Republic of the Philippines

MIMAROPA Region
Division of Marinduque
District of Torrijos
TIGWI NATIONAL HIGH SCHOOL

DAILY LESSON LOG IN SCIENCE

School TIGWI NATIONAL HIGH SCHOOL Grade/Section 7- SSC
Teacher EDLHEN M. MORENO Learning Area SCIENCE
Date/Time MARCH 12, 2019 Quarter FOURTH

I.OBJECTIVES At the end of the lesson, at least 80% of the learners should be able to:
CONTENT STANDARD understand the occurrence of eclipses
PERFOMANCE STANDARDS analyse the advantage of the location of the Philippines in relation to the
climate, weather, and seasons
LEARNING COMPETENCIES using models, relate:
1. how lunar and solar eclipse occur
2. collect, record, and report data on the beliefs and practices of the
community in relation to eclipses
OBJECTIVES 1. define eclipse
2. explain how eclipses happen
3. differentiate lunar eclipse from solar eclipse
II. CONTENT
STUDY SKILLS Eclipses
III. LEARNING RESOURCES
 REFERENCES
 TG Pages pp. 333-335
 LM Pages pp. 351-357
 Other Learning Resources Science and Technology K-12 work text pp. 315-317
IV. PROCEDURES
 Reviewing Previous 1. What is season?
Lesson/Presenting New Lesson 2. What again are the two reasons why seasons occur?
3. How many degrees is the earth tilted on its axis?
4. In June which hemisphere experiences summer? Is it the northern
hemisphere or the southern hemisphere?
5. How about in December? Does the same situation also happen?
6. Will it be summer or winter in the southern hemisphere?
 Establishing a Purpose for the 1. In the earlier grades you have learned about the members of the solar
lesson system right?
2. What is the primary source of light and energy in our solar system?
3. Do you think the planets have shadows too?
4. As the planets go around the sun, they block the light coming from it and
form shadows and even their moons have shadows too.
5. But why do you think we cannot see their shadows?
(Is it because they are very far from us?)
The only shadows that we can observe are the shadows of the moon and
the earth.
And today we are going to learn about these shadows. Are you ready to
learn class?
 Presenting Examples/ Do you want to play a game?
instances of the new lesson I have here a spinning wheel. Can you please read what is written on the

 Discussing new concepts and
practicing skills #1
 Discussing new concepts and
practicing skills #2
spinning wheel?
I will paste this on the board and I am going to need volunteers to spin the
wheel.
If the pointer points to the word “sun” you are going to paste the figure of
the sun on the board, same goes with the “moon” and “earth”.
Let’s see how many possible arrangements of the three heavenly bodies we
can make.
Do you understand?
Okay let us play the game “Spin the wheel”.
The title of the activity: “Are there shadows in space?”
pp. pp. 351-357
Procedure:
1. Pierce the small ball in the middle with the barbecue stick. Then push the
stick into a Styrofoam block to make it stand
2. Hold the flashlight and shine it on the small ball. The distance between
the flashlight and the ball is one footstep. Observe the small ball as you
shine light on it. The flashlight represents the Sun.
3. Place the Earth one footstep away from the Moon. Make sure that the
Sun, Moon and Earth are along a straight line. Turn on the flashlight and
observe.
4. Place the white paper one footstep away from the Earth. The white paper
must be facing the Earth. Observe what is formed on the white paper.
5. Ask a group mate to move the Moon along a circular path.
Guide Questions:
1. What is formed on the surface of the Moon?
2. What is formed on the surface of the Earth?
3. What is formed on the white paper?
4. What happens to the shadow of the Moon as you move the Moon around
the Earth?
5. What is the effect of the shadow of the Earth on the Moon as the Moon
reaches position X?
6. In position A, the moon is neither too high nor too low. So at this position
will the shadow of the moon be cast on earth?
7. Since it is exactly aligned with the sun and the earth, and is between the
sun and the earth, its shadow is cast on earth. What do you call this
phenomenon?
8. Was the lunar eclipse simulated in your activity? How?
9. Why do you think an eclipse does not occur every day?
 Developing mastery (leads to
formative assessment)
 Finding practical applications
and skills in daily living
 Making generalizations and
abstractions about the lesson
 Evaluating Learning
 Additional Activities for
application or remediation
V. REMARKS
I have here figures of solar and lunar eclipse but take note that I have
removed all the necessary labels. You are going to fill in the labels from the
word bank to complete the figures.
Have you ever experienced to observe an eclipse? Solar eclipse? Lunar
eclipse?
What precautionary measures did you observe during an eclipse?
Did you look directly at it?
Can you cite some reminders on what to do during an eclipse?
During a solar eclipse should we look directly at the sun while the moon
covers it?
Why?
What is eclipse?
How does it happen?
How is solar eclipse differ from lunar eclipse?
When does an eclipse happen?
Write the letter of the correct answer.
1. When does an eclipse happen?
a. When the earth is in the farthest point in its orbit.
b. When the sun and moon are brightly shining.
c. When the moon is farthest from earth.
d. When the sun, moon, and earth are in a straight line.
2. How does a solar eclipse happen?
a. when the shadow of the earth and moon are cast in space
b. when the moon comes directly between sun and earth
c. when the shadows of the earth and moon is neither too high nor too
low
d. when the sun is on the opposite side of the earth and moon
3. How does a lunar eclipse occur?
a. when the moon comes directly between sun and earth
b. the earth has moved along its orbit taking the moon with it
c. when the moon moves through earth’s shadow at full moon
d. when the moon is directly on the opposite side of the earth and sun
4. What kind of eclipse do we see when the entire moon is within the earth’s
umbra?
a. Partial lunar
b. Total solar
c. Total lunar
d. Partial solar
5. The following are the precautionary measures to be observed during a
solar eclipse EXCEPT
a. Use a water-filled basin to look at the reflection of the eclipse
b. Use sunglasses to look at the eclipse
c. Look at the eclipse directly without any eye protection
d. Use dark-colored translucent materials as alternatives
Conduct an interview with the elders in your barangay about the beliefs and
practices they have whenever there is an eclipse.
VI REFLECTION

 No of learners who earned

80% on the formative
assessment
 No. of learners who require
additional activities for
remediation
 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 work well? Why did
these work?
 What difficulties did I
encounter which my principal
or supervisor can help me
solve?
 What innovations or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: NOTED:

EDLHEN M. MORENO JEROME S. CATAMIO

Secondary School Teacher I Principal I