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GRADE SEVEN
GROUP 4
BISCO, EDNORLENE T.
COLLERA, JULIET S.
CUETO, RACHELE G.
GONZALES, MYLA B.
MARASIGAN, TERESA P.
MAYUGA, MARRY GRACE G.
OCAMPO, DEMOCRITA B.
Date:
Objectives:
1. identify and describe the different parts of the globe
2. point out the parts of the globe
3. recognize the importance of the parts of the globe to navigators

Topic: PARTS OF THE GLOBE

References: Learner’s Module, pp. 81-84, Teacher’s Guide, pp. 56-58
Learners Material Used: Module pp. 81-84

ACTIVITY: Where in the World is the Philippines (Part I) pp. 81-84

ANALYSIS:
1. Differentiate latitude from longitude.
2. What are the five lines of latitude?
3. How are the tropics, temperate zones, polar or frigid zones different from one another?

ABSTRACTION
What are the different parts of the globe? Describe each.

APPLICATION
What is the importance of the parts of the globe to navigators?
ASSESSMENT
Label the different parts of the globe

Assignment:
Bring World Map.
Date:
Objectives:
1. locate the places using latitude and longitude
2. write the exact latitude and longitude of the given places
3. explain the importance of knowing how to find places on Earth.

Topic: LOCATING PLACES USING LATITUDE AND LONGITUDE

References: Learner’s Module, pp. 81-84, Teacher’s Guide, pp. 56-58, Science & Technology
Laboratory Manual-First Year, pp. 106-107, Marina M. Marcelo and Reuben T. Campos

Learners Materials Used: Science and Technology Laboratory Manual (Grade 7) pp. 106-107

ACTIVITY: CRACK THE CODE

Crack the Code

The thieves who broke into the Royal Geographical Society left behind this code. (As a bonus clue,
we’ve added the number of letters in each city’s name.)

 First letters from each place-name read.

 Spell out the town and come with speed.

LATITUDE LONGITUDE LETTERS CITY NAME

40° N 5° W 9

21° N 157° W 8

36° S 174° E 8

1° S 36° E 7

6° N 58° W 10

21° N 105° E 5

16° N 99° W 8

41° N 28° E 8

The crooks are heading to______________________.

Using a globe or map, locate the following places, specifying both longitude and latitude.

PLACES LATITUDE LONGITUDE

Manila, Philippines

Tokyo, Japan

Kuala Lumpur, Malaysia

Singapore City, Singapore

Sydney, Australia

ANALYSIS
1. Where did you start finding the places on their latitudes?
2. Where did you start finding the places on their longitudes?
3. How do latitudes and longitudes help you locate the exact places?

ABSTRACTION
Use a globe or a map to identify the exact locations (specify both the longitude and the
latitude) of the following places:
a. Manila, Philippines f. Sydney, Australia
b. New York City, USA g. Moscow, Russia
c. Tokyo, Japan h. Buenos Aires, Argentina
d. New Delhi, India i. Paris, France
e. London, England j. Kuala Lumpur, Malaysia

APPLICATION:
Why is it important to know how to locate places on Earth?

Assignment:
What are the landmasses and bodies of water that surrounds the Philippines?
Date:
Objectives:
1. Cite the different landmasses and bodies of water that surrounds the Philippines
2. Describe the location of the Philippines with respect to the surrounding landmasses and
bodies of water
3.Explain why the Philippines is considered an archipelago

Topic: LOCATING PLACES BY IDENTIFYING LANDMASSES AND BODIES OF WATER

References: Learner’s Module, pp. 84-85, Teacher’s Guide, pp. 58-59
Learners Material Used: Module pp. 84-85

ACTIVITY
Where in the World is the Philippines (Part II) pp. 84-85

ANALYSIS
1. Which bodies of water in the list are found to the west of the Philippines?
2. Which body of water in the list is located to the east of the Philippines?
3. Which large landmass is found to the north of the Philippines?

ABSTRACTION
What is another way of identifying places aside from using latitude and longitude?

APPLICATION

Using a globe or map, identify the following:

Bodies of water (2) on the east of the Philippines _____________

Continent (1) on the north of the Philippines _________________

Continent (1) on the south of the Philippines _________________

Body of water (1) on the west of the Philippines ______________

Assignment:
 1. What is soil?
2. How is soil formed?

