Science 7 Q4

1323
PROTOTYPE AND CONTEXTUALIZED

DAILY LESSON PLAN
IN GRADE 7 SCIENCE
Quarter IV
SCIENCE DEVELOPMENT TEAM
LIGAO CITY DIVISION
WRITERS
Kristina N. Nieves Cyrus R. Untalan
Maria Joan O. Dalma Kevin M. Taduran
Adrian O. Sanchez Chris John R. Rosamiran
VALIDATORS
Marissa O. Co Carlo Magno P. Pamorada
Jiji Erick Q. Matias Marjorie R. Plazo
Kristina N. Nieves Adrian O. Sanchez
Cyrus R. Untalan Maria Joan O. Dalma
Cynthia G. Avila Perfecto C. Asis
Sarah Jane B. Mabini Clarie Vie C. Sapalaran
Al Cezar T. Copla Cynthia G. Avila
EDITORS
Marissa O. Co Ma. Grecia M. Renolayan
Kristina N. Nieves Jhaebie N. Obleada
Carlo Magno P. Pamorada Marjorie R. Plazo
Jocelyn P. Navera
ILLUSTRATORS/LAY-OUT ARTISTS
Francis S. Durante
Rey Daniel G. Peralta
Jose P. Gamas, Jr.
DEMONSTRATION TEACHERS
Earl C. Calingacion Arjay Peranca
Melinda R. Ribaya Cynthia P. Montero
Hazel C. Manlangit Maria Cristina Q. Escape
Eliodoro A. Guererro Jenny P. Recto
Celeste D. Bangate Bebelyn B. Nocomora
Jocelyn P. Garcia Shyrel M. Gumba
Marynor Rivera Aileen T. Obias
Kevin M. Taduran April N. Palisa
Annie R. Madriago Maria Cristina B. Bunao
Noemie T. Marabella Kristina N. Nieves
Chris John R. Rosamiran Joseph Roland M. Nasol
Jiji Erick Q. Matias Janet P. Ocfemia
Jucy A. Regay Marianie O. Persia
Michelle O. Dela Cruz Rea Mae P. Nobleza
Erika Mae P. Miravite Ednalyn R. Sedeño
2
CATANDUANES DIVISION
WRITERS/DEMONSTRATION TEACHERS
Anita T. Buendia
Josie A. Austero
Devinia S. Custodio
Emy Rose I. Vergara
Beth T. Bernal
Lydia T. Baldomero
Marjorie T. Arcilla
Roselle B. Tubale
Jomar M. Bico
Naomi Ruth A. Valeza
Paulo M. Dela Cruz
EDITORS/VALIDATORS
Jezrahel T. Omadto
Niño Gerard C. Ceneta
Maria Claudette C. Borrega
Ranil R. Velasco
Cesmenda A. Borromero
Mary Rose V. Sta. Rosa
Jose Roy S. Aguilar
LAY-OUT ARTISTS
Shianne B. Rubio
Judith P. Samonte
Maritess E. Gando
John Dewey P. Chavez
ILLUSTRATOR
Jason S. Vergara
3
TABLE OF CONTENTS
TITLE PAGE
1. The Philippine Environment: Location the 1
Philippines
Using a Coordinate System: Latitude and Longitude
2. The Philippine Environment: Location the 13
Philippines Using a Coordinate System: Locating
Places
3. The Philippine Environment: Location the
Philippines With Respect to Landmasses and 23
Bodies of Water
4. The Philippine Environmental Protection and 29
Conservation of Natural Resources: Water
Resources and Biodiversity
Conservation of Natural Resources: Soil Formation
6. The Philippine Environmental Protection and
Conservation of Natural Resources: Mineral 46
Deposits
Conservation of Natural Resources: Ways People
Destroy Natural Resources
8. The Philippine Environmental Protection and
Conservation of Natural Resources: Effects of 59
Some Human Activities on Natural Resources
Conservation of Natural Resources: Ways to
Reduce The Effects of the Human Activities on
Natural Resources
10. Interactions in the Atmosphere and Greenhouse
Effect and Global Warming: Layers of the 68
Atmosphere
11. Interactions in the Atmosphere and Greenhouse
Effect and Global Warming: Climate and Weather 79
12. Interactions in the Atmosphere and Greenhouse 95

Effect and Global Warming: Greenhouse Gases
and Global Warming
Effect and Global Warming: Human Activities and
Contributions
Effect and Global Warming: Effect Mitigation
15. Common Atmospheric Phenomena: Air Movements 116
iv
16. Land and Sea Breezes 124
17. Interactions in the Atmosphere 133
18. ITCZ 140
19. Effects of Monsoon 145
20. Preparation for the Effects of Monsoon 163
21. Effects of ITCZ 179
22. Common Atmospheric Phenomena 189
23. Seasons in the Philippines: Earth‟s Tilt 198
24. Seasons in the Philippines: Length of Daytime 207
25. Seasons in the Philippines: Positions and Height of 215
the Sun
26. Seasons in the Philippines: Height and Energy of 222
the Sun
27. Why Seasons Change 229
28. How People are affected by the change in the 239
seasons
29. Effect of Direct and Indirect Sunlight on Seasons 245
30. Seasons in the Philippines: Effect of Daytime and 251
Nighttime on Seasons
31. Eclipse –Shadow Formation in Space 262
32. Solar Eclipse 268
33. Lunar Eclipse 281
34. Fact, Myths and Superstitions 294
v
School Grade Level 7
Teacher Learning Area SCIENCE
Teaching Q4W1D1
Quarter
Dates & Time
I. OBJECTIVES
A. Content The learners demonstrate an understanding of the
Standards relation of geographical location of the Philippines to
its environment.
B. Performance The learners shall be able to analyze the advantage
Standards of the location of the Philippines in relation to the
climate, weather and seasons.
C. Learning The learners should be able to demonstrate how
Competency places on Earth may be located using a coordinate
system. (S7ES-Iva-1)
Unpacked Competencies:
 Identify imaginary lines found in a globe;
 differentiate the lines of latitude and longitude;
and
 determine the location of different places using
latitude and longitude.
II. CONTENT The Philippine Environment: Location of the

Philippines using a Coordinate System
Latitude and Longitude

III. LEARNING
RESOURCES
A. References
1. Teacher‟s pp. 268-272
Guide Pages
2. Learner‟s pp. 280-283
Materials
Pages
3. Textbook Pavico, J. M. et al. (2013) Exploring Life Through
Pages Science. Quezon City: Phoenix Publishing House Inc.
pp. 285-287
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURE
1|P age
A B
Elicit
In Grade 3, students learn how to describe the things that
can be found in their surroundings such as different bodies
of water and landforms. All these things in the environment
are not there by random chance but beacuse of places‟
location.
Questions to be asked:
 What are the different landmass and bodies of water
that you learned in your elementary Science and
Araling Panlipunan lessons?
Answer: Mountain, river, lake, volcano, hill, etc.
 Is it important to know the location of those different
landmasses and bodies of water? Why?
Answer: Yes, because these landmasses and bodies of
water help us locate different places easily.
In locating places, we use the four basic directions.

 What are the four basic directions?
Answer: North, South, East and West.
Engage The students will demonstrate the basic directions based on

the teacher‟s instructions. The students will stand up.
Instructions: Extend your right hand in front suggesting the

North direction. Put your hand at your back to mean the
South direction, hand to the right side for East and your
hand to your left for West. Keep repeating until the four
directions are mastered.
Let the students take their seats.

 Where can we usually see these four basic
directions?
Answer: We can see it in GPS, maps, globes and other
tools used to locate places and navigate.
The teacher will tell the students that they will need some of
these tools in the game and activity that they will be doing.
Explore Note: The teacher should try the activity before doing it in
class. The teacher may choose to let the students perform
the activity through discussion (Option 1) or in the form of a
game (Option 2).
Option 1:
Let the students perform Activity 1: Where in the World is
the Philippines? (Part 1) based on the activity given in the
Learners Module.
(See Learners Module pp. 280-283).
Option 2:
2|P age
Divide the class into five groups and distribute the globes
and maps.
Students will perform a modified Activity 1: Where in the World
is the Philippines? (Part I) in the form of game.
The teacher will use the Extra –Dextra Board for scoring and
should prepare a scoreboard ahead of time.
(See Appendix A to know how to use the Extra-Dextra Board).
Game: Where in the World is the Philippines? (Part 1)

Mechanics:
There are two levels in this game.
Level 1: The students will be tasked to identify the different
imaginary lines in the globe. The teacher will read the hint
and call on a group to answer. The first group to answer
correctly will be given a point.
For example:
1. Identify the equator. (Hint: Horizontal line at 0° (0 degree)
latitude.)
Note: Do not let the students point a segment of the
equator. Ask them to trace the whole equator. Ask them to
do the same when identifying the other lines on the globe
such as lines of latitude and longitude.
Then, put a score in the Extra part of the score board for the
groups that answered correctly.
Group 1 Group 2 Group 3 Group 4 Group 5
EXTRA DEXTRA EXTRA DEXTRA EXTRA DEXTRA EXTRA DEXTRA EXTRA DEXTRA
I I I
Proceed to the next activity until everyone has understood
everything.
Level 2:
The teacher will call out a pair of latitude and longitude, and
the groups will look for the nearest city or country. After that,
do the opposite, calling out the name of a city or country and
the groups will race to find the latitude and longitude of that
city or country.
Note: Use a map instead on globe in this level. Approximate

latitude and longitude are acceptable answers and countries
instead of cities will also be accepted as answers.
(Refer to the attached Adapted Activity in Appendix B. The activity

sheet is intended for teacher’s use only.)
After the game the students will be given five minutes to

prepare their outputs for the presentation.
3|P age
(Refer to the attached Activity Sheet per Group in Appendix C )
Explain Presentation by Group.
Group 1 – Draw a globe and label the latitude and

longitude.
Group 2 – Draw a globe and label the equator, Tropic of
Cancer, Tropic of Capricorn, Antarctic Circle and Arctic
Circle.
Group 3 – Use a Venn Diagram to differentiate the latitude
and longitude.
Group 4 – Identify the city nearest given the rounded
latitude and longitude.
Group 5 – To the nearest whole degree, estimate the
latitude and longitude of the given city.
Elaborate The teacher will discuss the following concepts.
There are two ways to define the location of a place.

1. Relative Location - location in relation to other places
2. Absolute Location – location in terms of coordinate
system or the latitude and longitude
(The teacher will only emphasize the absolute location.)
We use the globe and map to illustrate the absolute location

of places on Earth.
Globe is three-dimensional model that is subdivided with

imaginary lines called latitude and longitude.
Map is a two dimensional drawing or representation of a
particular area.
 from the activity/game, how can you locate the
different places using the map or globe?
Answer: We look for the latitude that runs horizontally on
the map to designate a position north or south of the equator
and the longitude that runs vertically across the map which
designates the east and west position on the globe. Then,
the intersection of these lines provides the coordinates for
the exact or absolute location of a specific place on the map.
 What would happen if there are no latitude and

longitude on the globe or map?
Possible Answer: It will be difficult for us to locate the
absolute location of a certain place. (Optional: The teacher
may use this analogy. If there are no imaginary lines on the
globe or Earth. It will be like running a maze without a
stating point and a finish line. Thus, we can never tell where
we are.)
4|P age
 Why is it important to know the difference between
latitude and longitude?
Answer: Knowing the difference between latitude and
longitude allows us to plot the exact location of a place in a
map or globe.
 Where can we use this concept in real life?

Possible Answer: We can use the concepts that we have
learned when we travel to different places.
Evaluate Rubric for the presentation of outputs which will aslo serve
as evaluation.
CRITERIA EXCEPTI GOOD AVERAGE POOR SCORE
ONAL (3) (2) (1)
(4)
Relevance to
the Topic/
Content
Organization .
Teamwork
/Cooperation
TOTAL
(See Appendix D for the detailed rubric of the presentation.)
Extend Performance Task
Using differentiated activities, the students will be grouped
according to their area of interest in which they can show
their learnings.
Suggested Task:
Group 1 – Jingle Making
Group 2 – Role Playing
Group 3 – Weather Forecasting
Group 4 - Making a 3D Model of the topographical location
of the Philippines using indigenous and recyclable materials.
Note: These performance tasks will be take home activities.

