MAGDAUP NATIONAL HIGH
School
Teacher
Teaching Dates
and Time
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives (LC
Code)
II.CONTENT
D.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B.Other Learning Resources
III.PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
(ELICIT)
B. Establishing a purpose for
the lesson
(ENGAGE)
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
(EXPLORE)
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to formative
Assessment 3)
(EXPLAIN)
G. Finding practical
applications of concepts
and skills in daily living
Grade
7-SEAGRAPES
SCHOOL Level
Area SCIENCE
Quarter Fourth
The learners demonstrate an understanding of:
the relation of geographical location of the Philippines to its environment.
The learners shall be able to:
analyze the advantage of the location of the Philippines in relation to the climate,
weather and seasons.
-Demonstrate how places on earth maybe located using a coordinate system.
- Describe the location of the Philippines using latitude and longitude
-S7ES-IVa-1
The Philippine Environment: Location of the Philippines using a coordinate
system.
page 269-272
Page 281-283
Page 337-338
You and the Natural World Science
Ppt presentation, Map and Globe
The teacher will show a video clip of a song that would serve as a review.
https://www.youtube.com/watch?v=5Ab-gE8ov4o
The teacher will let the students define latitude and longitude.
The teacher will ask the learners motive question: What is the exact location of the
Philippines in the map in terms of latitude and longitude?
An introduction of the lesson followed by the reading of the objectives
Group Activity:
The Students will perform Activity 1 Where in the World is the Philippines? (Part I)
Science LM pp. 281-282
Students will answer the following questions:
Q1.describe the lines of the latitude
Q2.What is the reference line when determining the
latitude?
Q3. The starting point for latitude is the equator. The equator is at latitude 0° (0 degree). At the
North Pole, the latitude is 90°N (90 degrees north). At the South Pole, the latitude is 90°S (90
degrees south). Show the following latitudes when your teacher calls on you: 15°N; 60°N; 30°S;
45°S.
Q4. The globe does not show all lines of latitude. If you wish to find 50°N, where should you
look?
Q5. Describe the lines of longitude.
Q6. Show the lines of longitude on the globe when your teacher asks you.
Q7. The starting point for longitude is the Prime Meridian. The Prime Meridian is at longitude 0°.
Show the Prime Meridian on the globe when your teacher asks you. What is the reference line
when determining the longitude
Q8. To the right of the Prime Meridian, the longitude is written this way: 15°E (15 degrees east),
30°E (30 degrees east), and so on. To the left of the Prime Meridian, the longitude is written as
15°W (15 degrees west), 30°W (30 degrees west), and so on. On your globe, find longitude
180°. What does this longitude represent?
Q9. Not all lines of longitude are shown on a globe. If you want to find 20°W, where should you
look?
Q10. The location of a place may be described by using latitude and longitude. To the nearest
degree, what is the latitude and longitude of Manila?
Q11. Compared to the size of the world, Manila is just a tiny spot, and its location may be
described using a pair of latitude and longitude. But how would you describe the location of an
“area” such as the whole Philippines?
The teacher will show a video clip that would further help the students describe the
location of the Philippines using latitude and longitude.
H. Making generalizations https://www.youtube.com/watch?v=cTrsvGytGG0
and abstractions about the
lesson
(ELABORATE)
I. Evaluating learning Let the students identify the places on the map using the given coordinates.
(EVALUATE)

J. Assignment/Agreement Let the students fill out the table below.

(EXTEND) Direction: Give the different lines of latitude that are also known as parallels of latitude.

Latitude Name

K. REMARKS

L. REFLECTION

No. of learners who earned

80% in the evaluation
No. of learners who require
additional activities for
remediation who scored below
80%
Did the remedial lessons work?
No. of learners who have
caught up with the lesson
No. of learners who continue to
require remediation
Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I encounter
which my principal or
supervisor can help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?
Rubric for group task:

Category 5 4 3

Group shows a full understanding Group shows good understanding Group shows less understanding
of the theme of the theme of the theme
Content

Facial expressions and body Facial expressions and body Show less use of facial
language generate a strong language sometimes generate a expressions and body language.
Enthusiasm interest and enthusiasm about the strong interest and enthusiasm Less generate interest in the topic
topic in others. about the topic in others. being presented.

Group delegates tasks, shares Group delegates tasks, shares Group shows not effective in
responsibility and full supports the responsibility and supports the delegating task or sharing
Cooperation effort of other in the group. effort of other in the group. responsibility and support the
effort of other in the group.

Prepared by:

Approved by:

REYNALDO A. NAPIGKIT
SCHOOL HEAD