Date:
Objectives:

2. trace the formation of soil from rocks through illustration

3. identify the factors that act together on rocks to form soil
4. determine the importance of soil formation in the field of agriculture through picture

Topic: SOIL FORMATION

References: Learner’s Module, pp. 90-91, Teacher’s Guide, pp. 62-63
Learners Material Used: Module pp. 90-91

ACTIVITY
How are soils formed from rocks? pp. 90-91

ANALYSIS
1. What are the factors that act together on rocks to form soil?
2. What does the following sentence mean, “Soils were once rocks”?

ABSTRACTION
Arrange the processes of soil formation by numbering from 1 to 7.
_____ The process of expansion and contraction are repeated over the years and
produce cracks in the rock causing the outer surface to break off.
_____ When a piece of rock is exposed to the Sun, its outer part expands because it
heats up faster than the inner part.
_____ Once broken, water enters the cracks causing some minerals to dissolve. The
rock breaks apart further.
_____ Once soft and broken, bacteria and small plants start to grow in the cracks of the
rock.
_____ Air also enters the cracks, and oxygen in the air combines with some elements
such as iron to produce iron oxide (rust or kalawang) which is brittle and will easily peel
off. In a similar way, carbon dioxide from the air reacts with water to form an acid
causing the rock to soften further.
_____ After some time, the dead plants and animals die and decay causing the
formation of more acidic substances which further breaks the rocks. The dead bodies of
plants and animals are acted upon by microorganism and breakdown into smaller
compounds while the minerals from the rock return to the soil.
_____ On cooling, at night time, the outer part of the rock contracts or shrinks because
the outer part of the rock cools faster than the inner portion.
APPLICATION
Why is soil formation important in the field of agriculture?

Assignment
What are the different mineral deposits found in the Philippines?
Date:
Objectives:
1. locate the metallic mineral deposits across the country;
2. find out what geologic features are common in areas where the deposits are found;
3. give a possible reason/s for the association between metallic mineral deposits and
geologic features in the country; and
4. infer why the Philippines is rich or not rich in metallic mineral deposits.
5. cite advantages of mineral deposits in the Philippines

Topic: MINERAL DEPOSITS

References: Learner’s Module, pp. 92-99, Teacher’s Guide, pp. 63-68
Learners Material Used: Module pp. 92-99

ACTIVITY
Where are the minerals deposits in the Philippines? pp. 92-97

ANALYSIS
1. What metallic mineral deposits abundant across the country?
2. What geologic structures are found near the location of the metallic deposits?
3. What is the connection of the presence of metallic deposits with geologic structures?
4. Why do you think are metallic deposits abundant in places where there are trenches or
volcanoes?

ABSTRACTION
VIDEO CLIPS PRESENTATION ABOUT THE RELATIONSHIP OF MINERAL DEPOSITS
AND GEOLOGIC STRUCTURES

APPLICATION
What advantages are gained by the Philippines through mineral deposits?

Assignment:
1. What are resources?
2. Differentiate natural from man-made resources.
Date:
Objectives:
1. describe watersheds
2. cite some examples of watersheds that can be found in the Philippines
3. determine the factor that affects the amount of water that can be stored underground or
released by a watershed to rivers, lakes and other bodies of water through video clips

Topic: WATER RESOURCES AND BIODIVERSITY

References: Learner’s Module, pp. 86-89, Teacher’s Guide, pp. 59-61
Learners Material Used: Module pp. 86-89

ACTIVITY
PICTURE PRESENTATION (see p.86, LM)
VIDEO CLIPS PRESENTATION

ANALYSIS
1. Where does the supply of water in the community originate?
2. What is the main function of watersheds?
3. Are watersheds just about water? What other things can be found in watersheds?

ABSTRACTION
Concept Mapping
APPLICATION
Why are water resources (watersheds) important?
Assignment
What are the types of energy resources? Describe each.
Date:
Objectives:
1. describe the types of energy resources
2. cite places in the Philippines where energy resources are located
3. enumerate the advantages and disadvantages of harnessing energy resources

ANALYSIS
1. What are the types of energy resources?
2. Where are these energy resources located in the Philippines?
3. What are the advantages and disadvantages of harnessing energy resources?