The students will prepare for the performance tasks to be
presented after finishing the lesson on Philippine
Environment: Landmasses and Bodies of Water. Please be
guided by the rubric.
(See Appendix E for the detailed rubric of the presentation.)
Agreement Assignment:
Draw or print the map of Bicol Region.
Answer the following:
1. How many provinces do we have in Bicol Region?
2. What are the provinces in Bicol Region?
V. REMARKS
VI.
REFLECTIONS
5|P age
Appendix A
How to use the EXTRA-DEXTRA Board?
The groups will be given EXTRA points every time they answer a
question and do what the teacher ask them to do. DEXTRA points will be
given to the groups that are non –participative and misbehaving during the
activity. The Dextra points will be deducted from Extra points. The group with
the highest score will be the winner.
The teacher may use the blackboard or white board as a score board.
Group 1 Group 2 Group 3 Group 4 Group 5
EXTRA DEXTRA EXTRA DEXTRA EXTRA DEXTRA EXTRA DEXTRA EXTRA DEXTRA
An Extra-Dextra Board is a feature of Brain-Based Teaching.
6|P age
Appendix B
Where in the World is the Philippines? (Part I)
(Adapted from Learners Module)
Objectives
At the end of the activity, the students should be able to:
 identify imaginary lines found in a globe or a map
 differentiate the lines of latitude and longitude
 determine the location of different places using latitude and
longitude
Materials
 Globes and Maps
 Activity Sheet
 Scoreboard
Procedure
1. Study the globe and identify all the different lines that can be seen on the
globe using the hints provided by the teacher.
Level 1 : Identify the following lines on the globe:

 Latitude  Tropic of Capricorn
 Longitude  Arctic Circle
 Equator  Antarctic Circle
 Tropic of Cancer
Hint:
1. line that runs horizontally around the globe
2. line that runs vertically around the globe
3. horizontal line that divides the globe into two equal hemispheres
4. designated at 23.5°N latitude and it is the warmest region
5. designated at 23.5°S latitude
6. designated at 66.5°N latitude
7. designated at 66.5°S latitude
Level 2:
Identify the city nearest to the following rounded latitudes and longitudes.
Latitude Longitude City/Country
41⁰N 74⁰W
56⁰N 38⁰E
To the nearest whole degree, estimate the latitude and longitude of the
following cities:
City/ Country Latitude Longitude
Tokyo/Japan
Manila/Philippines
7|P age
Appendix C
Group 1
Instructions: Draw a globe showing the latitude and longitude lines.
Provide a short description of latitude and longitude.
Description
Latitude
Longitude
Group 2
Instructions: Draw a globe and identify the equator, Tropic of Cancer,
Tropic of Capricorn, Arctic Circle and Antarctic Circle. Provide a short a
description.
Description
Equator
Tropic of Cancer
Tropic of Capricorn
Antarctic Circle
Arctic Circle
Group 3
8|P age
Instruction: Use the Venn Diagram to differentiate latitude from longitude.
Group 4
Instruction: Identify the city nearest to the following rounded latitudes and
longitudes.
Latitude Longitude City

41⁰N 74⁰W
56⁰N 38⁰E
Group 5
Instruction: To the nearest whole degree, estimate the latitude and

longitude of the following cities:

Tokyo/Japan
Manila/Philippines
9|P age
Appendix D
RUBRIC FOR THE PRESENTATION OF OUTPUT
CRITERIA 5 POINTS 3 POINTS 1 POINT

Content The presentation The presentation The presentation
contains relevant contains some contains few
information about relevant information and
the topic information about somehow
discussed. the topic irrelevant.
discussed.
Cooperation All of the Not all members Few members of
members of the of the group the group exerted
group completed completed the effort in
the task and task but came up completing the
came up with the with the expected task but came up
expected output. output. with the expected
output.
Delivery The presenter The presenter The
has clear and has audible presenter‟svoice
audible voice. He/ voice, however is not audible.
she expresses some of his/ her His/ her ideas are
his/ her ideas words are not not logically and
logically and clearly systematically
systematically. pronounced. expressed.
Some of his/her
ideas are also not
logically and
systematically
expressed.
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Appendix E
RUBRIC FOR THE PERFORMANCE TASK
CRITERIA EXCEPTIONAL GOOD AVERAGE POOR SCORE

(4) (3) (2) (1)
Relevance to The concepts The Only some The concepts
the Topic/ are well concepts are concepts are not
Content presented. well are related to the
The content presented. presented. presentation.
is factually The content The content
correct and is may have contains
based from one or more significant
the topic factual factual
discussed. error/s. errors.
Creativity The group The group The group The group

has shown has shown has a has shown
the great an average minimal no creativity
ability to ability to in ability in at all.
create or creating or creating or
innovate innovating innovating
ways in ways to ways to
presenting present their present their
their output. output. output.
Organization The The The Organization

presentation presentation presentation from
has a strong is organized attempts to beginning,
impact and is from the organized middle, and
organized beginning to the end of the
from the middle and beginning, presentation
beginning, end of the middle and is not
middle and presentation. end. evident.
end of the
presentation.
Teamwork All of the About 75% About 50% About 25% of
/Cooperation group‟s of the of the the group‟s
members group‟s group‟s members
completed members members completed
their tasks to completed completed their task so
come up with their task so their task so as to come
the expected as to come as to come up with the
output. up with the up with the expected
expected expected output.
output. output.
TOTAL
11 | P a g e
Key to Correction
Level 1
LATITUDE - Line that runs horizontally around the globe
LONGITUDE - Line that runs vertically around the globe
EQUATOR - Horizontal line that divides the globe into 2 equal hemispheres
TROPIC OF CANCER - Designated at 23.5°N latitude and it‟s the warmest
region
TROPIC OF CAPRI CORN - Designated at 23.5°S latitude
ARCTIC CIRCLE - Designated at 66.5°N latitude
ANTARTIC CIRCLE - Designated at 66.5°S latitude
Level 2
Latitude Longitude City/Country

41⁰N 74⁰W New York/ US
56⁰N 38⁰E Moscow/Russia

Tokyo/Japan 36°N 140°E
Manila/Philippines 14°N 121°E
12 | P a g e
Teaching Q4W1D2
Quarter
Dates & Time
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of
the relation of geographical location of the
Philippines to its environment.
B. Performance The learners shall be able to analyze the
Standards advantage of the location of the Philippines in
relation to the climate, weather and seasons.
C. Learning The learners should be able to demonstrate how
Competency places on Earth may be located using a
coordinate system. (S7ES-Iva-1)
Objectives:
 describe the location of the Philippines
using latitude and longitude; and
 recognize the advantage of the location of
the Philippines in relation to the climate,
weather, and seasons.
Philippines using a Coordinate System
Locating Places
III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide pp. 269-272
Pages
2. Learner‟s pp. 282-283
Materials Pages
3. Textbook Pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning
Resources
V. PROCEDURE
A B
Elicit The students will answer the Anticipation-Reaction Guide
by putting a smiley or sad face in every statement. The
students will put smiley if the statement is true and sad
face if not. They will answer the Anticipation part only.
Note: The A-R Guide is a form of pre-test and post-test
about the topic to be discussed.
The teacher may collect the A-R Guide or let the students
keep it.
(Refer to the attached Anticipation-Reaction Guide in Appendix A)
13 | P a g e
After answering the Anticipation – Reaction Guide.
Yesterday you identified the different imaginary lines that

can be found on a globe. Name some of these imaginary
lines.
 What is the difference between latitude and
longitude?
Answer: Latitude runs horizontally around the globe while
longitude runs vertically across the globe.
 Aside from globe, where can we usually see the
lines of latitude and longitude?
Answer: Map, GPS, etc.
Engage Show the map of Bicol Region.
Questions to be asked:
 How many provinces do we have in Bicol Region?
Answer: There are six provinces in Bicol Region.
 What are those six provinces?
Answer: The six provinces are Camarines Norte,
Camarines Sur, Catanduanes, Albay, Sorsogon, and
Masbate.
 In what province do you live?
Answer: The answer may vary. (Let the student point out
their locations in the map given.)
 How many cities do you have in your province?

Answer: Students responses will vary based on their
origin.
Using a map, you are going to locate the absolute location
of the Philippines.
Explore Divide the class into five or six groups depending on the
number of students in your class.
Using the map of the Philippines and globe, each group
14 | P a g e
will determine the absolute location of the Philippines.
(Refer to the attached Activity Sheet in the Appendix B)
Let the students perform the activity for 15-20 minutes.
Explain Students will report by group.

Guide Questions
1. What is the absolute location of the Philippines?

2. Describe how the sunlight affects the season, climate
and weather in the Philippines.
Elaborate Present a table showing the different lines of latitude.
Latitude Name
0⁰ Equator
23.5⁰N Tropic of Cancer
23.5⁰S Tropic of Capricorn
66.5⁰N Arctic Circle
66.5⁰S Antarctic Circle
Then, demonstrate how the sun strikes these different

lines of latitude using a flashlight and a globe.
 What can you notice about the position of the

Earth?
Answer: The earth is titled for about 23.5⁰.
 How does such position affect the amount of

sunlight that the different places on Earth receive?
Answer: Different places around the globe receive
varying amount of energy from the sun.
Using the data from the table and from the demonstration,
the students will understand the relationship between
latitude and climate.
 What can you say about the climate in a country

closer to the equator?
Answer: The climate is warmer because the sunlight
directly strikes the countries near the equator.
 Can you give some examples of countries near the
equator?
15 | P a g e
There are many possible answers but the teacher
should emphasize the Philippines by asking for its
absolute location and let the student describe the
climate that we have in the country.
 What is the advantage of having this kind of
climate in our country?
Answer: Having a warmer climate allows many
farmers to grow crops and have livestock production.
(The teacher may add additional information.)
The teacher will post this illustration on the board.
The teacher will discuss these concepts.
 The region between the Tropic of Capricorn and

Tropic of Cancer is called Tropical Zone. Countries
in this area experiences warm climate such as
Philippines. Wet and dry season are the two
seasons in this region.
 Temperate zone falls between two tropics namely

Tropic of Cancer to Arctic Circle and Tropic of
Capricorn to Antarctic Circle. The countries in this
region experiences varying climate from very cold
to very warm climate. Winter, summer, spring and
autumn are the four seasons in this region.
 Polar zone are places near the Arctic Circle and
Antarctic Circle. This is the coldest region because
some parts of these areas do not receive sunlight
anymore.
Evaluate Distribute or let the students put out the Anticipation-

Reaction Guide and let them answer the Reaction part by
putting a smiley or sad face if they agree or disagree with
each statement.
Note: The students are expected to answer all items

correctly and to compare their scores with those in the
Anticipation Part.
16 | P a g e
Extend Performance Task
Using differentiated activities, the students will be grouped
according to their area of interest in which they can show
their learnings.
Suggested Task:
Group 1 – Jingle Making
Group 2 – Role Playing
Group 3 – Weather Forecasting
Group 4 - Making a 3D Model of the topographical
location of the Philippines using indigenous and
recyclable materials.
Note: These are the same performance tasks given

during the first lesson. The teacher will just remind the
students to continue working on tasks which will be
presented after the lesson on Philippine Environment:
Landmasses and Bodies of Water.
Agreement Assignment: Draw different landmasses and bodies of

water that you know or can be found in your community or
barangay.
V. REMARKS
17 | P a g e
Appendix A
ANTICIPATION-REACTION GUIDE
Directions: Read each statement below and give your reaction in
anticipation column by putting a smiley or a sad face. Put a smiley () when
the statement is true and a sad face () if it is false. After the lesson, validate
your answers by answering same items.
ANTICIPATION STATEMENTS REACTION

1. The Philippines lies above the equator
in the Southern Hemisphere.
2. The Philippines is located at 5⁰ -21⁰
North latitude.
3. The Philippines is located at 114⁰-120⁰
East longitude.
4. Philippines is located at the tropical
zone.
5. Summer, winter, autumn and spring
are the seasons in the Philippines.
6. There are five climate zone.
7. The absolute location of the Philippines
is 5⁰ -21⁰ N latitude and 114⁰-127⁰E
longitude.
8. The Philippines is a tropical country.
affects the climate, weather and seasons
that we have in our country.
10. The climate in the Philippines is
warmer because we are near the equator.
18 | P a g e
Appendix B
Activity #
Location of the Philippines
Objectives
After performing the activity, you should be able to:
 describe the location of the Philippines using latitude and longitude;
and
 recognize the advantage of the location of the Philippines in relation to
the climate, weather, and seasons
Materials Needed:
 Map of the Philippines
 pencil/white board marker
 Ruler
 Globe
 Flashlight
Procedures:
1. Plot the following latitudes and longitudes in the map. (Refer to Figure 1.)
Point Latitude Longitude

A 5⁰ N 114⁰ E
B 21⁰ N 114⁰ E
C 21⁰ N 127⁰ E
D 5⁰ N 127⁰ E
2. Connect the plotted points on the map.
3. After plotting the location of the Philippines, get a globe and put a mark on
the location of the Philippines.
4. Using flashlight, demonstrate how sunlight (light from the flashlight) may
affect the weather, climate and seasons in the Philippines.
Guide Questions:
1. What is the absolute location of the Philippines?
2. Describe how the sunlight affects the season, climate and weather in the
Philippine.
19 | P a g e
Figure 1: Map of the Philippines
20 | P a g e
Key to Correction: Anticipation-Reaction Guide
ANTICIPATION STATEMENTS REACTION

1. The Philippines lies above the equator
in the Southern Hemisphere.

2. The Philippines is located at 5⁰ -21⁰
North latitude.

3. The Philippines is located at 114⁰-120⁰
East longitude.

4. Philippines is located at the tropical
zone.

5. Summer, winter, autumn and spring
are the seasons in the Philippines.

6. There are five climate zone.

is 5⁰ -21⁰ N latitude and 114⁰-127⁰E

longitude.
8. The Philippines is a tropical country.

affects the climate, weather and seasons

that we have in our country.
10. The climate in the Philippines is
warmer because we are near the equator.

21 | P a g e
Key to Correction to the Activity
1. The absolute location of the Philippines is 5⁰ -21⁰ N latitude and 114⁰-127⁰E

longitude.
2. The Earth receives varying amount of sunlight. The Philippines is located in
the Tropic Zone. The climate in this region is warmer because the sun light
directly strikes this region. There are two seasons in our country, namely, wet
and dry season.
22 | P a g e
Teacher Learning Area Science
Teaching
Quarter Q4W1D3-4
Dates & Time
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding
of the relation of geographical location of the
B. Performance Standards The learners shall be able to analyze the
advantage of the location of the Philippines
in relation to the climate, weather, and
seasons.
C. Learning Competency The learners should be able to describe the
location of the Philippines with respect to the
continents and oceans of the world.
(S7ES-IVa-2)
D. Unpacked Learning The learners should be able to:
Competency/ies 1. enumerate the different landmasses
and bodies of water that surround our
country; and
2. describe the location of the
Philippines with respect to the
surrounding landmasses and bodies
of water
Philippines with respect to Landmasses and
Bodies of Water
III. LEARNING RESOURCES
A. References
1. Teacher‟s Guide pp. 272 – 273
Pages
2. Learner‟s Materials pp. 283 – 284
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) Portal
B. Other Learning
Resources
VI. PROCEDURE
A B
Elicit (Day 1) Recall the previous lesson through the use of Emoticons
(Confused, Agree, Disagree). This will serve as an
assessment for teachers to correct misconceptions, if
23 | P a g e
there are from the previous lessons.
The following statements can be used:

