DETAILED LESSON PLAN IN SCIENCE 7

Grade Level Quarter/Domain Date:

7 Quarter 4 April 29, 2022

I. OBJECTIVES
A. Content The learners demonstrate an understanding of: the different phenomena that occur in the atmosphere.
Standard
B. Performanc The learners should be able to: analyze the advantage of the location of the Philippines in relation to the
e standards climate, weather, and seasons.
C. Learning Discuss how energy from the sun interacts with the layers of the earth.
Competencie
s
(LC Code) S7ES-IVd-5
D. Specific 1. Explain the significance of the atmosphere in sustaining life on earth.
Objectives: 2. Identify and describe the five (5) layers of the atmosphere; including its height, temperature, and the
gases present in each layer.
3. Present information about one of the layers of Earth’s atmosphere.
4. Recognize one’s ability to contribute to the prevention of atmospheric degradation.
II. CONTENT
A. Topic LAYERS OF EARTH’S ATMOSPHERE
B. Science
Observing, Inferring, Classifying, Predicting, and Communicating
Processes
C. Integration  English/Literacy: Formulating, organizing, and communicating ideas to present information about
to other the layers of earth’s atmosphere
Discipline  Health: Importance of atmosphere in protecting organisms, specifically humans, from the harsh
sun radiation.
III. LEARNING RESOURCES
A. References
1. Teacher’s N/A
Guide
pages
2. Learners’ Science 7 Quarter 1 Module 3: You Keep Me Warm (Lesson 1)
Mat. Pages
3. Other  Legends of Learning: Lesson Plan on Earth’s Atmosphere
Learning  The Earth's Atmosphere: Up and beyond the sky | Educational Videos for kids
Resources
IV. Procedures (This includes preparatory activities such as PRAYER and CHECKING OF ATTENDANCE online.)
Preparations At the start of the class, the teacher will ask one of the students to lead the prayer; and it will be followed by
(3 mins) the reading of the CLASS RULES.

CLASS RULES:
- Students must attend the online class in a place inside their home where internet connection is
reliable, and must be in an area that is safe and comfortable.
- Everyone must participate in the entire duration of the lesson, and collaborate with other learners.
- Inform the teacher if part(s) of the lesson were not grasped.
- Speak your mind, when necessary, but make sure to allow others to also be heard. Show respect
to each other at all times.
- You are highly encouraged to use the English language, but you can use your local language,
when necessary, to completely express your thoughts.
- Inform the teacher for whatever unexpected events that may arise during the class.

A. Reviewing ELICIT (5 mins)

previous 1. On the screen, the teacher will show pictures of onion, cake, and soil; and ask the question: “What
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 lesson or do they have in common?”
presenting
the new
lesson

2. Ample time will be provided for students to brainstorm and discuss with each other; they will also
be encouraged to ask and speak their minds. The teacher will then listen to what they came-up
with.
a. Tell students, “They all have layers! The onion, cake, and soil you see in the pictures
show us that they have multiple layers in them”.
3. The teacher proceeds to appreciating students’ ideas and recognize those who provided correct
answer.
4. The teacher proceeds to asking the question, “Why do
you think certain objects have multiple layers in them?”
a. To assist learners in answering the question,
the teacher will show a man wearing multiple
layers of jackets.
b. Tell students, “Why do you think multiple
jackets must be worn in very cold areas?”
c. Listen to students’ ideas, then tell them that
“They protect the man from feeling too cold
and prevent the man from catching cold or illness.”

B. Establishin ENGAGE (8 mins)

ga
purpose for 1. To establish the purpose for the new lesson,
the lesson the teacher shows a photo of the earth with
C. Presenting its surrounding atmosphere; and will tell
Examples/ students, “Did you know that our planet, also
instances
needs layers of protection so that it can
of the new
continue to be a place habitable to all living
lesson
organisms?”
“Today we are going to talk about the layers
of the earth’s atmosphere and what is
happening in each of its layers.”

2. The teacher presents to the class the learning objectives.

D. Discussing EXPLORE (15 mins)

new
concepts 1. For the exploration, student will have to perform two (2) activities which are:
and a. Activity 1: Watch and Learn!
practicing Students will watch a video about the layers of the atmosphere. They need to write down
new skills in their notebook the name of each layer and also write at least one (1) fact about each
#1 layer.
E. Discussing Video Link: https://www.youtube.com/watch?v=LGvcwk5d-zM
new
concepts b. Activity 2: Stack It Up!
and Using their notes and available materials from home (thick books or shoe boxes),
practicing students will have to re-create their own layers of the atmosphere. They can also label
new skills each layer using a paper and a pen. Teacher will also encourage students to be creative
#2 in their output.