ABSTRACTION
PICTURE-WORD ASSOCIATION
APPLICATION
POSTER MAKING (showing the importance of energy resources in the Philippines)

Assignment
List 5 ways on how to conserve and protect our natural resources.
Topic: Conserving and Protecting Natural Resources
Objectives:
1. identify the effects of some human activities or natural resources.
2. cite ways to reduce the effects.
ACTIVITY:
Activity: See pp. 102-103
ANALYSIS:
1. What is the effect on natural resources when rice fields are turned into
residential or commercial center.
2. What can you do to conserve/ restore natural resources?
ABASTRACTION:
Picture Analysis
(Landslide, Earthquake, Volcanic Eruption)
ASSESSMENT:
Make a slogan/ poster showing your own way to protect and conserve our natural
resources.
Closure:
Make a lists of activities in your community that help conserve/ protect natural resources.
Module 2. SOLAR ENERGY AND ATMOSPHERE
Activity 1
Topic: LAYERS OF THE ATMOSPHERE
Objectives:
1. describe the features of each of the five layers;
2. compare the features of the five layers; and
3. explain the basis for the division of the layers of the atmosphere.
References:
Science and Technology for Lifelong Learning by Amelia Map app. 291-292
Basic Concepts in Earth Science Realogo Elarde p. 139-143
Any Earth Science books
Learners Materials p. 105-106
ACTIVITY:
See LM pp. 105-107
ANALYSIS:
1. What are the different layers of the atmosphere?
2. What is the relationship between the temperature and height of each layer?
3. Based on the graph what is the basis for the division of Earth’s atmosphere?
ABSTRACTION:
1. From the graph, can you generalize that the higher the layer of the atmosphere (that is
closer to the Sun), the hotter the temperature? Why or why not?
2. What other information about Earth’s atmosphere can you derive from the
graph?
APPLICATION:
Present the following showing the importance of the layers of the atmosphere:
Group I – Slogan
Group II – Yell
Group III- Poster
Group IV – Poem
 Rubrics:
Content – 50%
Creativity – 30%
Presentation – 20%
100%

ASSESSMENT:
Identify the level of the atmosphere in which the following can be seen.
1. Satellite
2. Shuttle
3. Meteors
4. Airplane
5. Rain
Closure:
What is greenhouse effect?
Activity 2
Topic: GREENHOUSE EFFECT
Objectives:
1. observe if the greenhouse model retain heat.
2. Relate the concept to the increasing temperature of Earth’s atmosphere
3. Infer the harmful effects that may be brought by the occurrence of the
greenhouse effect
References:
LM pp.107-111
Other Earth Science Books
ACTIVITY:
LM pp.108-111
ANALYSIS:
1. Predict which bottle will get hotter when you turn on the light or when they are
exposed to the Sun. How will you know that one bottle is hotter than the other?
2. Write down your prediction and the reason why you predicted that way
3. What variable did you put in the x-axis? In the y-axis?
4. Why did you put these data in the x and y axes, respectively?
5. Describe the graph resulting from observations in Bottle A.
6. Describe the graph resulting from observations in Bottle B.
7. Explain the similarities in the graphs of Bottles A and B.
8. Do greenhouses retain heat? What is the evidence?

ABSTRACTION:
Why are greenhouse gasses like the glass in the greenhouse?
APPLICATION:
1. What are the significance of greenhouse to the environment?
2. What activities in your community contribute to the accumulation of too much
carbon in the air?
ASSESSMENT:
Draw your own model of greenhouse.
Activity 3

Topic: What happens when the air is heated?

Objective
1. explain what happen when the air is heated
Reference:
LM pp. 114-115
ACTIVITY:
LM pp. 114-115
ANALYSIS:
1. What is its effect on the air in the surroundings?
2. Will the air in the surroundings stay in place? Or will it be affected in some way by
the rising air?
ABSTRACTION:
What happens when air is heated?
ASSESSMENT:
Presentation of output
Closure:
Bring the following materials for our next activity:

box candle
scissors match
cardboard tube smoke source
clear plastic (ex. mosquito coil)
Activity 4

Topic:
What happens to the air on the surroundings as warm air rises?
Objectives:
1. explain what happens to the air in the surroundings as warm air rises
References:
LM pp.115-116
ACTIVITY:
LM Act. 4 pp. 115-116
ANALYSIS:
1. What do you think will happen if you place a smoke source near the hole?
2. What makes the air move?
3. What is convection current?
ABSTRACTION:
Based in this diagram, how will you explain the in the surroundings?