1. Latitude is an imaginary line that runs horizontally
around the globe.
2. Longitude is an imaginary line that runs vertically
around the globe.
3. Places located near the equator have warmer
climates.
4. The absolute location of the Philippines is 5o – 21o
N Longitude and 114o – 127o E Latitude.
5. The farther a country is from latitude 0o, the colder
is its climate.
Engage Show pictures of different mountains and bodies of water

available in the locality. (Note: The teacher may take the
required pictures prior to the delivery of the lesson). Let
the students describe the pictures shown guided by the
following questions:
 What do you think are the effects of the

surrounding mountains and bodies of water in a
certain place? (Answers may vary)
 How do the surrounding mountains and/ bodies of
water affect the lives in your community?
(Answers may vary)
 What do you know about the relative location of
the Philippines with respect to the surrounding
landmasses and bodies of water? (Answers may
vary. The teacher may write on the board the
responses of the students as a springboard to
start the lesson, but such answers should not to
be discussed yet.)
Explore
In groups, the students will describe the location of the
Philippines with respect to the surrounding landmasses
and bodies of water. They will perform the activity
adapted from the LM‟s. pp. 283-284 (please refer to the
attached Activity Sheet).
End of Day 1
Explain Day 2:
Preliminary Activities
Presentation of the groups‟ outputs
The activity can be differentiated and presented as

follows
Group 1 - Labelled landmasses
Group 2 - Labelled bodies of water
Group 3 - Answer Guide Question numbers 1, 2 and 3
24 | P a g e
Group 4 - Answer Guide Question numbers 4, 5 and 6
Guide Question
 What are the different landmasses that surround
the Philippines?
 How would you describe the effect of the
surrounding landmasses to our country?
 What are the different bodies of water that
surround the Philippines?
 How would you describe the effect of the
surrounding bodies of water to our country?
*Kindly refer to the possible answers given on the
ELABORATE part.
Elaborate Guided by the teacher and/or with the use of an enlarged
world map, the students should realize how the
surrounding landmasses and bodies of water influence
the following:
- Common weather phenomena
- Occurrences of monsoons (hanging habagat and
hanging amihan)
The following guide questions could be used:

1. What is the relative location of the Philippines in
the World Map?
(Possible Answer: The Philippine is bounded by
the Luzon straight to the North, the Philippine Sea
to the East, the South China Sea (West Philippine
Sea) and Sulu Sea to the East and Celebes Sea
to the South. Neighboring countries are Taiwan in
the North, the Indonesia Peninsula on the West,
composed of Vietnam, Thailand and Cambodia on
the South by Indonesia; and on the East are
Micronesia, Guam and the Marianas Island)
Emphasize to the students that the relative location of

the Philippines made the country as an archipelago.
Then, let the students define the word “Archipelago”.
2. Why do you think the Philippines experiences

several tropical cyclones in a year?
(Possible answer: Since the Philippines is
surrounded with large bodies of water like the
Pacific Ocean and The West Philippine Sea,
tropical cyclone (Bagyo) is usually formed in this
region.
3. How do the relative locations of the Philippines
with respect to the surrounding landmasses affect
the country‟s weather and seasons?
(Possible answer: occurrence of monsoons;
(hanging habagat wind from southwest part brings
25 | P a g e
warmer air that causes heavy rains and Hanging
Amihan from north brings cooler air)
Evaluate True or False:

1. The surrounding bodies of water in the Philippines
affect the weather patterns of the country. (True)
2. Relative location is the location of a place in terms
of the coordinate system such as latitude and
longitude. (False)
3. The Philippines is called an archipelago because
of the bodies of water that surround it. (False)
4. The Pacific Ocean and the West Philippine Sea
are two of the largest bodies of water that greatly
affect the climate of the Philippines. (True)
5. The relative location of the Philippines with
respect to the nearby countries includes Taiwan,
Indonesia, Guam and Africa. (False)
Extend/Agreement By group, let the students summarize their learnings by

performing the assigned tasks.
 Jingle making and singing
 Role Playing
 Weather forecasting
 Making a 3D Model of the topographical location
of the Philippines using indigenous and/
recyclable materials available in the locality
Note: This will serve as Performance Tasks of the
students as mentioned during the previous lesson.
Rubrics have already been given and discussed.
26 | P a g e
Activity 2
WHERE IN THE WORLD IS THE PHILIPPINES? (Part II)

(Adapted from the LM’s pages 283-284)
Objective:
After performing the activity, the student should be able to
describe the location of the Philippines with respect to the surrounding
landmasses and bodies of water.
Materials needed
 globe and world map
Procedure:
1. Label the blank map in the next page using a globe or world map as
reference. Your labeled map should include the following:
A. Landmasses B. Bodies of water
Philippine Archipelago Philippine Sea

Asian Continent South China Sea
Malay Peninsula Indian Ocean
Indonesian Archipelago Pacific Ocean
Australian Continent
Guide Questions:
Q1. Which bodies of water in the list are found in the western part of the
Philippines?
Q2. Which body of water in the list is located in the eastern part of the
Philippines?
Q3. How would you describe the effect of the surrounding bodies of water to
our country?
Q4. Which large landmass is found in the northern part of the Philippines?
Q5. Which large landmass is found in the southern part of the Philippines?
Q6. How would you describe the effect of the surrounding landmasses to our
country?
2. Be ready to show your map with labels when your teacher asks
you.
27 | P a g e
Figure 4. Where is the Philippines in the map? Why is the Philippines called
an archipelago?
28 | P a g e
Teaching
Quarter Q4W2D1-2
Dates & Time
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding
of the relation of geographical location of the
Philippines to its environment
advantage of the location of the Philippines
in relation to the climate, weather, and
seasons
C. Learning Competency The learners should be able to recognize
that soil, water, rocks, coal, and other fossil
fuels are Earth materials that people use as
resources; S7ES-IVb- 3

Competency/ies 1. define watershed;
2. enumerate the different watersheds found
in the Philippines, and;
3. cite the importance of watersheds.
II. CONTENT The Philippine Environment-Protection and

Conservation of Natural Resources: Water
Resources and Biodiversity
A. References
1. Teacher‟s Guide Pages pp. 274 – 277
2. Learner‟s Materials pp. 286 – 287
Pages
3. Textbook Pages
from Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURE
A B
Elicit  Post on the board a tarpapel copy of a word
search to recall renewable and non-renewable
resources. (Projected image of the word search
could also be used if Projector is available).
Call students to look for the words that are related to
renewable and non-renewable resources.
 How important are these resources to you?
 Can you imagine living your life without those
resources?
29 | P a g e
Engage  Show to the student pictures of watershed or
other reservoir located in their locality or nearby
places where they get the water they are using
everyday.
Ask students the following questions:
 Are the pictures familiar? What are your
experiences going to those places?
 How important is the place to you?
 What do you know about our water resources?
 Where does our water resource come from?
 What do you know about watershed?
(Answers on the different questions may vary since the
teacher is just soliciting prior knowledge of the learners.
Responses of the students may be written on the board
and to be revisited after the concept formation to
address misconceptions if there is any)
Explore  Using the Frayer Model, the students in groups
will now perform an activity to understand the
nature of watershed and its importance. See
attached activity sheet.
Explain Presentation of the groups‟ outputs

 What is a watershed? (Watershed is an arera of
land on a slope which drains its water into a
stream and its tributaries (small streams that
supply water to a main stream and Sometimes
called a catchment area or a drainage basin)
 Where in the Philippines are the different
watersheds located?(Possible answers: Mt. Apo
in Davao-Cotabato, Makiling-Banahaw in Laguna
and Quezon, Tiwi in Albay, La Mesa Dam in
Metro Manila, Pantabangan Dam in Pampanga
and Angat Dam in Bulacan)
 What is the importance of watershed? (Possible
answers: Watersheds supply water for domestic
and industrial use, support irrigation for
agricultural use and provide shelter for different
species living on it etc.)
Elaborate Post on the board Figure 6, (network of streams in a
watershed area) found in the LM p. 287 and discuss how
it supports people and the biodiversity located in the
nearby area. Use the following concepts for discussion:
 Surface and underground waters are fed by healthy
watersheds.
 Watersheds drain water to rivers, lakes, or dams
that supply water for domestic and industrial uses.
 The presence of waterfalls or springs on the sides of
mountains reveals that lots of water is collected in
30 | P a g e
that watershed.
 Rain falling on mountain areas with vegetation
seeps through the soil and collects there.
 Without vegetation cover, rainwater runs off to the
lowland carrying topsoil.
 Also, abundant rainfall that occurs over the days
soaks into soils along mountain slopes, causing
landslides.
 Having an abundant amount of rainfall and right
temperature explains why Philippines is considered
to be a mega diverse country with high diversity of
plants and animals both on land and in water.
 Include a discussion of endemic species in your
area and tell where they are found.
 Note that bodies of water also moderate air
temperature because water absorbs heat.
The teacher should discuss the above concepts guided
by the following questions:
 What makes up a watershed?
 How important are watersheds to humans?
 How does having enough supply of water affect the
biodiversity in the Philippines?
If there‟s still time show to the student the list of
watershed in the Bicol Region under the 140 River
Irrigation System of the NIA (Source: Forest
Management Bureau)
Evaluate The students‟ understanding of the topics discussed will
be evaluated through concept mapping. See the
evaluation sheet attached. (This can be answered in
group or individual)
(The Key to Correction is found on the TG’s p. 277)
Extend/Agreement  Interview a barangay official to know his/her
programs and activities in line with the protection of
water resources found in their locality if any.
31 | P a g e
Activity
WATERSHED: What is it?
Objectives:
After performing the activity, the student should be able to:
1. Define watershed
2. Discuss the importance of watershed as source of water.
Materials needed
 Learner‟s Materials pp. 286-287
Procedure:
3. Using the selection entitled “Water Resources and Biodiversity,”
found on pp. 286-287 of the Learners‟ Material, read and
accomplish the Frayer Model as illustrated below.
Definition and characteristics of Samples of watershed located in

watershed. the Philippines.
WATERSHED
Importance to People Importance to Biodiversity
32 | P a g e
Evaluation Sheet
Direction: Complete the concept map below using the words written inside
the boxes
Water Rivers Dams Plants and Animals Watershed
Underground Water Forest Biodiversity

People
Is important to and
From rain is stored in
and
That are healthy maintain
In turns support
33 | P a g e
For the Elicit part
Find the words that are associated with renewable and non-renewable
resources.
W A T E R A R T G P
E W W E R G F E F L
G D M E T A L S T A
S O I L T A R U S N
N T N H N M B N D T
C M E N T Y U P N S
O Z R O C K S D B T
A K A M B F T C O Z
L E L E E I J G I X
A D S F H L W I N D
34 | P a g e
Printed Copy of this in Tarpapel will be used for Elaborate Part
Figure 1. The Network of Streams in a Watershed Area (taken from

the Learners’ Material p.287)
35 | P a g e
Evaluation Part
KEY TO CORRECTION
Water Is important People and Plants and

to Animals
From rain is stored in
Rivers and Dams
Watershed
That are healthy
Underground
Water
maintain
Forest In turns support Biodiversity
36 | P a g e
Teaching Q4W2D3
Quarter
Dates & Time
I. OBJECTIVES
A. Content Standards The learners demonstrate the understanding of
Standards advantage of the Philippines in the relation to
climate, weather, and seasons.
C. Learning The learners should be able to recognize that soil,
Competency water, rocks, coal, and other fossil fuels are Earth
materials that people use as resources. (S7ES-
IVb- 3)
Unpacked Competencies
1. Explain formation of soil.
2. Identify the factors that cause rocks to change
over time.
3. Cite the importance of soil that people use as
resource.
II. CONTENT The Philippines Environment : Protection &
Conservation of Natural Resources
Soil Formation
III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide pp.176
Pages
2. Learner‟s Materials pp. 214
Pages
3. Textbook Pages
from Learning
Resource (LR) Portal
B. Other Learning Earth Science: The Philippines in Focus pp. 193-
Resources 230
IV. PROCEDURE
A B
Elicit Brief recall of the terms and terminologies to be
expounded which include the following: watershed,
storm drains, percolation and tributaries.
How important is watershed in the environment?
Engage Hold up the three bags of soil (sand, silt, clay) and ask
the students what they think they might find out about
the soil samples if they were to study each kind
carefully. Write down students‟ predictions on the board.
37 | P a g e
Note: Explain to the students that these samples only
represent one kind of sand, silt, or clay soil. Samples
collected in other locations might be different colors, but
the grain size will be similar to the samples you have.
After developing a list of predictions about the soil on the

board, distribute soil and various tools (strainer, and
magnifying lenses) and supplies (water,
markers/crayons, ) to small groups of students.
Make sure the students keep the different soil samples

separate. One way to keep them separate is to have
each soil type at a different station and have the
students take turns visiting each soil station.
(Known as Gallery Walk)
See Appendix A for the activity sheet.
Guide Questions:
1. Based from your answers, can you conclude that all
soil are the same? Why?
Possible Answer: No. because they differ in form,
structure, and feature.
2. Make your own hypothesis why soils are not the same
from different parts of a community.
Possible Answer: Because of the geological process
and natural phenomenon which include movement of
plate tectonics and earthquakes, it reshape the
structure of the ground therefore alters it original nature.
3. How do you think soils are formed?
Possible Answer: Soils are formed from the remains of
hard materials known as rocks.
Explore For 10 minutes, do simple rock transformations
experiment. The class will be divided into 3 groups. One
group will have hydrochloric acid, the other one will use
Alcohol Burner and the other one will use Hammer.
Each group must transform the sample of rock
(preferably marble) provided by their teacher.
A. They may soak it in the Hydrochloric acid solution

(assist the learners for safety or revisit Safety
Precautionary Measures before conducting the activity),
B. Heat it up with the alcohol burner then soak in cold
water then heat it up again.
C. Use the hammer to pulverize the rock (place it in a
strong plastic or cloth to prevent the pieces from flying
off the area.)
See Appendix B for the activity sheet.
38 | P a g e
Additional Activity for the three groups.
Prepare three jars and fill it with sand, silt and clay.
Slowly pour 1 cup of water into each jar. Ask the learner
if they noticed any differences of how the water reacted
to each soil sample.
Possible observations:
(Clay container should have had water pool on top and
not absorb as readily.)
(Silt container should have slowly absorbed the water.)
(Sandy container should have had water go through
quickly.)
Explain The group will discuss to the class, about the changes
they observed using, chemical, heat, and pressure as
factors that changes or transforms rocks into smaller
pieces forming the composition of soil.
Let the learners explain their observations.

Possible responses:
(Different types of soil hold different amounts of water,
minerals, and air. Sandy soils drain well because they
have large air spaces. Water is lost more quickly from
the large spaces between sand particles, as the force of
gravity drains the water out. Also, sandy soils have little
capacity to hold plant growth minerals.)
Guide Questions:
1. How does “rocks” react to the HCL?

