Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Grade 7 School Grade Level 7 Grade 8

Quarter 4
Daily Lesson Log Teacher Learning Area Earth & Space (Earth Science)
Page 1
Junior HS Science Teaching Dates Quarter Fourth

Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learners demonstrate an understanding of:
1. the relation of geographical location of the Philippines to its environment;
Content Standard 2. the different phenomena that occur in the atmosphere;
3. the relationship of the seasons and the position and of the Sun in the sky; and
4. the occurrence of eclipses.
Performance Standard The learners shall be able to:
analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
Learning Competency 1. Demonstrate how places on Earth may be located using a coordinate system.
2. Describe the location of the Philippines with respect to the continents and oceans of the world.
Code: S7ES-IVa-1 S7ES-IV-a-2 S7ES-IVb-3
S7ES-IVb-4
To assess the Describe the location of the Describe the location Recognize that soil, water, Design a procedure to
prior knowledge Philippines using latitude of the Philippines with coal, and other fossil fuels show how a certain
of the students on and longitude. respect to the surrounding are earth materials that factor affects the
the topic. landmasses and bodies of people use as resources; amount of water that
DAILY TASK water. and can be stored
underground or
Describe ways of using released by water shed
earth’s resources to rivers, lakes and
sustainably. other bodies of water.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

II. CONTENT Pre-test Latitude and Longitude
III. LEARNING RESOURCES
Teacher’s Guide Part II pp.92-96 Part II p. 76
Learner’s Materials pp.81-84
IV. LEARNING TASKS
Globe presentation or Video
clip presentation of latitude
ELICIT and longitude. (if available)
https://www.youtube.com/watc
h?v=swKBi6hHHMA
Globe presentation
What is this object? What
does it represent?
What is the use of the
globe? What can be
seen on this object?
Video Clip
ENGAGE What did you see on the
video clip? Do you know
how to read the latitude
and longitude in the
globe?
Is it possible to use the
latitude and longitude in
locating places? How?
Working in groups, students
EXPLORE will follow guided activity.
Each group is given the task
Landmasses and bodies of
water
Part II p.77
pp. 84-85
What is the location of the
Philippines in the globe or map
using latitude and longitude?
Looking at the globe or map
what other ways can you use
to describe the location the
Philippines aside from its
latitude and longitude?
Working in groups, students
will follow guided activity. Each
group is given the task to
Natural resources
Part II pp.78-79
pp. 86-88
Post meta strips on the board
with the words
“RESOURCES” and
“sustainability”
1. What do you understand
with the word RESOURCES?
2. What are the examples of
resources?
3. How you relate Resources
to sustainability
Working in groups, students
will follow guided activity.
Each group is given the task
Factors affecting the
Grade 8
amount of water in Quarter 4
watersheds Page 2
Part II pp.79-81
pp. 89
Music video about water
shed
https://www.youtube.com/
watch?v=3ZP0B8PsuNU
1. What reflection did you
feel after watching the
music video?
2. What is a watershed?
Working in groups,
students will follow guided
activity. Each group is

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
EXPLAIN
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
to describe the location of the
Philippines using latitude and
longitude (refer to LM pp. 81-
84)
Key Questions:
1. Describe the lines of
latitude.
2. Show the lines of latitude
on the globe.
3. Show the following latitudes
given: 150N; 600N; 300S;
450S.
4. The globe does not show
all lines of latitude. If you wish
to find 500N; where should
you look?
5. Describe the lines of
longitude.
6. Show the lines of longitude
on the globe.
7. Show the Prime Meridian
on the globe.
8. On your globe, find
longitude 1800. What does
this longitude represent?
describe the location of the
Philippines with respect to the
surrounding landmasses and
bodies of water. (Refer to LM
pp. 84-85)
Key Questions:
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?
to study the pictures on page ( given the tasks to design
Grade 8
Refer to LM pp.86-88) a procedure to determine Quarter 4
the factors that affect the Page 3
amount of water that can
be stored underground or
released by a watershed
to rivers, lakes, and other
bodies of water. (Refer to
LM p.89)
Key Questions: Publication and
1. What kind of natural Communicating Results
resources are shown in the
pictures? Key Questions:
2. Do you have similar Presentation and defense
resources in your area? What of each group will be
are they? focused on the following
3. What other resources do guide questions:
you have in your community? 1. What factor did you
4. How do you use these choose?
resources? 2. What variable/ factor
5. What is the importance of will you change?
these resources in your 3. What factor/s will you
community? control?
6. How can these resources 4. What are the materials
be used sustainably? will you consider in your
design?
5. Describe your
procedure.
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

9. Not all lines of longitude are

Grade 8
shown on a globe. If you want Quarter 4
to find 200W, where should Page 4
you look?
10. 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?
11. 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?
Key Questions: Key Questions: Key Questions: Key Questions:
1.How will you describe the 1. What are the landmasses 1. What resources are 1. How did you come up
location of the Philippines? and bodies of water that available in your community? with your designed
ELABORATE 2. What is the location surrounds the Philippines? 2. How are they used? procedure?
(longitude & latitude) of the 2. What other way can you 2. What are the difficulties
Philippines? describe the location of the you encountered in
Philippines? designing the procedure?
Describe the location of the West Philippines Sea/ South China Sea
Name at least five natural The following are the
Philippines using latitude and resources utilized by the factors that can influence
EVALUATE longitude. Indian Ocean people in your community the amount of water in the
Pacific Ocean & Philippine Sea watershed: Vegetation,
Asian Continent Slope of the Area, Kind of

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Choose your answers from the Soil and Amount of Grade 8

Aside from describing the
location of the Philippines
using latitude and longitude,
EXTEND what are other ways of
describing the location of a
place?
V. REMARKS
box.
1. What bodies of water are
found to the west of the
Philippines?
2. What large landmass is
found to the north of the
Philippines?
3. What bodies of water are
found to the east of the
Philippines?
What are the importance/uses
of bodies of water and land
masses in a particular place?
As a student, how can you
help conserve our natural
resources?
(optional) Make a poster and
slogan on conservation of
natural resources.
Rainfall. Quarter 4
If you want to determine Page 5
the effect of the amount of
rainfall on the amount of
water in the watershed,
1. What factor will you
change?
2. What factor will you
control?
Video clip about the
importance of water shed.
https://www.youtube.com/
watch?v=1fB2N7chZlU
As a student, is it
important to keep
watersheds healthy?
Why?

