SOLAR ENERGY AND THE

INTERACTIONS IN THE
ATMOSPHERE
for Science Grade 7
Quarter 4 / Week 3

1
 FOREWORD

Good day! I am glad to be your guide in learning

more about our planet Earth.
This SLK allows you to build upon what you already
know to improve your science skills. You will increase your
knowledge and understanding on how energy from the
Sun interacts with the layers of the atmosphere.
Every end of the topic, students are provided with
enrichment activities to enhance their appreciation of the
given topic.
It is my hope that you will make use of this SLK by
giving time each day to read and study every given facts
and activity. If you find difficulty in some topics, fell free to
ask my help or to people who can assist you.
It is also expected that you will do and answer each
activity honesty and diligently.
Good luck and God bless.

2
 LESSON

1
Solar Energy and the Atmosphere
OBJECTIVES:
K - Describe the features of each layer of the
atmosphere
S - Trace how energy from the Sun interacts with the
layers of the atmosphere
A - Recognize the importance of atmosphere for the
existence of life on Earth.

LEARNING COMPTENCY:
Discuss how energy from the Sun interacts with the
layers of the atmosphere (S7ES-IVd-5)

I. WHAT HAPPENED
PRE-ACTIVITIES/PRE-TEST:
A. Write the name of the layer or part of the atmosphere that
answers the riddles.
1. I have the coldest temperature of the atmosphere. Who am I?
______________
2. I am where most of the weather occurs. Who am I?____________
3. My temperature may reach as high as 2000 degrees celsius.
Who am I? ___________________
4. I absorb much of the Sun’s harmful radiation. Who am I?_______
5. I contain most of the ozone layer. Who am I? _______________
B. Label the different layers of the atmosphere.

https://www.purposeg
ames.com/game/lab
el-the-layers-of-the-
atmosphere-game

3
II. WHAT I NEED TO KNOW
The Earth is completely surrounded by “a sea of air” known
as the atmosphere. The pull of the Earth keeps this sea of air close
to the Earth. Without the atmosphere life cannot exist on Earth, for
the atmosphere contains oxygen, the life sustaining gas. From the
air, plants get carbon dioxide needed in order to live. The layer of
air also protects us from the intense radiation by day and too
much loss of heat by night.
Air is a mixture of many gases.
Average Composition of Atmosphere
Percentage by Volume
Substance At Sea Level About 9 km up
Nitrogen 78.3 79.2
Oxygen 20.99 7.0
Argon 0.93 0.03
Carbon dioxide 0.03 ---
Hydrogen 0.01 13.6
Neon 0.00123 ---
Helium .0004 0.126
Krypton .000005 ---
Xenon 0.00006 ---
Radon trace
Water Vapor 0 to 4%
Rabago, L. M., et al, Science and Technology 7, Vibal publishing House, INC., p.282

What information do we learn from the third column?

First, we learn that there is very little oxygen high up in the
atmosphere. (Note: This is the reason why hikers experience
difficulty in breathing when they climb high mountains.)

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 Secondly, we learn that the composition of air is NOT uniform
throughout the atmosphere.
What if the concentration of carbon dioxide and nitrogen
were reversed? The 0.03% concentration of carbon dioxide is
sufficient to keep Earth warm and permits life exist. Increasing its
concentration to 78% will greatly increase Earth’s temperature.
Although water vapor and carbon dioxide make up a very
small amount of the gases in Earth’s atmosphere, they are very
important because of their ability to absorb heat. These gases not
only produce important weather features such as cloud and rain,
but also have considerable influence on the overall climate of the
Earth, through the greenhouse effect and global warming.

How is Earth's Atmosphere Structured?

Earth’s atmosphere is relatively thin, extending up to at least
500 kilometers (300 miles) above the planet’s surface. The
atmosphere is structured in different layers according mainly to
variations in temperature.