Possible Answers: Change in terms of color and in the
outer surface of the rocks. More so, the HCL penetrate
inside the rocks making it soft and weak as a result,
some of its fragments are detached.
2. What happens to the rocks when heated?
Possible Answer:
The outer surface changes its color and the heat makes
it even harder but at some point make it weak since its
internal structure are disturbed.
3. Do you think change in temperature will affect the

formation of the soil?
Possible Answer: Yes, because the change in
temperature dictates as to how much or into what
degree are the soil going to break forming smaller
fragments known as soil.
4. What happens to the rocks when you repeatedly

pound it with a hammer?
39 | P a g e
Possible Answer: The rocks turn into much smaller and
refined pieces.
Elaborate With the same groupings. Ask them to read the article
“Louis Schipper from Waikato University, New Zealand,
2013” See Appendix C for the article and through
team competition (same groupings), they will answer he
given questions below:
1. What are five factors that influence soil formation?

Answer: Parent material, Climate, Living organisms,
Topography and Time.
2. Give one temperate effects in soil formation.

Answer:
Any of the following
-Rocks expand and contract as they heat up or cool,
breaking them apart.
-Temperature controls the rates of chemical weathering
(when water interacts with minerals in the rocks to
create chemical reactions). Chemical weathering
happens much faster in warm places like Northland than
it does further south.
-Warmer temperatures may also mean more plant
growth, soil organisms and litter decomposition.
3. What are the two mentioned animals that helps aerate

the soil?
Answer: Earthworms and Humans.
4. What are the benefits that we get from the soil?

Answer: It serve as the home & nursery of bacterias
needed by plants to grow which in turn, these plants
serve as the source of food of other animals. Without
soil, there will be no place for humans to set their foot
and build houses for their homes.
Evaluate Let the students answer the questions below in a ½

crosswise paper.
1. How are soils formed?
2. What are the factors that influence the formation of
the soil?
KEY:
1. Soils are formed from breaking down of large
materials known as rocks.
2. Parent material, Climate, Living organisms,
Topography, Time
40 | P a g e
3. It serve as the home & nursery of bacterias needed by
plants to grow which in turn, these plants serve as the
source of food of other animals. Without soil, there will
no place for humans to set their foot and build houses
for their homes.
Extend Students may be given with any of the two:
Answer the questions below briefly and concisely.
1. Do you think pollution can affect the condition of the
soil? How?
2. How can you help to lessen the harmful activities such
as mining and quarrying?
Soil Art:
Have the students explore the various colors of soil for a
classroom art project. Take different dried soil samples
and grind them into a fine powder. Notice the colors and
textures of the different soils. Pour acrylic paint into
small paper cups and mix different soils into the cups.
Experiment with different amounts of soil to see how it
affects the color of the paint mix. Use a paintbrush to
apply the soil paint to a piece of paper and have fun
creating some artwork.
Agreement
V. REMARKS
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Appendix A
Preliminary Activity Title: “Describe Me”
Directions: Describe the following type of soil accordingly.
Soil Form Structure Feature Other

Type (texture – (soft, (color) Observations
rough or hard,
smooth) moist)
Sand
Silt
Clay
Guide Questions:
1. Based from your answers, can you conclude that all soil are the same?
Why?
2. Make your own hypothesis why soil are not the same from different parts of
a community.
3. How are soils are formed?
42 | P a g e
Appendix B
Developmental Activity
Weathering
Constant weathering and erosion cracks cause the rocks to split. water, wind,
Material
 Plastic bag  Small glass jar or medium

 Hammer size beaker
 Hydrocholoric acid  Big piece of
 Alcohol burner marble/sandstone rocks
 Small basin of water  Marker and manila paper
Instructions: Put the rock in the plastic bag. Break the rock into small pieces.
Then, examine the edges of the rock.
Guide Questions
From the rock fragments, select one that is moderate in size then place
it inside beaker/glass jar. Then add some hydrochloric acid (teachers should
carefully guide the students to avoid untoward accidents). Let the student
observe it for five minutes.
1. How does “rocks” react to the HCL?
2. What happens to the rocks when heated?
3. Do you think change in temperature will affect the formation of the soil?
4. What happens to the rocks when you repeatedly pound it with a hammer?
43 | P a g e
Appendix C
SOIL FORMATION
Professor Louis Schipper from Waikato University briefly explains the

five factors involved in soil formation. Published 30 July 2013
New Zealand has a wide variety of landscapes. A day‟s sightseeing

journey might include volcanic plateaus, rolling hills, river basins and coastal
lands. It is easy to notice how the scenery changes from one place to the
next, but the differences underground are not so obvious. As the landscapes
change, so do the types of soils underlying them. These changes in soils are
a result of how they were formed. The five factors that influence soil formation
are parent material, climate, living organisms, topography and time.
Parent Material
The rock from which soil is formed is called parent material. This can
come from weathered rock, volcanic ash or sediments moved and deposited
by water, wind or glaciers. For example, the central North Island has soils that
began as pumice from volcanic eruptions. The Waikato basin is an old flood
plain of water-deposited volcanic debris. Soils in the Canterbury Plains have
their origins in residue deposited by glaciers – the residue washed out into
river systems and was deposited in the low, relatively flat landscape.
Climate
Climate (temperature and rainfall) plays a large part in the weathering
(breaking down) of parent materials.
Temperature effects:
- Rocks expand and contract as they heat up or cool, breaking them
apart.
- Temperature controls the rates of chemical weathering (when water
interacts with minerals in the rocks to create chemical reactions).
Chemical weathering happens much faster in warm places like
Northland than it does further south.
- Warmer temperatures may also mean more plant growth, soil
organisms and litter decomposition.
Rain effects:
- Increased moisture means more plant growth.
- Rainwater washes materials off slopes.
- Rain dissolves minerals and leaches them deeper into the soil.
Living organisms
Living things influence soil formation in many ways. Plants,

microorganisms, animals and even humans can make a difference. Once a
plant community becomes established, it has a big effect on soil
development. Tree roots penetrate deeply into soils, bringing up minerals and
incorporating them into organic matter. Grasses penetrate less deeply but
44 | P a g e
have increased biological activity and more rapid nutrient cycling.
New Zealand‟s kauri trees have had a unique impact on soil formation. Kauri
are large, long-lived trees. Over hundreds of years, rain dissolves strong
acids from kauri leaf litter and leaches it underground. The acids strip
aluminium and iron from the upper part of the soil, leaving a distinct white
layer. The aluminium, iron and organic matter create a ginger-brown layer
below. These soils look amazing but have low fertility and are very acidic.
Earthworms and other animals tunnel through and mix the soil. They aerate
the soil and allow water to penetrate more deeply. Humans also influence soil
formation. For example, Māori modified the soil in their kūmara gardens by
adding sand and gravel to improve the drainage.
Topography
Topography refers to the lay of the land – the elevation and steepness
of hills. Steep slopes can be more easily eroded, and rainfall tends to run off
rather than infiltrate the soil.Topography also influences climate. The South
Island has a wide variety of soils due to the influence of the Southern Alps.
Soil formation and the vegetation the soils support differ greatly on the very
wet western slopes through to the dry basins of Canterbury and Central
Otago.
Time
It takes a long time for soil to develop. For example, once rock is
exposed in a warm, humid climate, it may take a hundred years for mosses
and lichens to take hold. They trap dust and organic matter and break down
the rock. Within a few hundred years, grasses and shrubs become
established. Roots begin to penetrate the rocks and accelerate physical and
chemical weathering. Over thousands of years, climate, organisms and
topography influence how parent materials are turned into soils.
45 | P a g e
Teaching Q4W4D4
Quarter
Dates & Time
I. OBJECTIVES
relation to the climate, weather, and seasons.
C. Learning The learners should be able to recognize that
Competency soil, water, rocks, coal, and other fossil fuels are
Earth materials that people use as resources.
(S7ES-IVb- 3)
Unpacked Competencies
1. Enumerate the different mineral resources
found in the Philippines
2. Describe the relationship of some
geological features of the area where the
specific type of mineral resources are
found.
3. Cite the importance of mineral resource
deposits that are used by man as
resources.
II. CONTENT The Philippine Environment : Protection &
Mineral Deposits
III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide
Pages
2. Learner‟s pp. 291- 293
Materials Pages
3. Textbook Pages Science Learners Module 7
Earth Science: Philippines in Focus pp. 169-184
4. Additional
https://lrmds.deped.gov.ph/search?filter=&se
Materials from
arch_param=all&query=renewable+resource
Learning
Resource (LR) s
Portal
B. Other Learning
Resources
46 | P a g e
IV. PROCEDURE
A B
Elicit Recall:
1. Where do the soils originally come from?
Possible Answer: Soils are derived from large organic

and inorganic materials known as rocks.
2. What are mechanisms that influence the formation of
soil?
Possible Answer: Climate, Parent material,
Temperature, Living organism and Topography.
Possible Answer: It serves as the home & nursery of
bacteria needed by plants to grow. In turn, these plants
serve as the sources of food of other animals. Without
soil, there will be no place for humans to set their foot
and build houses for their homes.
Engage Present to the class at least five (5) samples of different

rocks from the vicinity of the school.
Allow the students to have a grip or examine the
samples by passing it around the class. Thereafter, let
the class give their insights about the sample.
Guide Questions:
1. What did you observe?
Possible Answer: A material which has rough/smooth
texture. Some are big while some are small. Some are a
little bit slimy.
2. Can you say something about the appearance of
those objects?
Possible Answer: They have different colors and
irregular shapes.
3. Do you know what are those?
Possible Answer: Those are combination of organic
and inorganic materials which are known as rocks.
4. Where can you find these objects?
Possible Answer: Those objects can be found in our
surroundings.
Explore The students work in four (4) groups and perform the
activity entitled “Treasure Map”. See Appendix A.
Explain
Start with Preliminary Activities and let
each group present their outputs.
Elaborate Using the same Treasure Map, answer the following

questions:
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1. Using the Treasure Map of the Philippines, what are its
different geological features?
Possible Answer: Mountains, and volcanoes
2. Are these geological features related to the abundance
of the mineral deposits in that area? How?
Possible Answer: Yes. Since most of the minerals are
deposited under the ground, due to movement of land
masses, these minerals reach the surface. For example
the volcanoes, when they erupt, the magma inside it is
released during eruption. Therefore, the amount of
minerals are related to the presence of geological
features. The more the diversity of geological features
and land activities found in an area, the higher the
amount of minerals found. But it‟s not true all the time.
For example in certain desert, they may occupy large
areas but they may only contain few amount or one type
of mineral.
.
1. Evaluate Answer the following questions below in a ½ crosswise
paper.
2. 1. Enumerate five (5) different mineral resources found
in the Philippines
3. Answer:
Gold, Copper, Nickel, Carbon, Natural Gas (for other
answers, refer the Treasure Map of the Philippines)
4. 2. What is the relationship of geological features of the
area where the specific type of mineral resources are
found?
5. Answer:
6. Since most of the minerals are deposited under the
ground, due to movement of land masses, these
minerals reach the surface. For example the volcanoes,
when they erupt, the magma inside it is released during
eruption. Therefore, the amount of minerals are related
to the presence of geological features. The more the
diversity of geological features and land activities found
in an area, the higher the amount of minerals are found.
But it‟s not true all the time. For example in certain
desert, they may occupy large areas but they may only
contain few amount or one type of mineral.
7.
8.
3. Cite the importance of mineral resource deposits that
are used by man as resources.
Answer:
These minerals are being used in industrial units which
include production of metals, jewelries, and other
apparatuses which are being used in medical and allied
disciplines. Without these resources, we may not able to
48 | P a g e
enjoy products which makes our lives perform task
faster and easier. In addition, these minerals also serve
as a source of income for other people. Exchange of
mineral commodities also spark economic growth that
will lead to the prosperity of a particular country.
Extend Read the statement below and write your answer in your
science notebook.
Do you know that the Philippines is listed as the 5th
mineral country in the world? 3rd in gold reserves, 4th in
copper, and 5th in nickel? The ores (mineral-bearing
rocks) are processed out of the country to recover the
pure metal and we buy the pure-metal. Is this practice
advantageous to the Philippines? Why?
Agreement
V.REMARKS
VI.
REFLECTIONS
49 | P a g e
Appendix A
ACTIVITY #:
The Treasure Map
Objectives
After performing this activity, you should be able to:
 recognize that soil, water, rocks, coal, and other fossil fuels are Earth‟s
materials that people use as resources;
 identify the natural resources and mineral deposits found in different
places in our country;
 cite ways on how to help conserve natural resources for future
generations.
Procedure
Using the given activity map and coordinates, locate the places where natural
resources in the Philippines could be found.
Discover and study all the resources and identify their possible uses in our
society.
Fill-up table 1.0 using all the information that your group gathered and
discussed together.
COORDINATES LOCATION/PLACE RENEWABLE NON-
RESOURCES RENEWABLE
RESOURCES
Guide Questions
1. What natural resources or mineral deposits have you discovered in our
country?
2. Where are they located?
3. Given the location, what energy sources are available?
4. How can we help conserve the natural resources so that future generations
can also enjoy them?
KEY:
1-3. Refer to the Political Map of the Philippines for the various mineral
deposits, location, and energy resources found across the Philippines.
Possible answer.
4. Making use of the resources in a sustainable manner which include less
purchase of products that contain minerals (e.g batteries, & jewelries) and
conserving the use of electricity.
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Teaching Q4W3D1
Quarter
Dates & Time
I. OBJECTIVES
A. Content Standards The learners demonstrate an
understanding of the relation of
geographical location of the Philippines to
its environment.
advantage of the location of the
Philippines in relation to the climate,
C. Learning Competency Describe ways of using Earth‟s resources
sustainably. (S7ES-IVc-4)
1. Identify societal problems relative to the
use of the Earth‟s resources (e.g. soil,
water, rocks, coal, and other fossil fuels),
and
2. enumerate ways people destroy the
natural resources
II. CONTENT The Philippine Environmental Protection
and Conservation of Natural Resources
Ways People Destroy Natural
Resources
A. References
1.Teacher‟s Guide Pages
2. Learner‟s Materials Pages pp 300-303
3. Textbook Pages  Science and Technology II Biology
NPSME pp344-352
 Science and Technology for the
Modern World II SEMP by Maria
Olivares et al pp46-51
 Biology textbook by Carmelita M.
Capco et al pp 415-423
 Functional Biology Modular Approach
by Cresencia C. Joaquin et al 50-53
 Dynamic Science Modular Approach by
Alvin C. Flores et al pp396-401
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURE
A B
Elicit Recall the previous lesson. Let the learners answer the
following questions.
1. What is mineral?
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2. Where can you mostly find mineral?
3. Can you give examples of mineral?
4. What are the importance of minerals?
Engage Show the pictures of different human activities that affect