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Did the remedial lessons Grade 8

work? No. of Learners who:
Quarter 4
have caught up
with the lesson Page 6
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Grade 7, Quarter 4 Prepared by: Checked by:

Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 1
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 7 School Grade Level 7

Grade 8
Quarter 4
Daily Lesson Log Teacher Learning Area Earth & Space (Earth Science)
Page 7
Junior HS Science Teaching Dates Quarter Fourth

Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard Demonstrate an understanding of geographical location of the Philippines to its environment.
Performance Standard Analyze the advantage of the location of the Philippines in relation to climate, weather and seasons.
Learning Competency Recognize that soil, water, rocks coal and other fossil fuels are Describe ways of using Earth’s resources sustainably.
Earth materials that people use as resources.
Code: S7ES-IVb-3/ S7ES-IVb-4
Trace the formation of soil Locate the metallic mineral Identify the effects of some Suggest ways to reduce SUMMATIVE
from rocks; and deposits across the human activities on natural the effects of some ASSESSMENT
country; resources. human activities on
Identify factors acting natural resources; and
together on rocks to form Find out the geologic
soil. features which are common Involve students in
in areas where the mineral hands-on activities that
DAILY TASK deposits are found; help you learn more
about:
Give a possible reason for reducing waste
the association between reusing material
metallic mineral deposits recycling
and geologic features in the composting
country; and conserving natural
resources and
energy.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Infer why an area or region

Grade 8
is rich or not rich in mineral Quarter 4
deposits. Page 8
II. CONTENT The Philippine Environment
III. LEARNING RESOURCES
Teacher’s Guide page 62 pp. 63-67 pp.67-69 pp. 68-70
Learner’s Materials pp. 90-92 pp. 92-101 pp.101-103 pp. 103-104
IV. LEARNING TASKS
ELICIT What are the three types of What are minerals? What is meant by resources? What are the effects of
rocks? How do you classify them? human activities on our
natural resources?
Where do rocks come from? How are minerals being Identify some resources that How can we recover from
ENGAGE classified? we have in the country. this destruction of nature
due to human activities?
Perform Activity 4 Perform Activity 5 Perform the following: Perform Activity 7
“How are soils formed from “Where are the mineral Activity 6 LM- pp. 103-104
EXPLORE rocks?” deposits in the Philippines?” “How do people destroy
LM- pp. 90-91 LM- pp. 92-101 natural resources?”
LM- pp. 92-103
Discuss questions 1 and 2, LM Discuss- Table 1: -page 93 Discuss Table 2. As a youth/student what can
page 90 Metallic minerals in the Ways People Destroy you contribute for the
EXPLAIN Philippines and their Location Natural Resources protection and preservation
-Questions 1 to 8 of our natural resources?
LM- page 97
How are soils formed from Where are the mineral Why do people destroy How would you do it?
rocks? deposits in the Philippines? natural resources? (Make a group plan on the
ELABORATE protection and preservation
Give the relevance of the How would you protect and of our natural resources)
geologic features of a place to conserve resources?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

the abundance of its mineral

deposits.
Give the different factors of soil List down the 5 most
formation. (5 points) abundant METALS in the
country.
EVALUATE
Enumerate at least 3 factors
that determine the abundance
of minerals in a certain
place/locality.
Differentiate “ROCKS” from Write at least 5 ways or
“SOIL”. means to protect and
conserve our Philippine
EXTEND natural- resources.
V. REMARKS
Write a short essay about:
“Too much is taken from
Earth and too much is put
into Earth!” (10 points) Use
one whole sheet pad paper.
Explain the following on your
science notebook, to be
checked next meeting:
The 5 R’s of
ENVIRONMENTAL
PRESERVATION.
Grade 8
Quarter 4
Write an essay: “Plan your Page 9
work. Work your plan.”
Prepare a short skit on
protection and preservation
of our natural resources.
(Group Presentation to be
presented next meeting)

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Did the remedial lessons Grade 8

work? No. of Learners who:
Quarter 4
have caught up
with the lesson Page 10
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Grade 7, Quarter 4 Prepared by: Checked by:

Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 2
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 7 School Grade Level 7

Grade 8
Quarter 4
Daily Lesson Log Teacher Learning Area Earth & Space (Earth Science)
Page 11
Junior HS Science Teaching Dates Quarter Fourth

Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard Demonstrate an understanding of the different phenomena that occur in the atmosphere.
Performance Standard Analyze the advantage of the location of the Philippines in relation to the weather, climate and seasons.
Learning Competency Discuss how energy from the Sun interacts with the layers of the atmosphere.
Explain how some human activities affect the atmosphere.
Code: S7ES-IVd-5/ S7ES-IVd-6
Describe and compare the Explain the basis for the Construct a model Relate the concept of Summative
features of the five layers of division of the layers of the greenhouse; and greenhouse to the Assessment
DAILY TASK the atmosphere. atmosphere. increasing temperature of
Find out if your model Earth’s atmosphere.
greenhouse retains heat.
II. CONTENT Interactions in the Atmosphere: Greenhouse Effect and Global Warming
II. LEARNING RESOURCES
Teacher’s Guide pp. 76-78 pp. 76-78 pp. 78-79 pp. 78-80
Learner’s Materials pp. 105-107 pp. 105-107 pp. 108-113 pp. 108-113
Additional Materials
III. LEARNING TASKS
What are the three layers or What is the coldest layer of What are the different gases or Does greenhouse retains
spheres of the Earth? the Earth’s atmosphere? elements that made up the heat or release heat?
ELICIT Why? Earth’s atmosphere?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What layer maintains the
ENGAGE existence of life?
Perform Activity 1
What is the basis for dividing
EXPLORE Earth’s atmosphere into layers?
LM pp. 105-107
Discuss questions 1 – 8
EXPLAIN LM page 106
What are the different elements
or gases that the Earth’s
atmosphere contains?
ELABORATE
Answer in ½ crosswise the
following question: (5 pts.)
List down the five layers of the
EVALUATE Earth’s atmosphere according
to its increasing temperature.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
What is the layer of the
Earth’s atmosphere that
merges into outer space?
Why?
Do activity on TG p. 78 on A
Sample Table of Data about
the Earth’s Atmosphere
Discuss: What is the basis for
dividing Earth’s atmosphere
into layers?
Why does temperature
decreases with altitude?
Answer the following
questions in ½ crosswise:
1. What is the most
abundant element in
the Earth’s
atmosphere?
2. How about the least?
Is this mixture of gases pure? What is the difference
Grade 8
Why? Why not? between GREENHOUSE Quarter 4
EFFECT and GLOBAL Page 12
WARMING? Explain.
Perform Activity 2: Discuss:
Does a greenhouse retain or What is the
release heat? GREENHOUSE EFFECT?
LM pp. 108-113 LM page 107- Figure 2.
TM- page 79
Discuss questions 1 to 9 Discuss: “Analogy of a Car”
LM page 109 TG page 80
Questions Questions:
1. Why are greenhouse 1. Does greenhouse
gases like the glass in retains or release
the greenhouse? heat?
2. What gas is present in 2. How is greenhouse
Venus that explains its related to the
high surface increasing
temperature? temperature of
3. Is Earth getting Earth’s
warmer? Cite the atmosphere?
evidences.
Answer the following questions Answer the following
in ½ crosswise: questions in ½ crosswise:
1. What layer of Earth’s 1. Which layer of the
atmosphere contains Earth’s
ozone layer? ____ atmosphere
2. What are the two major contains the ozone
greenhouse gases? layer? ____
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Answer the following question
in your science notebook, to be
checked next meeting :( 5 pts.)
EXTEND
Give the characteristics of each
atmospheric layer
3. . What are the bases
for dividing Earth’s
atmosphere into
layers? (3 points)
Search for other information
about Earth’s atmosphere to
be shared and discussed with
the class on the meeting.
(5 points)
3. Why are scientists 2. Why is the Grade 8
concerned about the presence of ozone Quarter 4
greenhouse effect? above the Page 13
Explain (3 points) troposphere
important for the
survival of living
things on Earth?
Explain. (3 points)
Questions, to be answered and What is the impact of
checked next meeting. Write greenhouse Effect to life on
down in your science notebook: Earth as well as the
Why is the average environment?
temperature of Venus
very much higher than
that of Earth? Explain