How does temperature vary in the atmosphere?

file:///C:/Users/Asus/Documents/Science7_layers%20of%20atmosphere.pdf

5
LAYERS OF THE ATMOSPHERE
Troposphere
The lowest layer is known as the troposphere, which makes
up approximately 75% of the total mass of the atmosphere and
contains 99% of the atmosphere’s water. It is the bottom 16 to 18
km layer of the atmosphere where winds, clouds, and water vapor
are found. This is also where weather phenomena occur.
Air temperature in the troposphere typically decreases as
altitude increases as a result of three mechanisms of heat transfer
(radiation, conduction, and convection). The average rate of
temperature decrease is about 6.5 °C per km of altitude increase.
Solar radiation passes through Earth’s atmosphere and heats
up the planet’s surface. The oceans and land absorb
approximately half of this incoming solar radiation while a small
fraction is emitted back into the atmosphere as infrared radiation.
The heat absorbed by Earth’s surface is then transferred directly
from the land (or the water) to the cooler air closest to the surface
through conduction (the direct spread of heat from one
substance to another). Once heated, this air becomes less dense
(or lighter) and rises through a process called convection. As the
air rises, it expands and discharges its heat as it flows upward
through the troposphere. After the heat is discharged and the air
cools, it becomes denser and begins to sink. Consequently, the
troposphere is generally warmest near Earth’s surface and coolest
at its highest point.

Stratosphere
The next layer, known as the stratosphere, extends from the
troposphere upward to approximately 50 kilometers above Earth’s
surface. In the stratosphere, temperature rise with increasing
altitude.
The absorption of UV radiation in the ozone layer that is
found in the stratosphere causes temperature to increase. UV
absorption is greatest at the uppermost level of the stratosphere;
hence air temperature is also highest in this region.

6
 The “pause” at the top of the stratosphere is the stratopause.

Mesosphere
Above the stratosphere, lies the mesosphere, which stretches
to approximately 90 kilometers above the surface of Earth. In the
mesosphere, temperature begins to decrease again. The
mesosphere’s lower temperature results, in part, from the low
concentration of ozone, so little solar radiation is absorbed in this
layer. The mesosphere is dark, with air pressure so low that a
human could not survive in this layer.

Thermosphere
The thermosphere lies above the mesosphere and extends
approximately 600 kilometers beyond Earth’s surface.
Temperature begins to increase again in the thermosphere. The
increase in temperature, or inversion, is due in part to the
absorption of UV and x-ray radiation and the impact of the solar
wind — a continuous stream of protons and electrons given off by
the sun. Space shuttles fly in this area and it is also where the
auroras are found.

Exosphere
The exosphere represents the outermost layer of Earth’s
atmosphere. It extends from the top of the thermosphere to 10,000
kilometers above Earth’s surface. In this layer, atoms and
molecules escape into space, and higher altitude satellites orbit
our planet.
Almost all of the energy available at Earth’s surface comes
from the sun.

This figure illustrates

Earth's incoming and
outgoing radiation.

http://www.ces.fau.edu/nasa/mod
ule-2/earth-energy-balance.php

7
What is the Greenhouse Effect?

Greenhouses allow sunlight to enter but prevent heat from

escaping. The transparent covering of the greenhouse allows
visible light to enter without obstruction. It warms the inside of the
greenhouse as energy is absorbed by the plants, soil and other
things the building. Air warmed by the heat inside is retained in the
building by the roof and wall. The transparent covering also
prevents the heat from leaving by reflecting the energy back into
the walls and preventing outside winds from carrying it away.
The Earth’s atmosphere is compared to a greenhouse.
Besides nitrogen and oxygen, Earth’s atmosphere contains trace
gases such as carbon dioxide, water vapor, methane and ozone.
Like the glass in a greenhouse, the trace gases have a similar
effect on the Sun’s rays. They allow sunlight to pass through,
resulting in the warming up of the Earth’s surface. But they absorb
the energy coming from the Earth’s surface keeping the Earth’s
temperature suitable for life on Earth. This process is called
“greenhouse effect” and the trace gases are referred to as
greenhouse gases.
ENHANCED GREENHOUSE EFFECT
When people burn more and more organic matter, the
amount of carbon dioxide in the air increase dramatically. Add to
it the fact that there are other greenhouse gases aside from
carbon dioxide and water vapor, these include methane,
nitrogen oxide, and CFCs. The result may be an unusual increase
in temperature. This is known as enhanced greenhouse effect.
Enhanced greenhouse effect can contribute much to global
warming. And prolonged will bring about climate change. The
world is now experiencing various consequences of global
warming and climate change such as rising sea level, floods,
droughts, heat waves, wild fires.