the environment.
Ask the following questions:
1. What does the picture tell/ show?
2. Do you think these human activities affect our
environment?
Explore Group the students into three (3) and assign one (1)
environmental issue or human activity that contribute to
the following environmental issues/problems:
Group 1 - Pollution
(Role Play)
Group 2 – Degradation of Natural Resources
(News Reporting)
Group 3 – Changing Land Use
(Poster Making)
Give the students 20 minutes to prepare and perform the

task.
Explain Presentation of output by group. Each group will be

given 3-5 minutes to present their output.
Guide Questions:
1. How do humans destroy their natural resources?
2. In what way do commercials, industrial businesses
and domestic contributed in the destruction of nature?
3. Why do humans keep on destroying the environment?
Elaborate Deepening of concept learned based from the

presentation and clarification of some misconceptions.
Ask this question: What are the different activities you

have observed from your community that leads to the
destruction of natural resources?
Evaluate Rubric for the presentation of output will aslo serve as

evaluation.
CRITERIA 4 3 2 1
Presentation
Creativity .
and
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Originality
Accuracy
and
Relevance
of Content
Required
Elements
See detailed rubric of the presentation in the Appendix B
Extend Using a graphic organizer, how did the people in your

community destroy their surroundings?
Agreement
V. REMARKS
VI.
REFLECTIONS
56 | P a g e
Appendix A
57 | P a g e
Appendix B
RUBRICS FOR THE PRESENTATION
CATEGORY 4 3 2 1
Presentation The The The The
presentation presentation presentation presentation
clearly communicates indirectly does not
communicates some of the communicates sufficiently
the main idea important ideas the idea and communicate
and strongly and slightly hard promotes any idea that
promotes promotes awareness. can promote
awareness. awareness. awareness.
Creativity and All information Most of The Student has
Originality in the information in information in shown no
presentation the the creativity in the
reflects an presentation presentation presentation.
exceptional reflects student was copied
degree of ingenuity in from the ideas
student their creations. of others.
ingenuity in
their creation.
Accuracy and All information Most Some The
Relevance of in the information in information in information in
Content presentation the the the
are accurate presentation presentation presentation
and related to are accurate are accurate are neither
the topic. and related to and related accurate nor
the topic. topic. related to the
topic.
Required The All required Few required Required
Elements presentation elements are elements are elements are
includes all Included. included. missing.
required
elements as
well as
additional
information.
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Teaching Q4W3D2
Quarter
Dates & Time
I.OBJECTIVES
advantage of the location of the Philippines in
 Identify the effects of some human activities
on natural resources.
II.CONTENT The Philippine Environmental Protection and
Effects of Some Human Activities on

Natural Resources
III.LEARNING
RESOURCES
A. References
1.Teacher‟s Guide Pages 287-289
2.Learner‟s Materials Pages 300-303
3.Textbook Pages  Science and Technology II Biology NPSME
pp344-352
 Science and Technology for the Modern
World II SEMP by Maria Olivares et al
pp46-51
 Biology textbook by Carmelita M. Capco et
al pp 415-423
 Functional Biology Modular Approach by
Cresencia C. Joaquin et al 50-53
 Dynamic Science Modular Approach by
Alvin C. Flores et al pp396-401
4.Additional Materials
from Learning
Resource (LR) Portal
5. Other Learning
Resources
IV.PROCEDURE
A B
Elicit Let the students recall the previous lesson by answering
the following questions:
1. How do humans destroy their environment?
59 | P a g e
2. What do you think are their reasons?
3. Do you agree with their reasons? Why?
Answers may vary
Engage Ask the question:
If humans will continue destroying their nature, what do

you think are the effects of these destructive human
activities?
Answers may vary
Explore Group Activity
Let the students perform the activity on page 301 of the

Learner‟s Material.
The students may be grouped into six (6). Each group

will answer the activity (ask them to write it in a Manila
paper) but will perform a short skit showing the assigned
human activity and its effects. See Appendix B for the
Rubrics.
Activity 6. How do People Destroy Natural

Resources?
(the students may do this in 15 minutes)
Explain The learners will present their outputs. Discuss why they
considered it as effects of human activities.
(The teacher may device a scheme in the presentation of

the outputs to minimize time. Presentation of outputs
may be done in 15 minutes.)
Elaborate Check the answers of the students in the Activity.

Misconceptions may arise in the answers and must be
corrected and discussed by the teacher for clarification.
The possible answers to the activity can be found on

page 288 of the Teacher’s Guide.
Evaluate Present at least 3 pictures of human activities. See

appendix A as reference.
Let the learners give at least 3 effects of human activities

that is presented in each picture.
Extend Make a documentary video showing the different human
activity and its effects to the environment.
Agreement As a citizen of your country, how can you help reduce
the destruction of your natural resources?
V.REMARKS
VI.REFLECTIONS
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Appendix A
Pictures of different human activities.
(Reference Learner’s Material of Grade 9)
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Appendix B.
RUBRICS
Project/Outputs Levels Points Indicators
Exemplary 100 Work/project is exceptional and
impressive. A distinctive sophisticated
application of knowledge and skill are
evident.
Strong 95 Work/project exceeds the standard:
thorough and effective application of
knowledge and skills are evident.
Proficient 90 Work/project meets the standard;
acceptable and it displays the
application of essential knowledge
and skills.
Developing 85 Work/ project does not yet meet the
standard‟ show basic but inconsistent
application of knowledge and skills‟
work needs further development.
Emerging 80 Work/project shows partial application
of knowledge and skills; lacks depth
or incomplete and needs
considerable development errors and
omissions are present.
Learning 70 No work presented.
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Teaching Q4W3D3-D4
Quarter
Dates & Time
I.OBJECTIVES
understanding of the relation of
geographical location of the Philippines to
its environment
weather, and seasons
Suggest practices in using Earth‟s

resources sustainably
--Suggest ways to reduce the effects of
human activities on natural resources..
II.CONTENT The Philippine Environment – Protection
and Conservation of Natural Resources
Ways to Reduce the Effects of the

Human Activities on Natural Resources
III.LEARNING RESOURCES
A. References
1.Teacher‟s Guide Pages 289-290
2.Learner‟s Materials Pages 300-301
3.Textbook Pages  Science and Technology II Biology
NPSME pp344-352
 Science and Technology for the
Modern World II SEMP by Maria
Olivares et al pp46-51
 Biology textbook by Carmelita M.
Capco et al pp 415-423
 Functional Biology Modular Approach
by Cresencia C. Joaquin et al 56-63
 Dynamic Science Modular Approach
by Alvin C. Flores et al pp401-402
4.Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV.PROCEDURE
Elicit Let the learners read/discuss their preparations;
“As a Filipino citizen, how can you help reduce the
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destruction of our natural resources?”
Engage Ask the question:

1. How can you help conserve the resources of
your community?
Let the student complete the I WILL statement.
I will ____________________.
Explore Let the students do the activity found on their

Learner‟s Material on page 302.
Activity 7. Are You Ready for “Make-a-Difference”

Day?
The teacher may give a format for the students to
follow in making their plan. Example the Action Plan
format that teachers are using for a unified format
during the presentation of output.
End of Day 1
Explain Start of Day 2.
Let the learners present and explain their outputs.
After the presentation ask the question:

1. Why there is a need to reduce human activities that
affects our natural resources?
Elaborate
Discussion of outputs.
Let the students answer the following questions as a

summarizing activity.
1. Is there a connection between the location of

our country and its natural resources (abundant
water, fertile soil, diverse plants and animals,
precious metal deposits, and geothermal
power, to name a few)? What is t6he evidence?
2. Most resources are finite. Which of our

practices in using natural resources are
sustainable? Which are not sustainable?
(Note: the teacher may introduce sustainable

development and its principles)
3. How can we help conserve natural resources

so that future generations can also enjoy them?
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Evaluate Answer the questions given.
1. If you are the Mayor of your municipality/city, what
environmental ordinances will you implement?
2. As a student, what environmental advocacy will you
suggest in your school? Why? How will you do it so
that other students will follow you?
3. If there is a mining area in your locality, in your own
way what can be done to help minimize the harmful
effects of mining?
Extend 1. Conduct an interview with the barangay officials
focusing on the sustainable ways on how they combat
the effects of destructive human activities in the
locality.
2. Write a commitment statement about your role as a
responsible citizen in maintaining balance in nature.
Agreement What do you think are the government ordinances or
Presidential acts that help in environmental
sustainability?
V.REMARKS
VI.REFLECTIONS
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Appendix A
RUBRICS
Project/Outputs Levels Points Indicators

Exemplary 100 Work/project is exceptional and
impressive. A distinctive sophisticated
application of knowledge and skill are
evident.
Strong 95 Work/project exceeds the standard:
thorough and effective application of
knowledge and skills are evident.
Proficient 90 Work/project meets the standard;
acceptable and it displays the
application of essential knowledge
and skills.
Developing 85 Work/ project does not yet meet the
standard‟ show basic but inconsistent
application of knowledge and skills‟
work needs further development.
Emerging 80 Work/project shows partial application
of knowledge and skills; lacks depth
or incomplete and needs
considerable development errors and
omissions are present.
Learning 70 No work presented.
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Teaching Q4W4D1-D2
Quarter
Dates & Time
I. OBJECTIVES
A. Content The learners demonstrate an understanding of
Standards the different phenomena that occur in the
atmosphere.
C. Learning The learners should be able to discuss how
Competency energy from the Sun interacts with the layers of
the atmosphere; S7ES-IVd- 5
- Identify the layers of the atmosphere

- describe key features of each layer of
the atmosphere
- compare the features of each layer of the
atmosphere
- explain the basis for the division
of the layers of the atmosphere.
II. CONTENT Interactions in the Atmosphere – Greenhouse

Effect and Global Warming
Layers of the Atmosphere
III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide 300-306
Pages
2. Learner‟s 312-314
Materials Pages
3. Textbook Pages
4. Additional
Materials from
Learning Resource
(LR) Portal
5. Other Learning
Resources
IV. PROCEDURE
A B
Elicit  Are you familiar with the word atmosphere?
 What comes into your mind when you hear the
word atmosphere?
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Possible responses: Atmosphere is the blanket of
air that surrounds the earth. It is composed of
several layers namely, troposphere, stratosphere,
mesosphere, thermosphere and exosphere)
Show illustration of the layers of the atmosphere

(Picture 1) and let the students label the different
layers.
 What can you see in the illustration? (The

students must be able to describe the
illustration. They must be able to figure out that
it represents the atmosphere. The teacher can
emphasize that it depicts the atmosphere. On
the x-axis is the temperature and on the y-axis
is the altitude. Note that there are boxes on the
illustration where the students will post the
metacards.)
 Given the different words written in the

metacards (words in the metacards:
Troposphere, Stratosphere, Mesosphere,
Thermosphere and Exosphere), can you please
label the different parts of the atmosphere by
posting the metacard to the illustration.
Engage Present Picture 2. Layers of the Atmosphere
(SOURCE: G7 Sci LM p.312)
 Are the labels that you have made similar with
the labels in this illustration? (If it is different,
the teacher must lead the class that the right
label is presented in Picture 2).
 Can you please describe the illustration posted
on the board?
Explore Using Picture 2, lead the students to their group
activity.
 In picture 2, you will see that the different layers
of the atmosphere has different temperatures
and altitudes. How can you define
temperature?
(Temperature is the measure of how hot and
cold something is. Specifically, it is a measure
of the average kinetic energy of particles in an
object).
 How do you define altitude?(Altitude refers to

the height of an object or point in relation to sea
level)
69 | P a g e
 How can you now relate the temperature and
altitude to the different layers of the
atmosphere? (Different layers of the
atmosphere has different altitude and
temperature)
Prompt the class that they are going to perform a

group activity. Group the students into 5 groups (no. of
groupings may depend upon the total no. of students
in the class) and let them do the activity entitled What
is the Basis for Dividing Earth‟s atmosphere into
Layers? (SOURCE: G7 Sci LM pp. 312-314)
Let each group write their answers to the guide

questions in a manila paper to be used during the
post-activity discussion.
End of Day 1
Explain Day 2
 Can you recall the activity yesterday?

 How did you find the activity?
Ask one member from the group to deliver their

answers to the guide questions. (Answers to the guide
questions may be found in Science 7 TG pp. 300-306.
Please see attached answers)
 What are the key features of each layer of the
atmosphere?
 What is the basis for dividing the atmosphere
into layers?
Elaborate Process the answers to the guide questions. (Please

see attached sample answers and discussions.)
Discuss the entire topic. Focus in the discussion why

there are different changes of temperature as you go
on different levels. (Grade 7 TG pp. 300-306 gave
explanations/discussions. Please see attach
explanation/discussion.)
Evaluate Prepare a crossword puzzle to gain students‟

understanding of the topic. (Please see attached
crossword puzzle.)
Extend  Suppose you are a layer of the atmosphere,
what layer are you and why?
Agreement Think of a place in your locality and describe its
location, topography and temperature. Draw a simple
sketch about your chosen place in a short bond paper.
70 | P a g e
(Take home activity)
Differentiate climate from weather.