IV. REMARKS

V. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Did the remedial lessons Grade 8

work? No. of Learners who:
Quarter 4
have caught up
with the lesson Page 14
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Grade 7, Quarter 4 Prepared by: Checked by:

Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 3
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 7 School Grade Level 7

Grade 8
Quarter 4
Daily Lesson Log Teacher Learning Area Earth & Space (Earth Science)
Page 15
Junior HS Science Teaching Dates Quarter Fourth

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The learners demonstrate an understanding of the different phenomena that occur in the atmosphere
Performance Standard The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons
Learning Competency The learners should be able to account for the occurrence of land and sea breezes, monsoons, and intertropical convergence zone (ITCZ)
Code:S7ES-IVe-7
Explain what happens when Explain what happens to the Compare which warms up Use the results of the Summative
DAILY TASK air is heated. air in the surroundings as faster: sand or water; activity to explain sea Test
warm air rises. Compare which cools faster: breeze and land breeze.
sand or water
What Happens When Air is What Happens to the Air in Which Warms Up Faster Sea Breeze and Land
II. CONTENT Heated the Surrounding as Warm Breeze
Air Rises
III. LEARNING RESOURCES
Teacher’s Guide TG p. 105-106 TG p. 107-108 TG p. 108 TG p.109
Learner’s Materials LM p. 128-129 LM p. 130-131 LM p. 132-133 LM p. 134-135
(1st Edition, 2013) (1st Edition, 2013) (1st Edition, 2013) (1st Edition, 2013)
Balloon, glass bottle, hot water Internet source on Sea
Additional Materials Breeze and Land breeze
https://www.youtube.com/watch?v=
L1QJlrneJUw
IV. LEARNING TASKS
ELICIT Predict – Observe – Explain Review on what happens when Right after the review on the Brainstorming
Materials: air is heated. previous lesson, Begin by a short
Balloon, glass bottle, hot water discourse or informal debate.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Key Questions:
1. If I insert this deflated balloon
in the glass bottle what do
you think will happen?
2. Gather students’ prediction.
3. Perform the activity (Insert
the deflated balloon on the
glass bottle and let them
observe).
ENGAGE 4. Record students’ responses.
5. What happens to the balloon
as it was placed in the glass
bottle with hot water?
6. Why does the balloon inflate?
Essential Question:
What happens when air is heated?
Perform Activity No. 3, pp. 128-
EXPLORE 129 – What Happens When Air
is Heated?
Answer questions in the activity.
Key Questions:
1. What does the candle flame
do to the air in the bag?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Key Question:
As warm air rises, what
happens to the air in the
surrounding?
Essential Question:
What happens to the air in the
surroundings as warm air rises?
Activity No. 4, LM pp. 130-131
– What Happens to the Air in
the Surroundings as Warm Air
Rises?
Key Questions:
1. What do you think will
happen if you place a
Key Question:
Issue to discuss: Which warms
faster: sand or water?
In five minutes let the group
prepare their stand and be able
to present their basis.
Essential Question:
Which warms and cools faster,
land or water?
Activity No. 5 – Which Warms
Up Faster?
Key Questions:
1. Which has a higher
temperature after 25 minutes
in the Sun, water or sand?
2. After 25 minutes, how
many Celsius degrees was
Key Questions:
Grade 8
1. How often you go to the Quarter 4
beach? What do you do Page 16
there?
2. When is the time you go to
the beach, day time or night
time? Why?
3. What do you feel if you
swim at day time? Night
time? Why do you say so?
4. During day time at the
beach, how does your hair
go about with the wind? To
what direction does your
hair being blown? Towards
the sea or away from the
sea?
5. What about the night time?
6. How would you explain
these observations?
Essential Question:
What is sea breeze and land
breeze?
No Activity but instead activity
no. 4 result will serve as basis
for discussion on sea breeze
and land breeze.
Key Questions:
1. From the previous activity,
you learned that sand heats
up faster than water. In the
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
2. What happens when air is
heated?
3. If the air expands, where will
the expanding air go?
4. When the air goes out of the
bag, does it become lighter or
heavier?
5. Will the bag sink or rise?
Explain.
Students will present their
observation.
Key Questions:
1. What happens when air is
heated?
EXPLAIN 2. As warm air rises, what is its
effect in the surroundings?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
smoke source near the
hole?
2. Was your prediction
accurate?
3. What happened?
4. Can you explain why?
Presentation of Group’s
output follows.
Key Questions:
1. What makes the air move?
2. What happens to the air in
the surroundings?
3. How can you tell that the
air is moving?
the increase in the
temperature of the water? Of
the sand?
3. Based on the graph, which is
heated faster, water or sand?
4. What happened to the
temperature of the water and
sand when brought to the
shade?
5. How many Celsius degrees
was the decrease in
temperature of the water after
25 minutes? Of the sand?
6. Based on the graph, which
cooled down faster, water or
sand?
Presentation of group’s output.
Key Questions:
1. Which from the two heats up
faster?
2. Which cools down faster?
3. What makes the sand heats
up and cools down faster
than water?
same way, when land
Grade 8
surfaces are exposed to Quarter 4
the Sun during the day, Page 17
they heat up faster than
bodies of water. At night,
when the Sun has set,
the land loses heat faster
than bodies of water.
How does this affect the air
in the surroundings?
2. When does sea breeze
occur?
3. What will happen at night,
when the Sun is gone?
4. When does land breeze
occur?
Processing of students’
response and do a Lecturette
on sea breeze and land
breeze.
Key Questions:
1. Based on what you learned
so far, in what direction
does air move, from a low-
pressure area to a high
pressure area or the other
way around? Expand.
2. What causes the sea
breeze and the land
breeze?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Key Questions: Key Questions:
1. What is the result if air is 1. What happens to the warm
heated? air?
2. Why does hot air rise? 2. How is the air in the
surroundings affected?
ELABORATE
True or False True or False
1. Warm air is heavier than cool 1. The constant changes of
air so it sinks while cooler air warm air in the atmosphere
rises. (F) causes changing weather
2. Cool air is heavier than warm condition. (T)
air so it sinks while warm air 2. As warm air rises, it
rises. (T) becomes warmer. (F)
EVALUATE Answer this question briefly: 3. As air becomes heated
near the surface of the
Explain what happens when air Earth, air molecules
is heated. (3 pts.) expand, thus making the air
denser than the cooler air
layers on top of it. (F)
4. Warm air rises and air
moves toward the place
where warm air is rising. (T)
Key Questions:
1. If we relate the activity with
the sun’s rays, what can you
infer with the heating of the
water and the sand?
2. Do they heat up as fast as
each other?
3. Do land and water absorb
heat from the Sun in the
same way?
Process students’ responses.
True or False
1. The sand cools faster
than water. (T)
2. The water cools faster
than sand. (F)
3. The sand heats faster
than water. (T)
4. The water heats faster
than sand. (F)
5. The temperature of the
sand increases faster
than water. (T)
Right after students will have
Grade 8
a grasp on the process Quarter 4
involve in sea breeze and land Page 18
breeze let them watch a video
presentation for them to
understand better the
process.
Sea Breeze and Land Breeze:
https://www.youtube.com/watc
h?v=L1QJlrneJUw
Key Question:
1. What is sea breeze? Land
breeze?
Deepening of the lesson
follows.
Multiple Choice
1. Which is the best answer
for which breezes blow?
a. High pressure to low
pressure*
b. West to east
c. Low pressure to high
pressure
d. North to south
2. What type of breeze forms
when the land cools faster
than the ocean?
a. Sea breeze*
b. Valley breeze
c. Mountain breeze
d. Land breeze

