
Heat from the inside the earth
PROS and CONS GEOTHERMAL POWER PLANT

Part 2. Shade/color the smiley emoji if the statement describes the advantage and sad
emoji if it describes the disadvantage of a geothermal power plant.
Location Restricted
No Fuel Required
Environmentally
Friendly
Renewable
5
Assessment
Choose the letter that corresponds to the best answer.

1. Why is geothermal energy a clean source of energy?
a. It is a cheap source of electrical energy.

b. Its by-products are non-volatile gases.
c. The only by-product is heat and steam.
d. Water converted to steam can be reused.
2. The picture on your right is the Tiwi Geothermal

Power plant in Tiwi Albay, Bicol. It is the first and
oldest geothermal power plant in the Philippines. It
is pumping out white smoke. Should the people
near the surrounding area be alarmed?
a. No, the area is far from the town proper
b. No, because the white smoke is mostly steam
which is not harmful.
c. Yes, because white smoke is commonly carbon https://en.wikipedia.org/wiki/Malinao_Volcano#/media
/File:Mount_Malinao.jpg
monoxide which is toxic.
d. Yes, because the smoke can easily harm the plants and animals surrounding
the facility.
3. What happens when the geothermal fluid is used?

a. It gets directed for domestic use.
b. It is simply disposed of as runoff.
c. It is cooled, condensed, then reinjected.
d. It is treated and used as drinking water.
4. What is the main disadvantage of building geothermal energy plants?

a. Cost c. Nuclear fallout
b. Global warming d. Pollution
5. It is a power plant that uses high-temperature heat which results in a hot fluid
(primarily steam) that is used to turn a turbine and generate electricity. Which
type of geothermal power plant is being described?
a. Direct use
b. Dry steam power plants
c. Geothermal heat pumps
d. Flash steam power plant
6. What potentially active volcano in Mindanao supplies electricity to Kidapawan

and Davao Region?
a. Mt. Apo c. Mt Isarog
b. Mt. Hibok-Hibok d. Mt. Makiling
7. Which volcano supplies the geothermal energy to the Tiwi Geothermal Power
Plant?
a. Mt. Apo c. Mt. Malinao
b. Mt. Makiling d. Mt. Mayon
8. What geothermal element refers to the layers of permeable rock capped by

impermeable rock but is connected to a surficial recharge area?
a. fumes c. heat source
b. geothermal fluid d. reservoir
6
9. Which is the CORRECT statement about Geothermal energy?
a. It is the heat energy present on the surface of the Earth.
b. It is the heat energy present in the interior of the Earth.
c. It is the heat energy present on the surface of the ocean.
d. It is the heat energy present from outer space.
10. Which geologic feature is the visible sign of the large amount of heat lying in
the Earth’s interior?
a. fumarole c. hot spring
b. geyser d. volcano
11. Which volcanic hazard can affect areas in coastal areas due to the impact of a
large wave generated by the deformation of lake-floor or sea-floor due to rising of
magma, pyroclastic flow or landslide?
a. Debris avalanche
b. Ground subsidence
c. Lahar
d. Volcanic tsunami
12. You heard the news about Mt. Taal eruption. You and your family are living in
Makati which is far from Batangas. Should you prepare for this disaster?
a. Yes, but I will not concern myself much about this disaster.
b. Yes, because ash can travel as far as Makati depending on wind direction.
c. No, because Mt. Taal is located in Batangas which is far from our residence.
d. No, because volcanic materials like lava and ash can only affect areas in
Batangas.
13. Taal Volcano Advisory, Feb. 27, 2021: In the past 24-hour period, the Taal
Volcano Network recorded twenty-eight (28) volcanic earthquakes and one
hundred thirty (130) volcanic tremor episodes having durations of one (1) to five
(5) minutes. What impending sign is being mentioned in the advisory?
a. Crater glow
b. Ground swelling
c. Increased steaming activity
d. Frequency of volcanic quakes
14. Mayon Volcano Advisory, Feb. 5, 2021: Mayon Volcano’s monitoring network
recorded three (3) rockfall events during the past 24-hour observation period.
What impending sign is being mentioned in the advisory?
a. Lateral fault
b. Normal fault
c. Reverse fault
d. Thrust fault
15. Batangas experienced volcanic mudflow which is a mixture of volcanic debris