V. REMARKS
71 | P a g e
Appendix A
Picture 1: Label the Layers of the Atmosphere

SOURCE: Science for Grade 7 LM, p. 312
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Appendix B
WHAT IS THE BASIS FOR DIVIDING EARTH’S ATMOSPHERE

INTO LAYERS?
(ADAPTED from Science for Grade 7 LM, pp. 312-314)
Earth‟s atmosphere is divided into five layers. What is the basis for
subdividing the atmosphere?
Objectives
You will be able to gather information about Earth‟s atmosphere based on a
graph. Specifically, you will:
1. describe the features of each of the five layers;
2. compare the features of the five layers; and
3. explain the basis for the division
of the layers of the atmosphere.
What to use
 Graph in Picture 2
 A ruler, if available
What to do
1. Study the graph.
Q1. What are the five layers? Estimate the height of each layer.
Q2. Describe the graph for each layer.
Q3. In which layer is temperature increasing with increasing altitude?
Q4. In which layer is temperature decreasing with increasing altitude?
Q5. What is the relationship between temperature and height in the
-troposphere?
- stratosphere?
-mesosphere?
- thermosphere?
- exosphere?
Q6. Observe the whole graph. What is the basis for the division of
Earth‟s atmosphere?
Q7. From the graph, can you generalize that the higher the layer of the
atmosphere (that is closer to the Sun), the hotter the temperature?
Why or why not?
Q8. What other information about Earth‟s atmosphere can you derive
from the graph?
2. Read the succeeding paragraphs and think of a way to organize and

summarize the data about the atmosphere from the graph and the information
in the discussion that follows.
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The troposphere is the layer closest to Earth‟s surface. The temperature just
above the ground is hotter than the temperature high above. Weather occurs
in the troposphere because this layer contains most of the water vapor.
Remember the water cycle? Without water, there would be no clouds, rain,
snow or other weather features. Air in the troposphere is constantly moving.
As a result, aircraft flying through the troposphere may have a very bumpy
ride – what we know as turbulence. People who have used the airplane for
travelling have experienced this especially when there is a typhoon in areas
where the plane passes through.
The stratosphere is the layer of air that extends to about 50 km from Earth‟s
surface. Many jet aircraft fly in the stratosphere because it is very stable. It is
in the stratosphere that we find the ozone layer. The ozone layer absorbs
much of the Sun‟s harmful radiation that would otherwise be dangerous to
plant and animal life.
The layer between 50 km and 80 km above the Earth‟s surface is called the
mesosphere. Air in this layer is very thin and cold. Meteors or rock fragments
burn up in the mesosphere.
The thermosphere is between 80 km and 110 km above the Earth. Space

shuttles fly in this area and it is also where the auroras are found. Auroras are
caused when the solar wind strikes gases in the atmosphere above the Poles.
Why can we not see auroras in the Philippines?
The upper limit of our atmosphere is the exosphere. This layer of the
atmosphere merges into space. Satellites are stationed in this area, 500 km to
1000 km from Earth.
To summarize what has been discussed: More than three quarters of Earth‟s
atmosphere is made up of nitrogen while one fifth is oxygen. The remaining
1% is a mixture of carbon dioxide, water vapor, and ozone. 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.
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Answers to Questions in Activity 1
Q1. Based on the graph, the five layers of the atmosphere starting
from the ground or Earth‟s surface are: troposphere (about 10 km),
stratosphere (about 40 km), mesosphere (about 30 km), thermosphere
(about 415 km), and exosphere (cannot be determined from the graph).
Q2. In the troposphere, the temperature decreases as the altitude

(height of the atmosphere) increases.
In the stratosphere, at heights around 10-20 km above the ground, the

temperature is almost the same. From about 20 to 50 km above, the
temperature increases.
In the mesosphere, the temperature decreases as height increases.

In the thermosphere, from heights about 87 to 100 km, the temperature
change is small; it increases gradually from about 100 to 110 km. From
110 km to the end of the layer the temperature steadily increases with
height.
The gradual increase in temperature with altitude continues to the

exosphere.
(Note: Though it is not necessary to explain to students at this point the
reason for the variation in temperature, it is good for you to know that
these variations are due to changes in the chemical and physical
characteristics of the atmosphere with altitude.)
Q3. In the lower part of the stratosphere, the temperature increases

with height. The same is observed starting from the thermosphere up
to the exosphere.
Q4. In the troposphere, the temperature decreases as height

increases (from about 15 degrees Celsius to minus 45 degrees). A
mountain climber will feel the temperature difference as he or she
moves from the ground, up. The temperature also decreases in the
mesosphere (from minus 5 to about minus 90 degrees Celsius).
Take note that the temperatures are global averages. The atmospheric
temperature of countries above the poles is different from the
temperature above the equator.
Q5. (Let students repeat the trends described above.)

Q6. The layers of Earth‟s atmosphere is divided based on temperature
differences
Q7. Overall, the graph shows that the closer the atmospheric layer is
to the Sun, e.g. thermosphere and exosphere), the hotter the
temperature. However, if one studies the temperature in the lower
75 | P a g e
layer, the reverse trend is observed. For example, in the troposphere,
the temperature close to Earth is higher than the temperature above
the ground. Ask students to guess what the reason is.
(FYI: The main reason why temperature decreases with altitude in the
troposphere is that it is heated from below. The atmosphere is
predominantly transparent to sunlight, so the Sun heats the ground
directly. The ground warms the bottom layers of the atmosphere by
radiation and by convection. This will be discussed in the next section.
The situation is like water heated in a pan on the stove--the water is
hottest at the bottom and coolest at the top.)
In general, the variations are also due to changes in the chemical and
physical characteristics of the atmosphere with altitude. However,
students may not yet be ready to discuss this.
Q8. What other information about Earth‟s atmosphere can you derive
from the graph?
Let students notice the zigzag portion on the vertical axis

(thermosphere layer). Let them explain why this is not a straight line.
A sample table of data about the Earths‟ atmosphere may look like this:
The students are now ready to study some global atmospheric

phenomena.
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Crossword Puzzle
1 8 2
3 5
Across
1. this layer of the atmosphere is the one closest to the Earth‟s surface
3. the layer between 50 km and 80 km above the Earth‟s surface
4. basis for the division of the layers of the atmosphere
6. this element makes up three quarters of the Earth‟s atmosphere
9. basis for the division of the layers of the atmosphere
Down
2. the layer of air that extends about 50 km from the Earth‟s surface
4. the layer of the atmosphere between 80 km and 110 km above the Earth
5. the upper limit of the atmosphere
7. one fifth of the Earth‟s atmosphere is composed of this element
8. the remaining 1 % of the components of Earth‟s atmosphere is composed
of carbon dioxide, and water vapor and ___________
9. What happens to the temperature of each layer of the atmosphere as it
becomes closer to the sun?
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Key Crossword Puzzle
T R O P O S P H E R E
Z T
O R
N A T E M P E R A T U R E
E T H
O E
S R
P M
H O
M E S O S P H E R E
R P X
E H O O
E S X
R P Y
I N C R E A S E H G
E E
N I T R O G E N
E
Across
1. Troposphere
3. Mesosphere
4. Temperature
6. Nitrogen
9. Increase
Down
2. Stratosphere
4. Thermosphere
5. Exosphere
7. Oxygen
8. Ozone
78 | P a g e
Teaching Q4W4D3-D4
Quarter
Dates & Time
I. OBJECTIVES
A. Content The learners demonstrate an understanding of
Standards the different phenomena that occur in the
atmosphere.
B. Performance The learners shall be able to analyze the advantage
Standards of the location of the Philippines in relation to the
C. Learning The learners should be able to discuss how energy
Competency from the Sun interacts with the layers of the
atmosphere; (S7ES-IVd- 5)
- differentiate climate and weather

- illustrate and describe how Earth‟s
atmosphere is affected by the energy from
the sun
II. CONTENT Interactions in the Atmosphere – Greenhouse Effect

and Global Warming
Climate and Weather

III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide 313
Pages
2. Learner‟s 303
Materials Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning City Disaster Risk Reduction
Resources and Management Office – Ligao City.
https://www.facebook.com/
CDRRMOLigaoCity/photos/a.591147537685799/
1287200381413841/?type=3&
theater, accessed: July 5, 2019.
IV. PROCEDURE
A B
Elicit Create several blocks of varied shapes and sizes.
(Please see attachment).
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Ask 3 volunteers (number of volunteers may depend
on the available sets of blocks)
Let them create a trophy that will represent the

relationship of the layers of the atmosphere and
temperature. (Please see attached mechanics).
 Why did you construct your trophy that way?

 How is the arrangement of the blocks related to
temperature?
Suggested Answer:
The sizes of the blocks represent the temperature
difference. The block with a larger base represents a
layer of the atmosphere which has decreasing
temperature as you go up that particular layer.
Opposite happens to the block with a smaller base.
The square represents the layer that has the same
temperature. The height of each block is also scaled
to the height of each layer.
 What happens to temperature as you go up the

layers of the atmosphere?
Suggested Answer:
In the troposphere, the temperature decreases as
the altitude (height of the atmosphere) increases. In
the stratosphere, at heights around 10-20 km above
the ground, the temperature is almost the same. From
about 20 to 50 km above, the temperature increases.
In the mesosphere, the temperature decreases as
height increases. In the thermosphere, from heights
about 87 to 100 km, the temperature change is small;
it increases gradually from about 100 to 110 km.
From 110 km to the end of the layer the temperature

steadily increases with height.
The gradual increase in temperature with altitude
continues to the exosphere. (Note: Though it is not
necessary to explain to students at this point the
reason for the variation in temperature, it is good for
you to know that these variations are due to changes
in the chemical and physical characteristics of the
atmosphere with altitude.)SOURCE: Science 7 TG pp.
194-195.
Give a simple prize to the student who created the

best trophy that adheres to the concepts.
Discuss that one of the reasons for temperature
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change is the physical characteristics of the
atmosphere with altitude, as well as the topographic
locations and physical attributes of a certain place.
Engage Use word search and let the students identify the
words that they can find which are related to the
lesson. Words embedded are: Climate, Weather,
Rainy, Sunny, Windy Condition and Humid Condition.
(Please see attached crossword puzzle.)
 How are these words relate to each other?

 How do you feel today? Do you feel cold? Or
warm?
Let students present their outputs (take home activity)

by posting them on the board. The teacher will pick
four outputs with varied locations to serve as spring
board for the day‟s lesson.
Explore Group the students into four (4) groups. Using the
chosen outputs, assign one picture per group and let
students discuss how it is to be in that places.
 Describe the location that you have chosen?
 What are the landforms found there?
 What kind of clothing is suited to be used in that
place? Why?
(15 minutes will be given to discuss by group and

answer the guide questions posted. Then, each group
will have 5-8 minutes to share their responses to the
class.)
Explain Use the outputs and explanations in illustrating how

Earth‟s atmosphere is affected by the energy from the
sun in relation to its location and topographic
conditions.
 From the trophy making contest, it is said that

the temperature in the troposphere decreases
as the altitude increases. How are you going to
relate this to the place that you have illustrated?
 How is the Earth‟s atmosphere affected by the
energy from the sun in relation to its location
and topographic conditions?
Emphasize that the sun is where all it starts. The

unequal heating of the Earth‟s surface contributes to
the different weather and climate patterns. Also
discuss that weather occurs in the troposphere since it
is the first layer above the surface of the earth.
81 | P a g e
The temperature just above the ground is hotter than
the temperature high above. Weather occurs in the
troposphere because this layer contains most of the
water vapor. Remember the water cycle? Without
water, there would be no clouds, rain, snow or other
weather features. Air in the troposphere is constantly
moving.
Discuss the concepts on weather and climate by using

some weather forecasting data (much better if the
data is localized – the teacher can monitor the day‟s
weather by using several applications online or offline
if available. Please see attached sample.)
Elaborate  Remember that the unequal heating of the

Earth‟s surface contributes to the different
weather and climate patterns. In the following
illustration, it is shown that the energy from the
sun reached the Earth‟s surface, and some are
reflected back while others are being trapped.
Can this affect weather and climate? How?
 What can you see in the illustration?

 How can you describe the arrows?
 How is this illustration related to weather and
climate?
Use this illustration to recall previous discussions. The

arrows are not drawn to scale. These are just
representations of unequal heating of the earth‟s
surface. Discuss also that sun heats the earth and the
earth heats the air. Solar radiation enters the
atmosphere and some are being reflected back while
some are being trapped which in turn contributes to
greater heating of the earth.
The teacher can use the term greenhouse gases and

greenhouse effect. But, no further discussion should
be made since it will be explained thoroughly in the
82 | P a g e
next lessons.
Evaluate Let students make a Venn diagram showing the

similarities and differences between weather and
climate. (Pls. see attached sample)
Extend Using data coming from DOST and PAGASA, make a
weekly track of the weather conditions in your place.
From the data gathered, describe the type of weather
and explain how it affects your daily activities. (Take
home activity)
Agreement Make an infographics about how the sun affects
weather and climate.
Define greenhouse effect and global warming.