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

5. Wind refers to the air in the 3. It is also called as offshore.

Grade 8
surroundings moving a. Sea breeze Quarter 4
toward the place where b. Land breeze* Page 19
warm air is rising. (T) c. Mountain breeze
d. Valley breeze
Essay:

Explain sea breeze and land

You already know that warm air
rises, what is then the effect of
EXTEND this to the surrounding?
What is/are the importance of
understanding the effect of
warm air and its effect to the
surroundings?
What is the effect of fast
warming and cooling of land to
us? List ways that people do to
minimize the effect of heat
absorbed by land during day
time especially summer time.
breeze When these occur?
Make a creative drawing
showing the direction of wind
during the sea breeze and
land breeze.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up
with the lesson
continue to require
remediation

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Which of my teaching
Grade 8
strategies worked well?
Quarter 4
Why did these work?
Page 20
What difficulties did I
encounter which my
Principal/ Supervisor can help
me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Grade 7, Quarter 4 Prepared by: Checked by:

Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 4
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 7 School Grade Level 7

Grade 8
Quarter 4
Daily Lesson Log Teacher Learning Area Earth & Space (Earth Science)
Page 21
Junior HS Science Teaching Dates Quarter Fourth

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The different phenomena that occur in the atmosphere.
Performance Standard Analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
Learning Competency Describe the effects of certain weather systems in the Philippines.
Code: S7ES-IVd-7
Interpret a map to determine Describe the occurrence Illustrate why habagat brings Describe the occurrence Summative
direction of wind monsoons. lots of rain; and of ITCZ. Assessment
movement; and
Give examples how
DAILY TASK Explain why it is cold monsoons (amihan and
around in December to habagat) affect people.
February and warm around
July.

II. CONTENT Monsoons Intertropical

Convergence Zone (ITCZ)

III. LEARNING RESOURCES

Teacher’s Guide Part II pp. 109-111 Part II pp.112-113
Learner’s Materials Part II pp.120-124 Part II pp.125-126
Additional Materials

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
IV. LEARNING TASKS
Video Clip presentation of low
pressure and high pressure
ELICIT area
https://www.youtube.com/watc
h?v=rjODDPznqNM
1.What does the video clip
show?
ENGAGE 2.What is low pressure area?
High pressure area?
Group Activity:
Perform Activity 6:
Refer to LM pp.121-124.
EXPLORE
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Show the picture of Amihan
from Encantadia.
1. Do you know her?
2. What is her power?
Activity: Watch and study the
Video Clips
Nakapanahong Kaalaman:
northeast Monsoon/ Amihan
https://www.youtube.com/watc
h?v=I7kBKWTBtmg
Southwest Monsoon/ Habagat
https://www.youtube.com/watc
h?v=gCO8bCu_b2U
Recall the lesson on Habagat
Let the students sing the song “ What is ITCZ?
Rain, rain go away”
What does the song tell ?
Watch and study the video
clip:
The monsoon effects
https://www.youtube.com/watc
h?v=uePm96AFV4Y
Grade 8
Show a video clip: Quarter 4
Napapanahong Kaalaman:
Page 22
ITCZ
https://www.youtube.com/wat
ch?v=xd4aafr1eVY
Study Figures 19 & 20.
Part II LM p.125.
Guide Questions:
Figure19.
1. When do you observe
the direct rays of the sun?
at the equator? Or at a
higher altitude?
2. Where do you think will it
be warmer?
Figure 20
3. Where will this warm air
move?
4. How about the air away
from the equator, will it be
warm or cold?
5.Where will this air move?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Group Presentation
Key Questions:
1. Do the winds move toward
the low-pressure area or away
from it?
2. 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-
EXPLAIN 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. From what direction does
the wind blow near the
Philippines in January?
7. From what direction does
the wind blow in the vicinity of
the Philippines in July?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Key Questions:
Based from the video clips:
Video 1
1. What is northeast
monsoons?
2. What is its local name?
3. Where is it compared to?
4. How does it occur?
5. When does it occur?
Video 2
1. When is southwest
monsoon?
2. What is its local name?
3. Where is it compared to?
4. How does it occur?
5. When does it occur?
Lecturette:
Discuss further monsoons:
Habagat and Amihan (with the
aid of Figures 17 & 18)
Key Questions:
1. What does amihan bring?
2. What does Habagat bring?
3. Why does Habagat bring a
lot of rain?
Group Presentation Grade 8
Key Questions: Quarter 4
Page 23
Figure19.
1. When do you observe
the direct rays of the sun?
at the equator? Or at a
higher altitude?
2. Where do you think will it
be warmer?
Figure 20
3. Where will this warm air
move?
4. How about the air away
from the equator, will it be
warm or cold?
5. Where will this air move?
6. Where do the two rising
air from the northern and
southern hemispheres
meet?
(This is what we call ITCZ)
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