Activity:
Make your own 3D model of the different layers of
atmosphere. This output should include the following:
1. Representations of the different Layers of the Atmosphere

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Ø Each layer should be neatly labeled and placed in proper
order - 30 pts.
Ø Output should be creative and neatly put together - 10 pts.

2. Each layer should have attached or include a list of the

following information: - 50 pts.
Ø Distance from the surface of the Earth
Ø Temperature
Ø Unique description or interesting facts

3. Each output should show Effort and Quality - 10 pts.

Total = 100 pts.

III. WHAT I HAVE LEARNED

EVALUATION/POST TEST:

A. Fill in the missing words and write your answers in your

notebook.

1. Earth is surrounded by a blanket of air called _______________.

( the atmosphere, oxygen)

2. The atmosphere is a mixture of ___________. ( gases, rocks)

3. About three fourths of the atmosphere is ____________.

( oxygen, nitrogen)

4. The layer of atmosphere closest to Earth is the _____________

( troposphere, carbon dioxide)

5. Ozone keeps most of the sun’s harmful __________ from

reaching Earth. ( radiation, sound waves)

B. Multiple Choice. Choose the letter of the best answer.

6. This is the layer where meteors, or shooting stars burns up.

A. Troposphere C. Stratosphere
B. Mesosphere D. Thermosphere
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7. The layers of the atmosphere are separated according to this
change.
A. Altitude C. Elevation
B. Temperature D. distance from the Sun

8. As you get higher off the ground what happens to air

temperature?
A. It increases C. it decreases
B. It stays the same D. all of the above

9. Which layer of the atmosphere contains life forms and weather?

A. Troposphere C. Stratosphere
B. Mesosphere D. Thermosphere

10. In a typical troposphere, air temperature decreases with

height at the following rate:
A) 2.5 degree C per one kilometer
B) 6.5 degree C per one kilometer
C) 10.5 degree C per one kilometer

11. Earth’s atmosphere traps energy from the sun, which

A. Allows water to exist as a liquid
B. Allows solar radiation to penetrate to the surface
C. Allows ozone to form freely
D. Causes meteors to burn up

C. Answer the following questions briefly. 2pts.each

12. In what layers of the atmosphere does temperature increase

with height?

13. In what layers of the atmosphere does temperature decrease

with height?

14. In the troposphere, why do you think temperature decreases

as altitude increases?

15 Why do you think the temperature in the stratosphere increases

with height?
10
 REFERENCES

Learners Module, First Edition,2012 pp 105-107

Rabago, L. M., et al, Science and Technology 7, Vibal publishing

House, INC., pp 280-285

Integrated Science, Revised Edition,2004, Grand Graphics, INC.,

pp 272-275

https://www.ess.uci.edu/~yu/class/ess5/midterm.2008.version_A.a
nswer.pdf

http://apps.usd.edu/esci/exams/atmosph.html

https://quizizz.com/admin/quiz/57459e84188de1e80ec59df3/layer
s-of-the-atmosphere

https://www.spart5.net/cms/lib07/SC01000802/Centricity/Domain/
719/Earth%20Science%20Test%205%20Atmosphere%20and%20We
ather.pdf

http://www.ces.fau.edu/nasa/module-2/how-greenhouse-effect-
works.php

https://www.slideshare.net/espinorachel/the-earth-and-its-
atmosphere-71985796

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SYNOPSIS
This Self Learning Kit is
designed to give you more
understanding on the Solar Energy
and the Layers of the Atmosphere
on the Learning Competency, how
energy from
the Sun interacts with the layers of
the
atmosphere.
The students are expected to
know how to describe the features
of each layer of the atmosphere
and discuss how energy
from the Sun interacts with the
layers of the atmosphere. They will
also recognize how the Sun’s
energy impacts weather and
atmospheric movement.
This book can be used alone
and supplement the learner’s
needs to be able to do the given
tasks.