APPLICATION:
During summer which among the nipa hut and concrete house do you want to stay?
ASSESSMENT:
Written output
Closure
What is sea breeze and land breeze?
Activity 5

Topic:
Which warm up faster?
Objectives:
1. compare which warms faster sand or water
2. compares which cools faster sand or water
3. explain sea breeze and land breeze based on the activity
Reference:
LM pp. 117-120

ACTIVITY:
LM pp. 117-120
ANALYSIS:
1. Which warm faster, water or sand?
2. Which cools faster, water or sand?
3. Explain how land breeze and sea breeze occurs?
ABSTRACTION:
Picture Puzzle (Games)
Land Breeze and Sea Breeze
APPLICATION:
When do you prefer to stay near the seashore or at the mountain?
Closure:
What is monsoon?
Activity 6
Topic:
MONSOONS
Objectives:
1. interpret a map to determine direction of wind movement
2. explain why it is so cold around December to February and warm around July
3. illustrate why habagat brings lots of rain
4. give examples how the monsoons (amihan and habagat) affect people
Reference:
LM pp. 121- 124
ACTIVITTY:
LM pp. 121-124
ANALYSIS:
1. Choose a low-pressure area and study the direction of the winds around it. Do the
winds move toward the low-pressure area or away from it?
2. Choose a high-pressure area and study the direction of the winds around it. Do the
winds move toward the high-pressure area or away from it?
3. In what direction do winds blow? Do winds blow from high-pressure areas to low-
pressure areas? Or, from low-pressure areas to high-pressure areas?
4. Where is North in the map? South? West? East? Write the directions on the map.
5. Where is the Philippines on the map? Encircle it.
6. Study the wind direction near the Philippine area. From what direction does the wind
blow near the Philippines in January?
7. Study the wind direction near the Philippine area. From what direction does the wind
blow in the vicinity of the Philippines in July?
ABSTRACTION:
1. What is low pressure area? What is high pressure area?
2. In what direction do winds blow? From high to low pressure area or vise versa?
3. Differentiate the monsoons amihan and habagat?
APPLICATION:
The monsoons, habagat and amihan affect people in different ways. Choose one and
explain through picture/ drawing.

1. Why do farmer welcome the monsoons?

2. Why are fisher folk not so happy about monsoons?
3. Why do energy providers appreciate the monsoons?
4. Why do fish pen owner worried about monsoons?
5. How do monsoons affect your town?
Closure:
What is Inter-Tropical Convergence Zone?
Date:
Objectives:
1. Differentiate rotation and revolution
2. Enumerate the reasons why season changes

Topic: REASON WHY SEASON CHANGES

References: Learner’s Module, pp. 128-133, Teacher’s Guide, pp. 92-95
Learners Material Used: Module pp. 128-133

ACTIVITY: Why do the Season Change

How does the length of daytime and nighttime affect the season?

ANALYSIS:
1. What is rotation? Revolution?
2. How does the tilt of the Earth’s axis and its orbit cause seasonal patterns?
3. Does the Earth get the same amount of sunlight all year round as it revolves around the
Sun?
4. If it is summer in the Northern Hemisphere, is it also summer in the Southern
Hemisphere? Why?
5. In which season does the Northern Hemisphere experience the largest daytime and
largest nighttime?
6. In which season does the Southern Hemisphere experience the largest daytime and
largest nighttime?

ABSTRACTION
What causes the occurrence of seasons on Earth?

APPLICATION
Why do we have different seasons on Earth?

Assignment
 1. What is eclipse?
2. Differentiate solar from lunar eclipse?

Date:
Objectives:
1. Describe eclipse
2. Differentiate solar and lunar eclipse
3. Explain when solar and lunar eclipses happen

Topic: ECLIPSES
References: Practical Science – Grade 7,Efrene P. Caoibes, pp. 353-360
Learners Material Used: Module pp. 133-139

ACTIVITY
VIDEO CLIPS PRESENTATION about ECLIPSES

ANALYSIS:
1. What happens during solar eclipse?
2. Differentiate umbra from penumbra?
3. What happens during a lunar eclipse?
4. During what phase of the moon does a solar eclipse occur? How about the lunar
eclipse?

ABSTRACTION:
Illustrate solar eclipse and lunar eclipse.

APPLICATION
1. Cite some beliefs and practices of ancient people about eclipses.
2. Do ancient and traditional beliefs have scientific bases? Explain.
3. What other superstitious beliefs about eclipses do you know?