1. How do winds move? Is it How does monsoon occur? How do monsoons affect How does ITCZ occur?
Grade 8
from HPA to LPA or LPA to people? Quarter 4
ELABORATE HPA? Page 24
2. Why is it cold during
December to February and
warm July?
Answer the following Multiple Choice: 1.Illustrate why habagat brings Explain how ITCZ occurs?
questions: 1.Notheast monsoon is locally lots of rains. (3pts) (5pts)
known as 2.Give at least 2 examples of
1.How do winds move?(3pts) a. Amihan the effects of habagat to Rubrics:
2.Explain why is it cold in b. Habagat people. 5 - Explain the concept
December to February and c. Bagyo completely .
warm in July? (3pts) d. Tag-ulan Rubrics: 4 - One concept was not
2. Habagat is a local name of 3- All concepts were included.
Rubrics: the monsoon wind explained.. 3 - Two concepts were not
3 - Explain completely the a.Northeast 2 - Lacking 1-2 concepts in the included.
concepts of LPA & HPA. b.Southwest explanation. 2 - Three or more concepts
EVALUATE 2 - Lacking either 1 of the c.Typhoon 1- unrelated answer. were not included.
concepts. d. Trade wind 1 - Unrelated answer.
1 - Unrelated answer. 3. Amihan occurs in the
following months EXCEPT
a.December
b.July
c.February
d.January
4.Habagat occurs in
a.December
b.January
c.February
d.July

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

5. Which following statement/s

Grade 8
describe/s how monsoon Quarter 4
occurs? Page 25
a. Habagat occurs when the
wind moves from the high
pressure area in Australia
to low-pressure area in the
Asian continent.
b. Amihan occurs when the
wind blows from high-
pressure area in Asian
continent toward low
pressure area south of the
Philippines.
c. Habagat occurs when the
wind blows from low-
pressure area in Asian
continent toward low
pressure area south of the
Philippines.
d. a & b
In what months of the year do What effects do monsoons What must people do to How does ITCZ affect
EXTEND we experience heavy rains? bring? prepare for the coming people?
habagat? Give at least 5
precautions.
V. REMARKS

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

VI. REFLECTION Grade 8

From the evaluation, Quarter 4
No. of Learners who earned:
Page 26
80% and Above:
Below 80%:
Did the remedial lessons work?
No. of Learners who:
have caught up
with the lesson
continue to require
remediation
Which of my teaching strategies
worked well?
Why did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?

Grade 7, Quarter 4 Prepared by: Checked by:

Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 5
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 7 School Grade Level 7

Grade 8
Quarter 4
Daily Lesson Log Teacher Learning Area Earth & Space (Earth Science)
Page 27
Junior HS Science Teaching Dates Quarter Fourth

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The learners demonstrate an understanding of the relationship of the seasons and the position of the sun in the sky.
Performance Standard The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
9. Using models, relate:
9.1 the tilt of the Earth to the length of daytime;
Learning Competency 9.2 the length of daytime to the amount of energy received;
9.3 the position of the Earth in its orbit to the height of the Sun in the sky;
9.4 the height of the Sun in the sky to the amount of energy received;
9.5 the latitude of an area to the amount of energy the area receives;
Code: S7ES-IVe-9 and S7ES-IVe-10
Assess the prior Relate the position of the Describe the relationship Identify the different seasons Summative
knowledge of the Earth to the amount of heat/ between latitude and the of a specific locations on Assessment
DAILY TASK students on the energy it receives; and amount of heat/energy earth.
topic. received by an area.
Trace the position of the Earth
around the sun every quarter.
II. CONTENT Pre-assessment Seasons in the Philippines
(3.1 relation of the Seasons to the positions of the sun in the sky)
III. LEARNING RESOURCES
Teacher’s Guide TG pp.93
Learner’s Materials LM pp. 262- 265
Additional Materials www.livescience.com/25202-
seasons.html
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

IV. LEARNING TASKS

Grade 8
Ask students: What is the effect of the tilting of Ask students about yesterday’s 1. Describe the different tilting of Quarter 4
Why don’t we have the Earth to the amount of heat activity. Allow them to recall the the Earth at different positions Page 28
ELICIT snow in the received by different tilting of the Earth, the direction of around the sun.
Philippines? Elicit hemispheres? revolution and the position of the 2. Which hemisphere receives
different answers/ Earth at different months of the more heat when the N-pole is
reasons from students year. tilted towards the sun? tilted
away?
What is good/ bad Ask students: Based on your Ask a few volunteers to give their Using Fig. 2 and 3 on p. 263,
about not having snow experience, how would you answers to the question:What do allow students to explain why
in the Philippines? compare the heat early in the you think will be the effect if the some parts of the earth receive
ENGAGE (Open discussion with morning (just after sunrise), at Earth is not tilting on its axis? direct rays while others receive
students) noon time and late in the oblique rays of the sun.
afternoon (just before sunset)?
Elicit answers from students.
Ask students Perform Activity 1: Continue Activity 1: Continue Activity1:
individually to answer Why do Seasons Change? LM Figure 2 and 3,LM p.263 Figure 4 and 5, LM p. 264
the following questions pp 262 ( figure 1)
on a 1 whole sheet of
paper.
a. How many
degrees is the tilt
EXPLORE of the earth?
b. What is the effect
of the tilt of the
earth?
c. What are the
different regions
on earth having
different seasons

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Group sharing Discuss guide questions:
(refer to questions 1. In which month is the north
posted on the explore pole tilted toward the sun- in
stage) June or December?
2. In which month is the north
pole tilted away from the sun- in
June or December?
EXPLAIN
Teacher presents a Teacher focuses on the figure 1,
general information page 128, showing the tilting of
on the topics to be the Earth at different positions
undertaken. around the Sun.
ELABORATE
Allow each group to present the
answers to guide questions 3-4.
Guide Questions:
#3. In June, which hemisphere
receives direct rays from the
Sun- the Northern hemisphere or
Southern hemisphere?
#4. In December, which
hemisphere receives direct rays
from the sun- the northern
hemisphere or southern
hemisphere?
Teacher focuses discussion to
figure 2, showing the tilting of the
Earth and the hemisphere
receiving the direct rays of the
sun.
Discuss with students the effect
of the heat of direct rays and
oblique rays of the sun to certain
areas
Discuss with students the effect
Grade 8
of the heat of direct rays and Quarter 4
oblique rays of the sun to Page 29
certain areas.
Guide Questions:
1. What do you think will happen
to the temperature of the place
receiving direct rays from the
sun? What will be its effect to
the season?
2. Compare the atmospheric
condition of a certain place
receiving direct rays of the sun
to a certain place receiving
oblique rays from the sun?
Points of emphasis during
discussion:
Countries receiving direct
rays from the sun are
having warmer season
during those months.
Countries receiving oblique
rays are having colder
season.
The more oblique rays
received by a place, the
colder is the atmospheric
temperature which affects
the season.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Countries near the equator