12
 LESSON

2
Interactions in the Atmosphere

OBJECTIVE:
K – Explain how unequal heating of earth’s surface
results to the formation of the wind.
S - Describe the formation of the major wind systems in
the Philippines.
A - Recognize the importance of knowing the
weather patterns observed in daily life.

LEARNING COMPTENCY:
Account for the occurrence of land and see breezes,
monsoons and inter-tropical convergence zones (ITCZ).
S7ES – Ivf – 7

I. WHAT HAPPENED
PRE-ACTIVITIES/PRE-TEST:
Direction. Write AGREE or DISAGREE for each statement given on
the ‘Answer’ column.
ANSWER
AGREE OR DISAGREE
1. The layers of the atmosphere are arranged in
the following order: mesosphere, troposphere,
stratosphere, and thermosphere.
2. The temperature in each layer of the
atmosphere increases as the layer progresses.
3. Clouds form in the troposphere.
4. Ozone layer is found in the mesosphere.
5. Convection accounts for the distribution of
heat in the atmosphere.
6. Sea breeze forms when the warm air over the
water is pushed by the cold air over the land.
7. Land and water heat and cool at the same
time.

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II. WHAT I NEED TO KNOW
How do warm air and cold air behave?
Rising smoke from a flame shows that warm air rises. On the
other hand, cold air from the refrigerator freezer makes you feel
that cold air sinks.
How do we explain such behavior of warm air and cold air?
Warm air has fewer molecules per unit volume than cold air.
Warm air is ,therefore, less dense than cold air. In other words, the
density of warm air is lower than that of cold air.
What happens when a mass of warm air rises?
Rising warm air results in atmospheric low pressure. On the
other hand, sinking cold air results in high atmosphere pressure.
And what happens when two adjoining masses of air differ in
pressure?
The air moves from the area of higher atmospheric pressure
to the area of lower pressure. This is how wind originates.

For your information:

Measurements of atmospheric pressure are very important
for weather prediction. In weather reports, you often hear of
terms such as low pressure area or ridge of high pressure area.
Atmospheric pressure is measured with a device known as
barometer.
Low-pressure systems are characterized by upward motion
of air which can lead to cloud formation and rain-fall. That is why
low-pressure systems usually bring bad weather.
High-pressure system, wind spirals outward in a clockwise
manner. The sinking air in high-pressure systems is warm and free
of clouds, thus, associated with clear skies and good weather.

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Unequal heating of Earth’s surface results in differences in
temperature. Warm air in the heated areas expands and rises
leading to lowering of pressure at the surface. The pressure
difference leads to the movement of air in the surface, which we
refer as wind. Generally, wind flows from an area of high pressure
to an area of lower pressure.

HIGH
POLAR ZONE
LOW 60°N

TEMPERATE ZONE
HIGH 30°N
TROPICAL ZONE
A
LOW EQUATOR
TROPICAL ZONE
HIGH 30°S
TEMPERATE ZONE

LOW 60°S
POLAR ZONE
HIGH

https://golearngeo.wordpress.com/2010/11/02/temperate-climate/

http://www.openlearningworld.com/World_Geography/l4s3.htm

Where in diagram A is the Philippines? Let us see how the

global pattern of winds (Diagram B) affects the wind systems in
the Philippines.