V. REMARKS
APPENDICES:
TROPHY
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(Illustrated by Kristina N. Nieves)
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Dimensions:
width – 4 inches
INSTRUCTIONS FOR TROPHY MAKING CONTEST:
Given the blocks, construct a trophy based from your understanding of the
different layers of the atmosphere in relation to the temperature changes in
each layer.
*NOTE: The teacher can make blocks using available materials or use
the template given and just let the students stick the shapes on the
board to create the trophy.
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Picture of trophy using blocks
(Picture taken by Kristina N. Nieves)
Template for Trophy
(The teacher can print this in a hard paper and use this for the trophy making
contest)
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*The black (exosphere) will be connected before giving to the students
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SAMPLE WEATHER FORECAST:
SOURCE: City Disaster Risk Reduction and Management Office – Ligao City.
https://www.facebook.com/CDRRMOLigaoCity/photos/a.591147537685799/12872003814138
41/?type=3&theater, accessed: July 5, 2019.
92 | P a g e
VENN DIAGRAM
WORD SEARCH
W W E R T Y U I O P A S D F G H H
I C V B N M K L P F S C V B N M U
N B C L I M A T E B S F L O W E M
D I J K O V Y C F N C R E H T R I
Y E B M I H J M C O I M O O N E D
C A F I U B G N N K E H E A R T C
O X G K M N D L O K N E D E N K O
N G J L I K L I P J C A H D H N N
D J L B T G K M I W E R O N Y M D
I K P F I A O O K H E A K H T L I
T L M R A I N Y P E G A L N R A T
I P B E A B O X O L J F T M E S I
O E A U T K K V I P D H Y H D E O
N J S I I P U M U D V N T K E T N
I M E M O J F P T E M M H L Y R C
K Z S U N N Y L Y S K K P F Y D T
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Word Search Key
W W E R T Y U I O P A S D F G H H
I C V B N M K L P F S C V B N M U
N B C L I M A T E B S F L O W E M
D I J K O V Y C F N C R E H T R I
Y E B M I H J M C O I M O O N E D
C A F I U B G N N K E H E A R T C
O X G K M N D L O K N E D E N K O
N G J L I K L I P J C A H D H N N
D J L B T G K M I W E R O N Y M D
I K P F I A O O K H E A K H T L I
T L M R A I N Y P E G A L N R A T
I P B E A B O X O L J F T M E S I
O E A U T K K V I P D H Y H D E O
N J S I I P U M U D V N T K E T N
I M E M O J F P T E M M H L Y R C
K Z S U N N Y L Y S K K P F Y D T
94 | P a g e
Teaching
Quarter Q4W5D1
Dates & Time
I. OBJECTIVES
understanding of the different phenomena
that occur in the atmosphere.
C. Learning Competency The learners should be able to explain
how some human activities affect the
atmosphere (S7ES-IVe-6)
Competency/ies 1. define greenhouse effect
2. enumerate some greenhouse gases
that affect the Earth‟s atmosphere
II. CONTENT Interactions in the Atmosphere
Greenhouse Effect and Global Warming
(Greenhouse Gases and Global Warming)

A. References
1. Teacher‟s Guide Pages Pages 196 -198
2. Learner‟s Materials Pages 235 -241
Pages
3. Textbook Pages
Learning Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURE
A B
Elicit The student will give a recap about the previous
lesson focusing on the following points:
 What are the layers of the atmosphere?
- Troposphere, stratosphere, mesosphere,
thermosphere, exosphere
 What is the relationship of the altitude of the

layers to its temperature?
- In troposphere, as the altitude increases,
the temperature decreases. In
stratosphere, the temperature is almost
95 | P a g e
the same. In mesosphere, as the altitude
increases, the temperature decreases. In
thermosphere and exosphere, as the
altitude increases, the temperature is also
increases.
 In the law of proximity, the layers which are
nearer to the sun are thermosphere and
exosphere. Thus, they have higher
temperature. However, in the troposphere, it
is much hotter near the ground. What is the
reason for this?
-The main reason why temperature
decreases with altitude in the troposphere is
that it is heated from below.
 Aside from the reason, why do you think we
experience much heat and higher
temperature?
- (answers may vary)
Engage Show a picture of a greenhouse
Source: BRSHS Greenhouse taken by Chris John R. Rosamiran

(See Appendix 1 for the bigger picture)

1. What can you see in the picture?
-a greenhouse
2. What are things that you can see in a
greenhouse?
-different plants
3. What is the purpose of greenhouse?
- securing a reasonable amount of heat and
water vapors so that warmth and humidity is
maintained within the greenhouse
4. What do you think will happen if there is an
absence or oversupply of any of the elements
needed in a greenhouse?
96 | P a g e
-too much heat or high temperature will
damage or have bad effects on the plants.
Explore Prepare two (2) Learning Stations (LS) and group
the class into two groups. (The teacher may divide
the class into several groups depending on the class
population but they will still work into two learning
stations)
 Group 1 will be assigned to LS1
 Group 2 will be assigned to LS2
LS1: The Greenhouse Gases

(see attached Appendix 2)
LS2: How Do Some Human Activities Affect the

Atmosphere
(see attached Appendix 3)
The activity will be done for 20 minutes.
Explain EXPLAIN:
The groups will present their outputs through the use
of varied graphic organizers:
Group 1- Use a bubble map to list down the different

greenhouse gases that can be found in the Earth
atmosphere.
Group 2- Using a Fish Bone Graphic organizer, let

the student predict the possible effects of some
human activities in the Earth‟s atmosphere and
surroundings.
Elaborate The teacher gives clarification and supplementary

discussion focusing on the following points:
 Greenhouse effect is the warming of the earth's
surface and lower atmosphere that tends to
intensify with an increase in atmospheric carbon
dioxide. The atmosphere allows a large
percentage of the rays of visible light from the
sun to reach the earth's surface and heat it.
 Carbon dioxide comes from the burning of fossil
fuel such as coal, crude oil and natural gas.
Cutting down and burning of trees releases
carbon dioxide. Methane can also be released
from buried waste.
 Another group of greenhouse gas includes the
chlorofluorocarbons or CFCs for short. CFCs
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have been used in spray cans as propellants, in
refrigerators as refrigerants, and in making foam
plastics as foaming agents.
 Human beings‟ activities have emitted
greenhouse gases into the atmosphere,
increasing their levels to quantities that have
adverse effects on people, plants, animals and
the physical environment. Burning of fossil fuels,
for example, has increased levels of carbon
dioxide thus trapping more heat, increasing air
temperature, and causing global warming.
Evaluate (see attached Appendix 4 for the Evaluation)
(see attached Appendix 5 for the Key to Correction)
Extend Using the internet, search a recent article tackling
human activities that affect the condition of the
Earth‟s atmosphere.
Give short reflection paper about that article.
Agreement Answer the questions:
1. What are the things that you do that
contributes to the greenhouse effect?
2. What will happen if humans continue to do all
the activities that affect the Earth‟s
atmosphere?
V. REMARKS
VI. REFLECTIONS
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Appendix 1
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Appendix 2
Group No.: Grade and Section: Date:

Name of Members:
1.
2.
3.
4.
5.
Learning Station #1
Read the article about the greenhouse effect and gases. Use a bubble map to
list down the different greenhouse gases that can be found in the Earth
atmosphere. Then, classify if it is natural or human-induced greenhouse
gases. If it is natural and man-made or human-induced place it on the center.
Natural Man -made

Greenhouse Greenhouse
Gases Gases
Guide Question:
1. What are some of the sources of these greenhouse gases?
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Source: Article is adopted from Project Ease. Integrated Science I. Module 14.pp.21-24)
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Appendix 3
Group No.: Grade and Section: Date:
Name of Members:
1.
2.
3.
4.
5.
Learning Station #2
Using a Fish Bone Graphic organizer, match and predict what are the
possible effect of some human activities in our Earth atmosphere and
surroundings.
Guide Question:
1. What are other human activities that may contribute to the increasing
amount of greenhouse gases in the atmosphere?
___________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
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APPENDIX 4
Evaluation
WORD SEARCH: Identify all the words related to greenhouse effect.
Q W E G R T Y G L O B A L W A R M I N G
U I O P R A S D F G H J K L Z X V B N Z
F Q A Z W E S X E P O L L U T I O N D C
R O F V T G E D F G H J K L Z X V B X M
V U S J K L Z N R T Y V B N M S X U N M
C N M S Z X V B H U I O P G H M R T Y D
A K L Z I D F G H O Q A Z W E O G H J E
R U I O P L F V T G U H J K L K A S D F
B M G P H W F E F G C S T Y V I K L Z O
O O V D E F J U V G U D E O P N F G H R
N K L Z X V B N E Z X V C G C G F V T E
D Z W E S X E P O L F E F G A P O L L S
I X S M O G D F G H B E O P N S G H J T
O A S D F G H J A Z W U M G P H E F H A
X R T Y V B N M H J K L R J K L Z S Y T
I X G F R E O N S R F X E N A S O K V I
D R T Y V B N M J K L Z X U I J K L Z O
E G H J K L Z X V B X Q A Z W N F U N N
F V T G H J K L Z X Q W E F R T G F R O
G C F U E L C O M B U S T I O N F V T G
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APPENDIX 5
Evaluation (Key to Correction)
WORD SEARCH: Identify all the words related to human activities that affect
the Earth‟s atmosphere.
Q W E G R T Y G L O B A L W A R M I N G
U I O P R A S D F G H J K L Z X V B N Z
F Q A Z W E S X E P O L L U T I O N D C
R O F V T G E D F G H J K L Z X V B X M
V U S J K L Z N R T Y V B N M S X U N M
C N M S Z X V B H U I O P G H M R T Y D
A K L Z I D F G H O Q A Z W E O G H J E
R U I O P L F V T G U H J K L K A S D F
B M G P H W F E F G C S T Y V I K L Z O
O O V D E F J U V G U D E O P N F G H R
N K L Z X V B N E Z X V C G C G F V T E
D Z W E S X E P O L F E F G A P O L L S
I X S M O G D F G H B E O P N S G H J T
O A S D F G H J A Z W U M G P H E F H A
X R T Y V B N M H J K L R J K L Z S Y T
I X G F R E O N S R F X E N A S O K V I
D R T Y V B N M J K L Z X U I J K L Z O
E G H J K L Z X V B X Q A Z W N F U N N
F V T G H J K L Z X Q W E F R T G F R O
G C F U E L C O M B U S T I O N F V T G
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Teaching
Quarter Q4W5D2
Dates & Time
I. OBJECTIVES
understanding of the different
phenomena that occur in the
atmosphere.
B. Performance Standards The learners shall be able to analyze
the advantage of the location of the
Competency/ies 1. explain how some human activities
affect the atmosphere
Greenhouse Effect and Global
Warming
Human Activities and Contributions

A. References
1. Teacher‟s Guide Pages Pages 304-306
2. Learner‟s Materials Pages Pages 320-321
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURE
A B
Elicit Let the student recall the previous by asking the
 What is greenhouse effect?
- Greenhouse effect is the warming of the earth's
surface and lower atmosphere that tends to
intensify with an increase in atmospheric
carbon dioxide.
 What are the examples of greenhouse gases
that affect the Earth‟s atmosphere?
- carbon dioxide, CFCs, nitrous oxide, methane
Engage The teacher can show or present several pictures of
different human activities that affects the Earth‟s
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atmosphere such as:
 An industrial factory releasing black smoke
 Smoke -belching vehicles
 Set of hairspray and aerosols
 Garbage burning
Then, ask the following questions:

1. What do the illustrations depict?
 An industrial factory releasing black smoke
 Smoke -belching vehicles
 Set of hairspray and aerosols
 Garbage burning
2. What are the effects of those activities to

 They will contribute more to the excessive
emission of carbon dioxide and other harmful
gases.
Explore Assign by group, the students will be performing a
short skit (drama, talk show, news reporting, spoken
poetry, song/jingle, etc.) about the environmental
issues affecting the Earth‟s atmosphere. They will be
highlighting the different human activities that prompt
the specified environmental issues.
(Note: The teacher may already assign the specific
task or type of skit for each group)
Group 1: Air Pollution

Group 2: Depletion of Ozone Layer
Group 3: Enhanced Greenhouse Effect
(The students will be given 10 minutes for the

planning, conceptualization and practice.)
Explain The student will present their skit to the class.
(The skit for each group will run from 5mins to 7mins
only. The teacher may give some comments after the
presentation. See Appendix 2 for the rubrics of the
evaluation)
Elaborate Post/ show this
figure to the
class
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Fig. 6: Does burning of fossil fuels raise the carbon
dioxide concentration in the atmosphere?
(Source: Grade 7 Science Learner’s Module pp. 240-
241)
(See Appendix 1 for the bigger picture)

 Which fossil fuel has the highest contribution to
carbon dioxide concentration in the
atmosphere?
-petroleum has the highest contribution to
carbon dioxide concentration in the
atmosphere.
 What human activities use this fossil fuel? (at
least three answers)
-continuous usage of aerosol products, plastic
burning, smoke -belching vehicles, etc.
The teacher may discuss the causes of the

environmental issues presented by the students
highlighting the following key concepts:
 Air pollutants are harmful gases and tiny solid
particles found in the air. Hydrocarbons are
compound consisting of carbon and hydrogen.
They come from burning materials and from
evaporation of gasoline and other compounds
derived from petroleum.
 Ground -level ozone is the ozone near the
earth‟s surface. It is a major component of low -
lying polluted air called smog.
In contrast, ozone in the stratosphere is not
considered pollutant. Instead, the ozone layer
found 30km above sea level protects the earth
from the harmful portion of UV radiation from
the sun. Unfortunately, certain chemicals that
find their way into upper atmosphere were
discovered to destroy the ozone layer. These
substances, referred to as depleters of
stratospheric ozone, include
chlorofluorocarbons (CFCs), halons, methyl
bromide, methyl chloroform and carbon
tetrachloride which are mostly used as
propellant in refrigerators, air conditioners,
hairnet sprays, shaving cream, perfumes, etc.
 Enhanced greenhouse effect is the result of an
unusual increase in temperature. When people
burn more and more organic matter, amount of
carbon dioxide in the air can increase
dramatically. Add to it are other greenhouse
gases aside from CO2 and water vapor; these
107 | P a g e
include methane, nitrogen oxide, and CFCs.
Evaluate List down 5 human activities that contribute to
greenhouse effect and global warming. Explain each
answer.
Extend Ask some volunteers from the student and ask the
question:
-If you will be a judge for a day and you will be rating
how serious the human contributions that affect the
Earth‟s atmosphere, what will be your rating? (1 as the
least serious and 10 as the very serious). Explain how
you arrive at such evaluation.
Agreement Observe your own Observe your own
surrounding and take photos surrounding and list
of the different human down several human
activities present in your activities present or
community that affect the existing in your place
Earth‟s atmosphere. Make a that affect the Earth‟s
collage and present it to the atmosphere.
class next meeting. (at least 5)
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APPENDIX 1
Fig. 6: Does burning of fossil fuels raise the carbon dioxide concentration in
the atmosphere?
(Source: Grade 7 Science Learner‟s Module pp. 240-241)
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APPENDIX 2
Skit Rubrics
CRITERIA PERCENTAGE
Preparation 15%
Achievement of the Objective 35%
Imagination and Creativity 30%
Presentation 20%
TOTAL 100%
*Adapted from Science 9 Learners Module. Activity 8. Prevention is Better
than Cure. pp. 21
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Teaching
Quarter Q4W5D3
Dates & Time
I. OBJECTIVES
understanding of the different
phenomena that occur in the
atmosphere.
B. Performance Standards The learners shall be able to analyze
the advantage of the location of the
D. Unpacked Learning The learners should be able to suggest
Competency/ies ways on how to mitigate the effect of
human activities to the Earth‟s
atmosphere
Greenhouse Effect and Global Warming
Effect Mitigation
A. References
1. Teacher‟s Guide Pages Pages 304-306
2. Learner‟s Materials Pages 320-321
Pages
3. Textbook Pages
Portal
B. Other Learning
Resources
IV. PROCEDURE
A B
Elicit Review of the previous discussion by asking the
 What are the human activities that contribute to the
different environmental problems that affect the
- use of smoke -belching vehicles that prompt air

pollution, burning plastics, use of hair spray and
aerosols, etc.
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Engage
Figure 1
(Source: Deped Learning Guide. First Year Science. Pollution
Overload. pp. 13)
(See Appendix 1 for bigger picture)
Post/ show Figure 1 and solicit ideas from the

students their interpretation of the picture.
 What do you see in the picture?
- sick earth, dying earth
 Why do you think Earth looks that way?
- Because of all the wrong doings of humans
 What can you do to heal the Earth once again?
- By conserving and protecting our environment
- By following laws and ordinance that protect the
environment
Explore By group, the students will perform the Activity #_____
(see Appendix 2). Each group will have a specific
environmental issue.
Group 1: Air Pollution

Group 2: Depletion of Ozone Layers
Group 3: Enhanced Greenhouse Effect
The activity is only good for 20mins.