and water that flows down the slope of the volcano. What volcanic hazard is
being mentioned?
a. Debris avalanche
b. Lahar
c. Ground subsidence
d. Volcanic tsunami
7
16. A volcanologist has been studying a volcano for a long time now. He listed the
following characteristics of a certain type of volcano as shown below. Based on
the characteristics given, what type of volcano is being studied?
Characteristics
I. Composed mainly of ash and dark volcanic rock.
II. Magma that erupts has a high viscosity.
III. Have a flat top with a wide circular crater and are made of layers that form
from each eruption.
a. Cinder cone volcano c. Composite volcano
b. Lava dome volcano d. Shield volcano
17. The Philippines, being part of "The Pacific Ring of Fire", has numerous
volcanoes and there are scores of active volcanoes in the country. Based on the
table below, which volcanoes are considered the most active?
Volcano No. of historical Latest
a. Mt. Kanlaon eruptions eruption/activity
b. Mt. Mayon Mayon 50 2018
c. Mt. Matumtum Taal 33 1977
d. Mt. Taal Kanlaon 26 2015
Matutum 0
18. Which statement describes an inactive volcano?
a. An active volcano that is not erupting but supposed to erupt again.
b. Volcano that has had at least one eruption during the past 10,000 years.
c. Volcanoes no longer produce eruptions but might again sometime in the
future.
d. A volcano that has not had an eruption for at least 10,000 years and is not
expected to erupt again in a comparable time scale of the future.
19. Which is an active volcano in the Philippines?

a. Apo in Davao c. Isarog in Camarines Sur
b. Bud Datu in Sulu d. Kanlaon in Negros Oriental
20. Which type of volcano is shown in the picture?

a. Cinder cone
b. Composite
c. Lava Dome
d. Shield

Modules Quarter 3 - Weeks 5 - 8: Science

Uploaded by

Modules Quarter 3 - Weeks 5 - 8: Science

Uploaded by

9

Published by the Department of Education

Development Team of the Module

Writer: Jonathan L. Cabatbat

Editor: Edwin I. Salviejo EdD

Reviewer: Meilani A. Osurman

Layout Artist: Shan Ivy Apple R. Serenilla

Management Team: Neil Vincent C. Sandoval

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

The module is divided into two lessons, namely:

2. How does location A differ from location B?

The Philippine Climate

Activity 1.2 Concept Map

The equator is the place on Earth that receives direct

1. G P O H T P A R O Y - describes the physical features of an area of land.

2. E L T A U T I D - measurement on a globe or map of location north or south of

3. A D W R I D W N - the direction upwind from the point of reference, alternatively the

4. D A T I L U T E - the vertical elevation of an object above a surface (such as sea level

5. A E L E W D R - the direction downwind from the point of reference

6. M R P I X O T I Y O T E N A C O - surrounding bodies of water has a great

What I Have Learned

2. What climate is likely to have in an inland location, a location on an ocean shore at

5. Why do bodies of water have a moderating effect on climate?

Published by the Department of Education

Development Team of the Module

Writer: Diosa Matha A. Mejia

Editor: Edwin I. Salviejo EdD

Reviewer: Tomasa D. Maggay

Layout Artist: Bonn Lester Floyd R. Cervantes Arnold G. Chan

Neil Vincent C. Sandoval

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

This module is divided into two lessons, namely:

Lesson 1: Climate Change and Global Warming

After going through this module, you are expected to:

A. It is caused by an oxygen shortage.

2. Which is the best practice to reduce the effect of climate change?

4. Which gas does not trap heat?

5.Which shows the effect of climate change?

I. rising of sea level III. coastal erosion in some places

Activity 1.1 Hunting for the Change

Climate Change and Global Warming

Causes of Climate Change

1. Strength of the Sun

3. Ocean currents and carbon dioxide content

4. Plate tectonics and volcanic eruptions

5. Changes in land cover

Impacts of Climate Change

Activity 1.2 𝑪𝑶𝟐 is the Reason!

Activity 1.3 Am I a Climate Hero or a Climate Culprit?

Table 1. What’s your carbon footprint? Evaluate your carbon emission.

I replace my toy or gadget when it stops working

I always know where my food or products are made.

In Figure 2.1, as trade winds move from east

As shown in Figure 2.2, La Niña may or may not

Figure 2.2 La Niña

What I Have Learned

climate ocean currents temperatures

coastal ocean tides warming

El Niño is a ____________ pattern that describes the unusual ____________of

EXCELLENT PROFECIENT ADEQUATE LIMITED

The infographic The infographic The infographic The infographic

The infographic is The infographic The infographic The infographic

2. Which activity does not contribute to global warming?

5. How does volcanic eruption affect the climate?

Published by the Department of Education

Development Team of the Module

Writer: Josefina Reyes

Editor: Edwin I. Salviejo EdD

Management Team: Neil Vincent C. Sandoval

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

• Lesson 1 – Constellations: Patterns in the Sky

After going through this module, you are expected to:

2. The Tatlong Maria is a popular constellation in the Philippines. It is a

El Niño is a pattern that describes the unusual of

1._ 2._ 3._ 4._