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 2. Then, choose volunteers to share their stack and explain each layer of “their atmosphere.”
a. Be sure to correct students if they do not layer their atmosphere correctly, but reassure
them there will be much more practicing throughout the lesson to get it right.
F. Developing EXPLAIN (12 mins)
Mastery 1. Tell students “As we have already learned, the atmosphere is made up of 5 layers.”
(Leads a. Ask students “What are the five layers, starting from the Earth’s surface?”
Formative (Troposphere, stratosphere, mesosphere, thermosphere, exosphere).
Assessmen
t 3) 2. The teacher will then present on screen a slide for each layer of the atmosphere with its distinct
characteristics and students will be encouraged to give insight on the following information.
a. TROPOSPHERE
 The closest layer to the Earth’s surface, 8-14.5 km in height from the ground.
 This is where our weather and climate take place, because almost all of the
 atmosphere's water is found in this layer.

b. STRATOSPHERE
 The second layer from the ground, extends up to 50 km in height.
 The ozone layer is found here – which is a layer of ozone gas that filters the Sun’s UV rays to
allow life to survive on Earth.
 Jets fly in this layer to help to avoid turbulence of weather.

c. MESOSPHERE
 The third layer from the ground, 50-80 km in height.
 Coldest layer in the atmosphere with extreme temperatures as low as -90℃.

d. THERMOSPHERE
 The fourth layer from the ground, 80-400 km in height.
 The temperature of this gas layer can go beyond 1000 ℃.
 Space shuttles travel around the earth in this layer, and where the northern lights (auroras)
are seen in the ionosphere - a sublayer of the thermosphere.
Write the following gases on your notebook. They are found in the first four
layers of the atmosphere: atomic oxygen, molecular oxygen, atomic nitrogen,
molecular nitrogen, helium, and hydrogen.

e. EXOSPHERE
 The fifth and final layer, 400-2,000 km in height. Satellites are stationed in this area.
 It is the barrier between Earth’s atmosphere and the emptiness of space.
Write in the following gases on your notebook. The following are the gases
found in exosphere: hydrogen, helium, carbon dioxide, and atomic oxygen.
G. Finding ELABORATE (7 mins)
practical
application 1. To add more information about the characteristics of each layer
s of of the atmosphere, the teacher presents to the class a graph
concepts that shows the change in temperature in each layer of the
and skills in atmosphere.
daily living

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H. Making 2. Ask students to answer the following questions:
generalizati a. Which layers present a higher temperature as the altitude increases?
ons and b. Which layers present a lower temperature as the altitude increases?
abstraction c. What is the role of the atmosphere in sustaining life on earth?
s about the d. What human activities have positive and negative effect to our atmosphere?
lesson
I. Evaluating EVALUATE (5 mins)
Learning Short Quiz. Multiple Choice – Choose the correct answer from the choices provided in each item.

1. Which phenomenon can only be seen in the thermosphere?

a. Ozone layer
b. Northern Lights (Auroras)
c. Highlands
d. Orbiting satellites
2. The layers of the atmosphere are separated according to this change.
a. Altitude
b. Temperature
c. Elevation
d. Distance from the Sun
3. A layer of the earth’s atmosphere where weather occurs?
a. Stratosphere
b. Exosphere
c. Troposphere
d. Mesosphere
4. In what layer of the atmosphere is the air more stable and where ozone layer is found?
a. Stratosphere
b. Exosphere
c. Troposphere
d. Mesosphere
5. Which of the following human activities may cause negative effects to the earth’s atmosphere?
a. Replanting of Trees
b. Segregation of Wastes
c. Building Industrial Factories
d. Recycling of Wastes

J. Additi EXTEND (5 mins)

onal
activiti 1. The teacher shall assign a performance-task to students utilizing the GRASPS strategy. (Please
es for see attached activity)
applic
ation 2. For students who would like to learn further and conduct more research about the layers of the
or atmosphere; the teacher will advise students to access Climate NASA official website’s article on
remed entitled: Earth's Atmosphere: A Multi-layered Cake
iation
Link: https://climate.nasa.gov/news/2919/earths-atmosphere-a-multi-layered-cake/#:~:text=Earth's
%20atmosphere%20has%20five%20major,%2C%20mesosphere%2C%20thermosphere%20and
%20exosphere.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did this work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?

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G. What innovation or localized materials did I use/discover which I wish to share with
other teachers?

Prepared by: Noted by:

KARL JOSE N. IBARRIENTOS JESNINIETA A. DOLORMENTE
Teacher I Master Teacher I

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 ADDITIONAL ACTIVITY FOR SCIENCE 7 – LAYERS OF EARHT’S ATMOSPHERE

Title of Project: 30-SECOND COMMERCIAL ABOUT THE EARTH’S ATMOSPHERE

Goal Present and share accurate information about one layer of the earth’s atmosphere
using details that you have learned and obtained from our lesson.

Role You will act as an ambassador who is promoting your chosen layer of the
atmosphere to other people so that they may know of salient information about the
atmosphere.

Audience The video that will be produced will be presented to the class group chat. You are
also be encouraged to post your videos in your personal social media account, if
you are willing to do so.

Situation Climate change and other environmental issues have been very relevant recently
following claims on the possible destructive effects of human activities to our planet
in 3 to 4 years’ time. As science learners, you can help educate people that
concerns about the environment do not only happen on the earth’s ground and
sea.; by presenting valuable information about a specific layer of the atmosphere,
the public will be reminded that our planet is surrounded by a body of gases
(atmosphere) that might also be degraded if we do not become responsible
stewards of the planet.

Performance/ Review what you learned about the layers of the earth’s atmosphere and choose
Product one specific layer that you would like to promote/present in a 30-second
commercial video. You can be creative in your output by using materials readily
available at home.

Standard Students’ output will be scored according to this standard:

SUBSTANCE/CONTENT (10 pts)

The commercial video presented accurate information about the chosen layer of
the atmosphere, with statements about its distinct characteristics from other layers.

EFFECTIVENESS (5 pts)
The purpose of the commercial was appropriately and effectively communicated to
the desired audience. The ambassador proficiently communicated the message to
the audience.

CREATIVITY (5 pts)
The commercial video was presented in a creative manner, and ideas were
expressed artistically.