Grade 8
receive almost direct rays Quarter 4
of the sun for the entire Page 30
year. These countries have
dry and wet seasons.
Countries in the temperate
areas sometimes receive
the direct rays or
sometimes receive the
oblique rays of the sun. As
a result, they experience
four different seasons.
Multiple Choice: Identification: With the world map on hand,
1. In which month is the north 1. In June, which identify whether the following
pole tilted towards the Sun? hemisphere receives countries have 2 or 4 seasons:
a. June direct rays from the Sun? 1. Indonesia
b. December 2. In December, which 2. Thailand
c. March hemisphere receives 3. Peru
2. In which month is the north direct rays from the sun? 4. Philippines
pole tilted away from the sun? 3. In which month is the 5. North Korea
a. June north pole tilted towards
EVALUATE b. December the sun?
c. September 4. In which month is the
True or False south pole tilted towards
3. The Earth is always tilting the sun?
towards the sun. 5. How many degrees is
4. The Earth revolves on its orbit the tilt of the Earth?
in a counter clockwise direction.
5. In March, the North and South
poles are equally distant from the
sun.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Prepare to discuss your answer Identify at least 5 countries Do we experience 4 seasons in

Grade 8
to the question: having snow. Locate their the Philippines? Why? Why not? Quarter 4
What do you think will be the position on the map. Bring a (Prepare for summative test) Page 31
EXTEND effect if the Earth is not tilting on world map for the next lesson.
its axis?

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What innovation or localized Grade 8

materials did I use/ discover
Quarter 4
which I wish to share with
other teachers? Page 32

Grade 7, Quarter 4 Prepared by: Checked by:

Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 6
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 7 School Grade Level 7

Grade 8
Quarter 4
Daily Lesson Log Teacher Learning Area Earth & Space (Earth Science)
Page 33
Junior HS Science Teaching Dates Quarter Fourth

Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The learners demonstrate an understanding of the relationship of the seasons and the position of the Sun in the sky.
Performance Standard The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
9. Using models, relate:
9.1 The tilt of the Earth to the length of daytime;
Learning Competency 9.2 The length of daytime to the amount of energy received;
9.3 The position of the Earth in its orbit to the height of the Sun in the sky;
9.4 The height of the Sun in the sky to the amount of energy received;
9.5 The latitude of an area to the amount of energy the area receives;
Code: S7es-IV-e-10
Interpret data about sunrise Infer the effect of length of Give the reasons why Enumerate the seasons in Summative
DAILY TASK and sunset to tell when daytime and nighttime on seasons change. different locations in the Assessment
daytime is long and when seasons. hemispheres.
daytime is short.
II. CONTENT Seasons in the Philippines (3.2 Causes of seasons in the Philippines)
III. LEARNING RESOURCES
Teacher’s Guide TG, 1st ed.Part 2 p.114-115 TG, 1st ed.Part 2 p.114-115 TG, 1st ed.Part 2 p.114-115
Learner’s Materials LM pp266- 267 LM pp266- 267 LM pp. 262- 267
Internet
website:www.livescience.co
Additional Materials m/25202-seasons.html
https://www.youtube.com/wat
ch?v=10jzw1hjov4
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

IV. LEARNING TASKS Grade 8

What is the effect of the Earth
tilt to the amount of heat
ELICIT received by different
hemispheres on Earth?
Is the tilt affecting the length of
daytime and night time that we
experience?
Refer to LM p.266, Table 1:
1. What day has the longest
daytime? Shortest daytime?
2. What time is the earliest
sunrise? latest sunset?
Try to elicit students’ ideas by
asking them: What do you
think is the effect of length of
daytime and nighttime to the
seasons?
Based on the discussion Recall the past discussion on Quarter 4
yesterday, who can explain the factors that affect the Page 34
how the length of day time and changing of seasons.
night time affect the seasons in
certain places?
Simple Game: Let the students identify the
(HOT SEAT: Quick Questions) different seasons.
Ask at least 3 students to
answer the same set of
questions. The student who
can finish answer the questions
quickly and correctly, wins.
Direction: Answer the given

situation.
1. North axis tilts toward the
ENGAGE sun, what’s the season in the
north hemisphere?
2. North axis tilts away from the
sun, what’s the season in
northern hemisphere?
3. Longer daytime results
to____ more heating or less
heating?
4. Longer night time results
to____ more heating or less
heating?
5. Longer heating results to
what season?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Peform Activity 2: “How does
the length of daytime and night by reading the LM p.267
time affect the season?” LM
pp. 266- 267.
EXPLORE
Guide Questions:
1. Compare the times of
sunrise from Jan. 2011-
December, 2011. What have
EXPLAIN you noticed?
2. Compare the times of
sunset during the same period.
What do you notice?
Teacher emphasizes that the
times of sunrise and sunset
vary. The length of daytime
also varies.
ELABORATE
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Students continue the activity
Discuss the following Guide
Questions:
1. When the north pole is tilted
towards the sun, what
happens to the length of
daytime? Night time?
2. What happens when
daytime is longer than night
time?
Discuss the following points of
emphasis:
When the north pole is tilted
away from the sun, the north
hemisphere experiences
shorter daytime and longer
night time, while the south
hemisphere experiences the
opposite.
Group Discussion:
Students must identify all the
factors that affect the changing
of seasons.
Students will present their
answers to the class.
Factors affecting seasons are:
the Earth’s tilt;
Revolution;
length of day and night;
latitude of the place;
angle of the rays of the
sun.
Points to emphasize during
discussion:
Due to the tilt and
revolution, different
regions on Earth receive
different amounts of heat
from the sun.
The length of daytime and
night time that a certain
Teacher shows different
Grade 8
pictures showing different Quarter 4
seasons (summer, autumn, Page 35
winter, spring) Allow students
to have small group
discussions. Students have
to describe each photo and
infer the atmospheric
condition whether it’s cold or
warm based on the clues that
can be seen in each photo.
The representative of each
group will present their
answer to the class.
The teacher will sum
up/consolidate the answers
Points of emphasis during
discussion:
Earth is divided into three
different regions in terms
of seasons: tropical, *
temperate and polar.
Tropical areas have two
seasons, rainy and
summer.
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Based on the table 1 of the
activity:
1. What day has the longest
length of daytime?
2. Which day has the shortest
daytime?
3. Do the sunrises always
EVALUATE happen at the same exact
time?
4. Do the sunsets occur
exactly at the same time?
5. What could be generally
experienced if the length of
daytime is short-Colder or
warmer night?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Shorter daytime results to
colder atmospheric
temperature and results to
winter, while longer daytime
results to warmer atmospheric
temperature and results to
summer.
Answer the following:
1. When the north axis is tilted
towards the sun, what is
experienced by the northern
hemisphere- longer or shorter
daytime?
2. What is experienced by the
southern hemisphere- longer
or shorter daytime?
3. When daytime is longer,
what would be the resulting
season?
4. When daytime is shorter,
what would be the resulting
season?
place receives depend
also on the tilt and earth’s
revolution.
*Varied amounts of heat
received by different regions on
Earth result to different
seasons.
Identify the following:
1-2 Cite two factors affecting
seasons.
(3-5 answer with a Yes or No.)
3. If the earth is not tilting,
would there be a change in
season?
4. If the Earth is not tilting,
would there be a change in the
length of daytime and night
time?
5. If the earth revolves in a
perfect circular orbit, would
there be a change in seasons?
Temperate areas have
Grade 8
four seasons, winter, Quarter 4
spring, summer and Page 36
autumn.
Polar areas have two
seasons, summer and
winter.
The equinox is time when
the length of daytime and
night time are equal.
Solstice is the time when
the length of day and
night is not equal. (Either
longer daytime or longer
night time).
1-2. What are the two
reasons why we have
different seasons on Earth?
3. How do we call the region
on Earth that experiences
four seasons?
4. It refers to equal length of
day and night
5. It refers to the unequal
length of daytime and night
time.
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