15
 Start with Diagram A. Look at the high pressure zones at 30°
north south of the equator. These highs are characterized by the
descending cold air that rushes toward the low-pressure zone at
the equator. The winds blowing from 30°N towards the equator
form the Northeast Trade Winds, while the winds blowing from 30°S
towards the equator form the Southeast Trade Winds.
Because of the geographic location of the Philippines, the
major wind systems (prevailing winds) in the country are the
following:
A. Northeast Trade Winds
B. Northeast Monsoon (Amihan in Filipino)
C. Southwest Monsoon (Habagat in Filipino)
The monsoons are seasonal winds especially in the Indian
Ocean and Southern Asia. They originate from the trade winds
and are characterized by heavy rainfall. The Northeast Monsoon
originate from the Northeast Trade Winds. The Southwest Monsoon
originate from the Southwest Trade Winds and curves in a
southwest direction as it crosses the equator.
Northeast Monsoon (Amihan in Filipino)
During the colder months in the
Northern Hemisphere, a high
pressure area develops over India
and Southern Siberia in winter
because of the colder air over
them. The mass of cold air then
moves toward the Philippines
from
a north-easterly direction and this
prevails the cold morning Microsoft Encarta 2008, Microsoft Corporation

experienced in the country from

December to February.

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 Southwest Monsoon (Habagat in Filipino)
During the summer in the
Northern Hemisphere, the Asian
continent becomes warmer than
the oceans surrounding it. A
cold air mass develops over the
Pacific ocean and begins to
move toward the Asian continent.
This prevails over the Philippines in
the months of July, August and
September. Microsoft Encarta 2008, Microsoft Corporation

LOCAL WINDS
Considering the extensive coastline of our country, the north-
south orientation of various mountain ranges, the presence of
lakes and other bodies of water, the directions of the prevailing
winds are somewhat changed in the different localities. These are
called local winds and best represented by land and sea breezes.
Water and land have different heating abilities. The land is
opaque and the sun’s rays reach only the surface layers which
can be heated in a shorter time while it can penetrate water
deeper and it takes a longer time to heat its surface.
LAND BREEZE
• With the Sun gone at night
time, the land soon cools. By then,
air over the water is warmer than air
the land. The warmer air over the
sea rises. The cooler air from the
land rushes toward the sea,
replacing the rising warm air. The
wind blowing from the land is called
land breeze.
http://spmphysics.onlinetuition.com.my/2013/07/phenomena-related-to-specific-heat_4.html

17
SEA BREEZE
During daytime, the land
warms up faster than water,
heating the air above it. The
warm air over the land rises. The
cooler air over the sea rushes
toward the land, replacing the
rising warm air. The wind blowing
from the sea is called sea breeze.
https://www.jotscroll.com/forums/3/posts/299/sea-breeze-causes-diagram-effects.html

INTER-TROPICAL CONVERGENCE ZONE (ITCZ)

The Northeast trades meet the
Southwest trades somewhere near
the equator, at about 5°N,
forming what is known as the
Intertropical Convergence Zone,
or ITCZ. When the warm moist air
charging from opposite directions
meet, they force the air upward.
The rising warm air, known as
doldrums, results in a low-pressure
https://www.nationalgeographic.org/photo/prevailing-winds/
zone at the equatorial region.
https://www.nationalgeographic.org/photo/prevailing-winds/

Highlighted in this module are concepts used to explain

common atmospheric phenomena: why the wind blows, why
monsoons occur, and what is the so-called inter tropical
convergence zone.
It is important for everyone to understand the varied
atmospheric phenomena so that we can all prepare for whatever
changes that occur in the environment and cope with these
changes.

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III. WHAT I HAVE LEARNED
EVALUATION/POST TEST:

C. Multiple Choice. Choose the letter of the best answer.

15. A cool and dry monsoonal wind that occurs from October to late
March is _______________.
C. Southwest Monsoon C. Northeast Monsoon
D. Land Breeze D. Sea Breeze

16. What kind of breeze blows during daytime?

C. Land breeze B. Sea breeze
C. ITCZ D. None of the above

17. Cooler air always ________________.

C. Stay where it’s at B. sink C. rises D. Moves in all directions

18. Warmer air always ________________.

A. Stay where it’s at B. sink C. rises D. Moves in all directions

19. How do the heating and cooling rates of land and water compare?
A. Water heats and cools faster.
B. Land heats faster, but water cools faster
C. Land heats and cools faster
D. Land and water heat and cool at the same rate

20. Where do monsoons take place?

E. An ice cap B. Tropical climate
C. Subtropical climate D. Inter-tropical climate

21. Why is the ITCZ a prevailing weather phenomenon in our country?

A. Because of the vast expanse of water at the equatorial region,
the ITCZ brings plenty of rain.
B. The ITCZ moves farther north or farther south of the equator
where temperature goes higher.
C. The doldrums are formed by the oppositely charging trade
winds from 30°N and 30°S
D. The Philippines is located at the equatorial region where
Northeast and Southeast Trade Winds meet.

