School PLARIDEL NHS Grade Level 7 YLANG-YLANG

GRADE 7-12 Teacher VEBERLY C. ORIO Learning Area SCIENCE

DAILY LESSON Teaching Dates and Time FEB. 20, 2019 Quarter FOURTH
LOG

I. OBJECTIVE Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be
done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and j o y in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The Learners demonstrate an understanding of the different phenomena that occur in the atmosphere.

B. Performance The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
Standard
C. Learning
Competencies/Objectives The learners shall be able to;
Write the LC code for  explain how solar and lunar eclipses occur; S7ES-IVj-12
each  collect and record data on the beliefs and practices of the community in relation to the eclipses. S7ES-IVj-13

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

COMMON ATMOSPHERIC PHENOMENA

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
RESOURCES
A. References

1. Teacher’s Guide pp.

pages
2. Learner’s Materials
pages Science Learner Material pp. 351-357
3. Textbook pages

4. Additional 1 Big ball (plastic or Styrofoam ball), 1 small ball, flashlight or other light source, pieces barbeque stick, white paper or cardboard larger than the bigball,
Materials from Learning Styrofoam block or block of wood as a base, projector
Resources (LR) portal

B. Other Learning
Resources
 IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Reviewing previous The students will give a recap about the previous lesson.
lesson or presenting the
new lesson

B. Establishing a Class, can you tell what exactly are this three pictures?
purpose for the lesson  A windmills, eye of a storm and strong winds with heavy rains

How are this three pictures related? What makes the windmills
moves? have you still remember the typhoon Yolanda which you  The pictures show that air is moving with specific direction
can see on the middle picture that the storm swirls over our thus wind mills happens to move, storm swirls and the wind
country, what makes the swirling motion? And on the third picture blows much stronger.
shows that wind-blown much stronger with heavy rain during the
landfall of Yolanda. how does the wind on the last picture blows so
strong?
C. Presenting What would happen if you threw a ball to someone sitting directly across  No ma’am, because by the time the ball go to the opposite side, my
examples/instances of the from you on a moving merry-go-round? Would the ball go to your friend? fried would have moved and the ball would have appear to have
new lesson curved.
Like the merry-go-round, the rotation of Earth causes moving air and
water to appear to turn to the right north of the equator and to the left
south of the equator. This is called CORIOLIS EFFECT.

Class, take a look at this picture. As we all know in your ARALIN

PANLIPUNAN subject that Equator is an imaginary line that divides
the Earth into southern and northern hemisphere.
  Counterclockwise

 clockwise

 CORIOLIS EFFECT Ma’am.

What is the movement of wind in the northern hemisphere?

What is the movement of wind in the southern hemisphere?

(The teacher will let the students watch a video about the process of
CORIOLES EFFECT)

Again, What do you call the effect of Earth’s rotation on wind’s direction?

D. Discussing new Any volunteer to complete the cycle concept map below
concepts and practicing using the following phrases to explain how air moves to
new skills # 1 form a convection current: Cool air moves toward warm
air, warm air is lifted and cools, and cool air sinks.
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What happens when air is heated?

 It rises Ma’am.
What happens to air when cooled?
 It sinks.

When warm air is rising, what is its effect on the air in the  The surrounding air will move towards the place where warm
surroundings? air is rising.

What makes the air move?  Difference in temperature.

Do land and water absorb heat from the sun in the same way?  No, when land surfaces are exposed to the sun during the day,
they heat up faster than the bodies of water. At night, when
the sun has set, he land loses heat faster than bodies of water.

What atmospheric phenomena can be attributed to this?  The occurrence of land breeze and sea breeze.
  Are wind system that usually bring abundant rainfall.

What is moonsons?
 Habagat (southwest monsoon)
Comes from the southwest and move towards the north.

What is habagat?
 Amihan (northeast monsoon)
Comes from the northeast and moves towards the south.

How about amihan?

 Stands for Intertropical Convergence Zone

It is a place where winds in the tropic meet or converge.

What is ITCZ?

E. Discussing new
concepts and practicing Group Activity:
new skills # 2 The students will be group according to the number of class and
will perform the activity; “what happens to the air in the
surrounding as warm air rises?”
 Objective:
After performing this activity, you should be able to explain
what happens to the air in the surroundings as warm air rises.

Refer to learner’s material pp. 323-324

F. Developing Mastery
The air above the candle becomes warm because of the  It rises Ma’am.
flame. What happens to this warm air?

What happens to the smoke when the source is placed near the  It will move toward the place where warm air is rising.
hole?

What makes the air move?  The difference in temperature.

G. Finding practical How can you apply this concept in your daily life?  By knowing about the movement of air/winds with respect to the
applications of concepts rotation of the earth we can follow weather pattern closely and we can
and skills in daily living describe what happens in the different kinds of weather.

H. Making What happens when air is heated?  It rises.

generalizations and
abstractions about the What happens to air when cooled?  It sinks.
lesson
What will happen to the surrounding cool air if warm air rises?  It moves to the place where warm air is rising

What is ITCZ? Where can it be located?  It is the place where air from the tropic converge or met.

What are the two types of monsoon?  Northeast and southwest monsoon

Why northeast and southwest monsoon always bring rain to our  Because it pass over large bodies of water before it reach the Philippines
country?

What do you call the effect of Earth’s rotation on wind’s direction?  Coriolis Effect

What is the movement of wind in the northern hemisphere?  Counter clockwise

What is the movement of wind in the southern hemisphere?  Clockwise

In what direction does air move?  From high pressure area to low pressure area

What makes the air move?  Difference in temperature

What happen during habagat?

 Wind from high pressure area passes over the Indian Ocean and South
China Sea (West Philippine Sea) before it arrives in our country,
bringing rain to the western portion of the country.

 Wind from high pressure area passes over the Pacific Ocean before it
What happen during amihan?
reaches the Philippines, bringing rain to the eastern part of the
Philippines.

When does land breeze occur? How does it happen?

 At night time, warm air above the sea rises and cool air above the land
sink and move out to the sea to replace the rising warm air.

 At daytime, warm air above the land rises and cool air above the sea
sink and move out to the land to replace the rising warm air.
When does sea breeze occur? How does it happen?

 October to march Ma’am because of northeast Moonsoon bringing rain

to the eastern part of the Philippines.
Since one of the major source of income here in our native place is
planting rice, farmers usually follows weather pattern in which what
 months would be suitable to plant rice and other root crops. What
months do usually farmers plant rice?

I. Evaluating learning 1-5. Draw and explain the occurrence of sea breeze.

6-10. Draw and explain the occurrence of land breeze.

11-15 Explain the occurrence of monsoons.

16-20 explain the ITCZ.

J. Additional activities Study about Seasons for our next lesson.

for application or
remediation

V. REMARKS Contextualization was presented in motivation by showing some pictures of typhoon Yolanda and weather pattern that the native farmers follows to which
month is the best to plant rice and other root crops as one of the source of income.

Across curriculum was tackled in Aralin Panlipunan subject about the earth’s coordinate.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who 30/43

earned 80% in the
evaluation
 B. No. of learners who 6 (7)
require additional
activities for remediation
who scored below 80%
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?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked and verified by:

VEBEERLY C. ORIO ARLENE G. JABONETE, Ph.D.

Secondary School Teacher I Secondary School Principal I