5. If the Philippines is having

If the North pole is tilted
towards the sun, what is its
effect to the length of daytime
EXTEND in the Northern hemisphere?
Southern Hemisphere?
Grade 8
cold season, what is being Quarter 4
experienced by the southern Page 37
hemisphere- winter or
summer?
Bring a world map Differentiate: tropical, Prepare for summative test.
temperate and polar regions on
Earth?

V. REMARKS

VI. REFLECTIONS
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What difficulties did I Grade 8

encounter which my Principal/
Quarter 4
Supervisor can help me
solve? Page 38
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Grade 7, Quarter 4 Prepared by: Checked by:

Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 7
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 7 School Grade Level 7

Grade 8
Quarter 4
Daily Lesson Log Teacher Learning Area Earth & Space (Earth Science)
Page 39
Junior HS Science Teaching Dates Quarter Fourth

Week No. 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The learners demonstrate an understanding of the occurrence of eclipse.
Performance Standard Construct model of eclipses (solar and lunar eclipses).
Learning Competency 1. Explain how solar and lunar eclipses occur.
2. Collect, record, and report data on beliefs and practices of the community in relation to eclipses.
Code: S7ES – IVj – 12 and S7ES – IVj – 13
Explain how shadows are Demonstrate understanding Illustrate how lunar and Discuss whether or not SUMMATIVE
formed in space. of the occurrence of solar eclipses occur. beliefs and practices about TEST
DAILY TASK eclipse. Identify the types of eclipses have scientific
eclipse. basis.

II. CONTENT Solar Eclipse and Lunar Eclipse

III. LEARNING RESOURCES
Teacher’s Guide TG pp.134-135 TG pp. 136-139 TG pp. 136-138 TG pp. 139-140
Learner’s Materials LM pp.153-154 LM pp.155-158 LM 156-158 LM pp.158-160
Additional Materials
IV. LEARNING TASKS
In your experience, what do 1. What is formed on the Mystery box (video clip of El 1. Where is the moon in
ELICIT you usually observe during surface of the earth? Gamma Penumbra) relation to the sun and earth
brown outs? 2. What is formed on the during solar eclipse?
white paper?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Video Presentation (How
shadows are formed in space.) Lunar Eclipse)
ENGAGE
Activity 3: Are there Shadows
in Space? (Refer to L.M pp.
268 – 270)
EXPLORE
1. Base from your activity,
what is formed on the other
EXPLAIN side of the moon?
2. What is formed on the
surface of the earth?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
3. What happens to the
moon’s shadow as you move
the moon around the earth?
Video Presentation (Solar and
How do eclipses happen?
(Refer to L.M pp. 270 – 273)
1. Based on the figures that
are presented to you (refer to
the figures in module), Where
does the shadow of the moon
2. Where is the earth in
Grade 8
relation to the sun and moon Quarter 4
during a lunar eclipse? Page 40
1. What can you say about the Video presentation (Eclipses:
video clip? Facts, Myths, and
2. What images did you see in superstitions.
the video clip?
3. How did the performers
form the images?
Working in groups, students Activity 4: Does a Bakunawa
will design an activity/follow cause eclipse? (Refer to L.M
guided activity simulating the pp. 270 – 273
occurrence of lunar and solar
eclipses using the following
materials.
Refer to Activity 3: Are there
Shadows in Space?
(LM pp.134-135)
Use the following materials:
a. flashlight
b. large ball
c. small ball (1/4 the size of
the large ball)
d. 2 barbecue sticks
e. clay
Student will present their 1. Which beliefs and practices
diagram. have scientific bases? Why do
you say so?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
3. What is formed on the white
paper?
4. What happens to the
Moon’s shadow as you move
the moon around the earth?
The planets and their satellites
are opaque bodies in space.
As they travel around the sun,
they sometimes block the path
of light coming from the sun
and their shadows are formed.
The shadow formation
happens when the earth or the
ELABORATE moon intercepts the path of
light coming from the sun as
they revolve in their respective
orbits.
The formation and darkening
is exactly the same as the
formation of shadows
commonly seen around you.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
fall? Where does the shadow
of the earth fall?
2. When does the shadow of
the moon fall on earth?
3. When does earth cast a
shadow on the moon?
4. Where is the moon in
relation to the sun and the
earth during a solar eclipse?
5. Where is the earth in
relation to the sun and the
moon during a lunar eclipse?
The shadow of the moon
cannot be noticed until it falls
on the earth. When it does,
people in the place where the
shadow falls experience an
eclipse of the sun or a solar
eclipse.
A solar eclipse occurs when
the moon comes directly
between the sun and the
earth.
In areas where the umbra of
the moons falls. The eclipse is
called a total solar eclipse.
Key Questions.
1. Based on the diagram, how
do solar and lunar eclipses
occur?
2. At what phase of the moon
will solar and lunar eclipse
occur?
Key Questions:
1. Is it possible for solar
eclipse to happen every new
moon phase?
2. Is it possible for lunar
eclipse to happen every full
moon phase?
3. Will all places on earth
experience total solar and
lunar eclipses at the same
time? Why? Why not?
2. Which beliefs and practices
Grade 8
have no specific bases? Quarter 4
Support your answer. Page 41
Superstitious beliefs about the
occurrence of an eclipse:
In many regions, it was
believed that eclipse
occurs when evil
mythological creature
attack the sun: a giant
turtle (Vietnam), a jaguar
(Latin America), a
dragon (Asia), or a
werewolf (Romania).
In Tahiti, eclipses have
been interpreted as the
lovemaking of the sun
and the moon. So,
people in Tahiti find the
event to be something to
look forward to, since
eclipse seems to be the
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