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8. What is FALSE about Inter-Tropical Convergence Zone (ITCZ)?
A. It results in thunderstorms
B. It occurs in the Philippines all year round.
C. It is a place where winds in the tropics meet, rise and form clouds
D. It occurs in countries near the equator.

9. In what direction do winds blow?

A. from the northeast to the southwest
B. from high pressure areas to low pressure areas
C. from the low-pressure areas to high pressure areas
D. from the southwest to the northeast

10. Which warms up faster, land or water?

A. Water
B. Land
C. Both warm up at the same speed
D. rate of warming varies; depends on weather condition

20
 REFERENCES
Learners Module, First Edition,2012 pp 105-107

Rabago, L. M., et al, Science and Technology 7, Vibal publishing

House, INC., pp 280-285

Integrated Science, Revised Edition,2004, Grand Graphics, INC.,

pp 280-299

https://www.slideshare.net/espinorachel/common-atmospheric-
phenomena-89451954

https://www.nationalgeographic.org/photo/prevailing-winds/

https://golearngeo.wordpress.com/2010/11/02/temperate-
climate/

http://www.openlearningworld.com/World_Geography/l4s3.htm

http://spmphysics.onlinetuition.com.my/2013/07/phenomena-
related-to-specific-heat_4.html

https://www.jotscroll.com/forums/3/posts/299/sea-breeze-causes-
diagram-effects.html

21
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

FAY C. LUAREZ, TM, Ed.D., Ph.D.

OIC - Assistant Schools Division Superintendent
Acting CID Chief

NILITA L. RAGAY, Ed.D.

OIC - Assistant Schools Division Superintendent

ROSELA R. ABIERA
Education Program Supervisor – (LRMDS)

ARNOLD R. JUNGCO
PSDS – Division Science Coordinator

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

LUCIANA P. BARREDO
Writer

RAFAEL REX B. FELISILDA

Lay-out Artist
_______________________
ALPHA QA TEAM
LESTER C. PABALINAS
JULIET B. GANTALAO
ARGELYN A. MAHUMOT

BETA QA TEAM
LIEZEL A. AGOR
JOAN Y. BUBULI
LIELIN A. DE LA ZERNA
PETER PAUL A. PATRON
THOMAS JOGIE U. TOLEDO
DISCLAIMER

The information, activities and assessments used in this material are designed to provide
accessible learning modality to the teachers and learners of the Division of Negros Oriental. The
contents of this module are carefully researched, chosen, and evaluated to comply with the set
learning competencies. The writers and evaluator were clearly instructed to give credits to
information and illustrations used to substantiate this material. All content is subject to copyright
and may not be reproduced in any form without expressed written consent from the division.

22
SYNOPSIS
This Self Learning Kit is designed
to give you more understanding on
the occurrence of land and sea
breezes, monsoons and inter-tropical
convergence zones (ITCZ).
Additionally, this SLK will allow
learners to understand the
relationships that accounts among
breezes, monsoons and ITCZ.

Students are expected to know

how to explain the origin of winds,
direction that wind blows and
describe major wind systems in the
Philippines

ABOUT THE AUTHOR

The author, Mrs. Luciana P. Barredo, who graduated
Bachelor of Science in Pharmacy at the University of San
Carlos, Cebu City. She took her crash program in
secondary education major in biological science at
NORSU. She completed her academic requirements in
MAST at NORSU main campus, Dumaguete City. Currently,
she is assigned as District Science Coordinator at Sta.
Catalina District I.

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