When shadows are formed on
astronomical objects, a
darkening effect is observed.
In places where the penumbra
falls. The eclipse is called
partial solar eclipse.
When the moon is at apogee;
consequently, a ring of light
(called antumbra) surrounds
the umbra, the eclipse is
called annular eclipse.
A lunar eclipse occurs when
the moon is directly on the
opposite of the earth as the
sun.
In a lunar eclipse the shadow
of the earth also darkens the
moon.
Lunar eclipse happens during
full moon. But just like in solar
eclipse, it does not happen
every full moon because of
the tilting of the moon’s orbit.
Total eclipse of the moon
happens when the moon
crosses the umbra of the
earth’s shadow.
harbinger of a divine Grade 8
blessing. Quarter 4
Page 42
Practices and Rituals that are
followed during an eclipse:
During an eclipse, impure
gases circulate in the
environment. These
gases are also absorbed
by our food and water, so
people should avoid
eating and drinking during
the eclipse phase. Water
can be made pure by
adding basil leaves. The
cooked food should be
eaten before the eclipse
begins. Pregnant woman
should strictly observe
these tips.
Practices and rituals that
counteract the negative
effects of eclipses:
Chinese people shoot
fireworks in the sky and
make a brighter
hullabaloo by shaking
bells or beating in gongs,
pots, and drums to chase
away the dragon that

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Read the following questions
carefully. Pick out the letter of
the correct answer.
1. Which of the following
statement is true on how
shadows are formed in space.
a. When shadows are formed
on astronomical objects, a
EVALUATE darkening is observed.
b. The shadows formation
happens when the earth or the
stars intercepts the path of
light coming from the sun as
they revolved in their
respective orbits.
c. The planets and their
satellites, as they travel
around the sun, sometimes
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
The moon frequently passes
the earth’s penumbra, but the
shadow cast by the earth on
the moon’s surface is hardly
visible.
Supply the missing word or
group of words to complete
the sentences.
1. The darkest part of a
shadow cast by an opaque
object is called _______?
2. Lunar eclipse can happen
during _____ phase?
3. Solar eclipse can happen
during _____ phase?
4. During annular eclipse, the
ring of light that surrounds the
umbra is called ______?
5. In areas where the umbra
of the moon falls, eclipse is
called _______?
Draw and explain the position
of the moon, sun, and earth
during:
1. Solar eclipse
2. Lunar eclipse
guzzled the piece of the
Grade 8
sun. Quarter 4
Page 43
In science, explanations are
supported with evidence.
Beliefs related to eclipse, such
as the increase off harmful
microorganisms during an
eclipse, are passed on by
adults to young children. Until
now, no proof has been
offered to show that they are
true.
With the practices and rituals
that we have discussed,
select at least one and
evaluate. Make a simple
explanation if it is possible to
happen.(5 pts.)
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

block the path of light coming

Grade 8
from the sun and their Quarter 4
shadows are formed. Page 44
d. The shadows formation
happens when the earth or the
moon intercepts the path of
light coming from the sun as
they revolved in their
respective orbits.
e. When shadows are formed
on astronomical objects, a
brighter effect is observed.
How do eclipses happen? Why do we not experience Gather 5 beliefs in your Using the latest eclipse as
solar and lunar eclipse every community about eclipses. basis, discuss how you were
month? Which beliefs have scientific able to observe the
EXTEND bases? Why do you think so? phenomenon. Were you able
to observe some changes in
the environment?

V. REMARKS

VI. REFLECTIONS
From the evaluation,
No. of Learners who:
80% and Above:
Below 80%

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Did the remedial lessons Grade 8

work? No. of learners who:
Quarter 4
Have caught up with
the lesson Page 45
Continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/Supervisor can help
me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Grade 7, Quarter 4 Prepared by: Checked by:

Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 8
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 7 School Grade Level 7

Grade 8
Quarter 4
Daily Lesson Log Teacher Learning Area Earth & Space (Earth Science)
Page 46
Junior HS Science Teaching Dates Quarter Fourth

Week No. 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard Demonstrate understanding of the occurrence of eclipses.
Performance Standard Construct model of eclipses (solar and lunar eclipses).
Learning Competency Collect, record, and report data on the beliefs and practices of the community in relation to eclipses.
Code: S7ES-IVj-13
Collect beliefs and practices about eclipses; Preparation for the Actual Presentation of Review for the Summative
DAILY TASK and presentation the Role play on the summative and Assessment
Evaluate beliefs and practices about eclipses beliefs and practices final exam
with scientific basis. about eclipses.
II. CONTENT Beliefs and Practices about Eclipses
III. LEARNING RESOURCES
Teacher’s Guide Part II p. 127
Learner’s Materials Part II pp. 139-140
Additional Materials
IV. LEARNING TASKS
ELICIT What are the different atmospheric phenomena?
Watch a video clip:Filipino myths about eclipse
https://www.youtube.com/watch?v=ryqTVrtGKIA
ENGAGE What are the beliefs and practices you have

seen in the video clip?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

EXPLORE Do Activity 4: Students will be given

Grade 8
Does a Bakunawa cause eclipses? time to prepare for their Quarter 4
Refer to Part II LM pp139-140. presentation. Page 47
1. Which among the beliefs you have collected
do you consider true? Why do you say so?
2. Do all the beliefs you have collected have
EXPLAIN scientific basis?
3. 3. Are the explanations of the occurrences of
eclipses related to these beliefs?
4. Are there any proofs that tell you they are
true?
1. Are all beliefs and practices about eclipses
ELABORATE have scientific basis? Why do you say so?
2. What have you realized about beliefs and
practices on eclipses
Tell whether beliefs and practices about eclipses Criteria for scoring:
have scientific basis or no scientific basis. Content - 60%
Teamwork - 30%
Write ( √ ) if it has scientific basis while ( x ) if it Props - 10%
has no scientific basis. Total - 100%
1. Eclipse occur because the sun and the
moon were beaten by Bakunawa.
EVALUATE 2. During lunar eclipse many “aswang”
appear at night to have their victims.
3. The pregnant woman should not go out
during eclipse to avoid having delivered an
abnormal baby.
4. It is not advisable to look at the sun
without any eye protector during solar
eclipse because the spirit of the sun will
punish you.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

5. The Bakunawa gets irritated with the Grade 8

noise and spews out the sun and the Quarter 4
moon back to the people. Page 48
Prepare a presentation on how you are going to
EXTEND educate people in the community about beliefs
and practices on eclipses.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up
with the lesson
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What innovation or localized Grade 8

materials did I use/ discover
Quarter 4
which I wish to share with
other teachers? Page 49

Grade 7, Quarter 4 Prepared by: Checked by:

Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 9 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016