Explain The student will present their output to the class. The
presentation or output shall focus on the ways to
mitigate or lessen the effect of the different
environmental issues that affect the Earth‟s
atmosphere.
The teacher may ask the following guide questions:

 Which among the environmental issues has
caused most destruction on Earth?
(answers may vary)
 What can you do as a student in helping

mitigate the effects of the environmental issues
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to the atmosphere?
(answers may vary)
Elaborate The teacher will give supplementary discussions about
the different ways to mitigate the effect of different
human activities to the Earth‟s atmosphere.
The teacher may ask the following questions:

 What are the ways that can reduce the effect of
air pollution? depletion of ozone layer?
enhanced greenhouse effect?
- regulate if not absolute banning of the use of
plastics, bicycle riding rather than cars, etc,
(answers may vary)
 What are the laws enacted by the government
to protect the environment?
- R.A. 9003 (Ecological Solid Waste Management)
- R.A. 7942 (Philippine Mining Act of 1995)
- R.A. 8749 (Philippine Clean Air Act of 1999)
Evaluate Suggest two (2) ways on how the following persons
can mitigate or lessen the effects of their daily
activities in the destruction of the Earth‟s atmosphere
a. students
b. drivers
c. businessmen
d. farmers
e. housewives
Agreement Talk to the local executive in your place and interview
them about different ways or ordinance they had to
help mitigate the effects of human activities in the
Earth‟s atmosphere.
Make a shot narrative with documentation about your

findings.
113 | P a g e
APPENDIX 1
(Source: Deped Learning Guide. First Year Science. Pollution Overload. pp.
13)
114 | P a g e
APPENDIX 2
Activity #
Global Warming Overload: Mind Map
Objective: to suggest ways on how to mitigate the effect of human activities to

the Earth‟s atmosphere
Materials: manila paper, colored paper, marker
(Assigned
Environmental
Issue)
Guide Question:
1. If you will be making an ordinance/ resolution to be presented in your
local executives, what law will that be?
___________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
115 | P a g e
Time and Date Quarter Q4W6D1
I. OBJECTIVES
The learners demonstrate an understanding of the different
A. Content Standards
phenomena that occur in the atmosphere
The learners shall be able to analyze the advantage of the
B. Performance
location of the Philippines in relation to the climate, weather,
Standards
and seasons
Account for the occurrence of land and sea breezes,
monsoons, and intertropical convergence zone. S7ES-IVf-7
C. Learning
1. Describe what happens when air is heated.
Competencies
2. Explain what happens to the air in the surroundings as
warm air rises.
II. CONTENT Common Atmospheric Phenomena: Air Movements
III. LEARNING
RESOURCES
A. References
1. Teacher’s
306-309
Guide pp.
2. Learner’s
321-324
Materials pp.
3. Textbook pp.
4. Additional pp.
from LR Portal
Evangelista, Eden V. et al. 2013 Science in Today‟s World
pp. 252-253
B. Other Learning Pavico, Josefina Ma. F. et al. 2013 Exploring Life Through
Resources Science pp. 323-324
Cross Specialization Training for Grade 7-10 Science
Teachers Handouts
IV. PROCEDURE A B
Ask the following questions related to the topic previously
discussed.
1. What human activities affect the Earth‟s atmosphere?
- Some human activities that cause damage to the
atmosphere include the use of machineries, factories, and
vehicles that lead to global warming.
2. What is global warming? - It is a gradual increase in the
Elicit overall temperature of the Earth’s atmosphere generally
attributed to the greenhouse effect.
3. What causes global warming? - It is caused by the
increased level of carbon dioxide chlorofluorocarbons and
other pollutants.
4. How does it affect the environment? - The sea levels rise
due to thermal expansion, melting of glaciers and extreme
weather events.
Engage the students by showing them a picture of big
Engage
chimneys.
116 | P a g e
flexiguru.com
Ask them the following questions:

1. What does the picture show? - The picture shows smoke
rising from big chimneys.
2. Why does smoke always rise up? - Smoke always rises
because it is lighter.
Divide the class into four groups.
The first two groups will perform Activity 1 of Part A and

Activity 1 of Part B (for the advanced group). The next two
groups will perform Activity 2 of Part A and Activity 2 of Part
B (for the average group).
Advanced preparations should be made before the activity

proper.
Explore
You will use the prepared materials for Part A and Part B.
1. Distribute the materials that will be used in the activity
(listed in the activity sheet)
2. Let the students perform the activity. (Learners Material
pp. 321-323).
Each group is expected to answer the given guide questions

to be presented to the class.
Presentation of Output.
Explain Note: The teacher may refer to Teacher’s Guide p. 307-309

in checking the output of the students. (See attached answer
sheet).
The teacher will present again the picture given in the
engage part.
Science Concepts:
Elaborate
 Smoke rises up because it is lighter.
 On heating, the air expands occupying more space

and eventually becomes lighter; therefore, warm air
117 | P a g e
is lighter than the cold air. This is the reason why
smoke always rises up.
 Air in the surroundings will move toward the place
where warm air is rising.
Directions: Choose the letter of the correct answer.
1. What happens when air is heated?
A. It expands, then rises.
B. It spreads in all directions.
C. It stays in place.
Evaluate D. It moves toward a lower elevation.
2. What happens to the surrounding air as warm air rises?
A. moves in all directions
B. moves to a higher altitude
C. moves away from the rising air
D. moves toward the place where warm air rises
Answer the following:
1. Where is the best place to install air conditioning unit?
Why?
Extend
2. In many houses in the provinces, small windows called
ventanillas are constructed below the main windows. Explain
why is this so?
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
got 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
been caught up in the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
it worked well?
F. What difficulties did
I encounter which my
principal/supervisor
could help me with?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?
118 | P a g e
Activity 1 (Part A)
WHAT HAPPENS WHEN AIR IS HEATED?
Objective: Explain what happens when air is heated.
Materials needed:
two plastic bags candle long straight stick match
masking tape chair
Procedure:
1. Attach a paper bag to each end of the stick. The open end of each bag should be
facing down.
2. Balance the stick with the paper bags on the chair.
3. Make a prediction: what do you think will happen if you place a lighted candle
under the open end of one of the bags?
4. Now, light the candle and place it below one of the bags. Caution: Do not place the
candle too close to the paper bag. It may catch the fire. Be ready with a pail of water
or wet rag just in case.
Setup for Activity
Guide Questions:
1. Was your prediction accurate?
2. Describe what happened.
3. Can you explain why?
119 | P a g e
Activity 2 (Part A)
WHAT HAPPENS TO AIR WHEN IT IS HEATED?
Objective: Explain what happens to air when it is heated.
Materials needed:
large cellophane matches 6 candles pliers scissors
thin wire tape
Procedure:
Advanced Preparation: Make a circular wire frame about the size of the diameter of
the cellophane. Attach the frame onto the opening of the cellophane using masking
tape. Bundle six candles together using tape.
Activity Proper
1. Light up the six candles. Place the balloon on top of the burning candles (see
illustration given). Make sure that the candles remain centered to prevent burning the
plastic. Let the candle heat the air inside the balloon for about 30 to 45 seconds.
Setup for Activity
2. Make a prediction. What do you think will happen as the candles heat up the air
inside the balloon?
3. After making a prediction, release the balloon.
Guide Questions:
1. Is your prediction accurate?
2. Describe what happened.
120 | P a g e
Activity 1 (Part B)
WHAT HAPPENS TO THE AIR IN THE SURROUNDINGS AS
WARM AIR RISES?
Objective: Explain what happens to the air in the surroundings as warm air rises.
Materials Needed:
box candle scissors match cardboard tube
smoke source (ex. mosquito coil) clear plastic
Procedure:
Pre-activity: Make two holes in the box; one hole on one side and another hole on
top (see drawing). Place the cardboard tube over the hole on top and tape it in place.
Make a window at the front side of the box so you can see inside. Cover the window
with clear plastic to make the box airtight.
Activity Proper
1. Open the box and place the candle directly below the hole on top. Light up the
candle and close the box.
2. Make a prediction: What do you think will happen if you place a smoke source
near the hole?
3. Now, place the smoke source near the hole.
3333
Guide Questions:
1. Was your prediction accurate?
2. What happened?
3. Can you explain why?
121 | P a g e
Activity 2 (Part B)
WHAT HAPPENS TO THE AIR IN THE SURROUNDINGS AS
WARM AIR RISES?
Objective: Explain the effect of rising warm air on the surrounding air.
Materials needed:
large paper cup candle scissors matches
clear plastic smoke source (ex. mosquito coil)
Procedure:
Advanced Preparation: Cut out the bottom of the cup. Then make a small
rectangular window in the cup so the candle inside can be seen. Cover the window
with clear plastic to make the cup airtight. Then cut a small hole about 4-5 cm to the
right of the window, roughly at the height of the candle.
Activity Proper:
1. Light the candle and cover it with the cup. Make sure that the candle is at the
center.
2. Make a Prediction: What do you think will happen if you place a smoke source
near the hole?
3. After making your prediction, place the smoke source near the whole. (Do not
insert the smoke source into the hole.)
Setup for Activity
Guide Questions:
1. Is your prediction accurate?
2. Draw what you observed.
3. Explain what you observed.
122 | P a g e
RUBRICS FOR ASSESSING STUDENTS’ ACTIVITY
Criteria 4 3 2 1 Score
Accuracy Information Information Information Information
of the contains no contains contains contains
answers error minimal minimal many errors
error, none error, of
of which which
interferes interferes
with the with the
clarity of clarity of
communicati communicati
on on
Execution Group Group Group did Group is
of the followed the followed the not follow topsy-turvy
activity instructions instructions some of the during the
and was but other instructions activity
organized members while
during the are not members
activity participating are idle
during the
activity
Time Members Members Members Members do
manage- finished finish on finish on not finish on
ment ahead of time with time with time with
time with complete incomplete incomplete
complete data data data
data
123 | P a g e
I. OBJECTIVES
phenomena that occur in the atmosphere.
B. Performance
Standards
and seasons.
monsoons, and intertropical convergence zone. S7ES-IVf-7
C. Learning
1. Compare which warms up and cools down faster: air or
Competencies
water.
2. Differentiate land breeze from sea breeze.
II. CONTENT Land and Sea Breezes
III. LEARNING
RESOURCES
A. References
5. Teacher’s
309-311
Guide pp.
6. Learner’s
324-327
Materials pp.
7. Textbook pp.
8. Additional pp.
from LR Portal
Caoibes, Efrene P. 2012 Practical Science K to 12 (Grade
7), pp. 318-319; Cortes, Leticia P. et al. Earth and Space –
B. Other Learning The Philippine Focus, pp. 53-54; Evangelista, Eden V. et al.
Resources 2013 Science in Todays World, pp. 252-253; Pavico,
Josefina Ma. F. et al. 2013 Exploring Life Through Science
7, pp. 323-324
IV. PROCEDURE A B
The teacher will ask the students the following questions to
review the topic previously discussed:
Elicit
2. What happens to the air in the surroundings as warm air
rises?
3. What makes the air move?
Teacher shows pictures of beaches.
Photo source:
Mamangal
Beach,
Catanduanes
Engage
https://www.philippinebeaches.org
124 | P a g e
Photo
source:
Amenia
Beach
Resort in
Catan-
duanes
https://www.agoda.com
Ask them the following questions:

1. Have you been in places like these?
2. Why is it good to visit them?
3. How does the wind blow in beaches? Does it come from
the same direction?
Wind in beaches blows from different directions that will

depend on its temperature. (Gather students’ ideas, but just
suspend discussion. Their ideas will be validated as they do
the activity.)
Your answers are connected to our lesson for today.

Let the students perform Let the students perform
Activity – Which Warms Up Activity – Which Warms Up
Faster? Faster?
Advanced Learners should Average learners should be

be divided into two groups. divided into two groups.
1. Distribute the activity 1. Distribute the activity
sheets. sheets.
2. Students should discuss 2. Together with the
Explore
and explain to their students, discuss and
classmates the objectives explain the objectives and
and procedure before procedure of the activity.
performing the activity.
Each group is expected to
Each group is expected to answer the given guide
answer the given guide questions to be presented to
questions to be presented to the class.
the class.
 Presentation of outputs.
 See the attached rubric in grading the performance
Explain
task of the students
 Processing of answers to guide questions
The results of the activity can be used to explain the
movement of air from land to sea or from sea to land. The
Elaborate
sand in the activity represents land while the water
represents the sea.
125 | P a g e
Science Concepts:
 The land heats up faster than the water. The
difference in the heating of land and water explains
why on a sunny day the sand in the beach feels hot,
although the water nearby is still cool.
 Warm air rises, cool air sinks.
 Breeze is a gentle wind. It changes directions at
different times of the day.
 During the day, both land and sea are heated by the
sun. But the land heats up faster than the sea. So the
air above land becomes warm and rises. The air in
the nearby sea then moves in toward the place
where warm air is rising. The moving air or wind from
the sea is called sea breeze.
 During nighttime, the land and sea both cool down.
The land cools down faster than the sea. The air
above the sea will then be warmer than the air above
land. The air above the sea will rise, and the air over
land will move toward the place where warm air is
rising. The moving air or wind from land is called
land breeze.
Sea breeze and Land breeze

Photo source: Encyclopedia Britannica, Inc.
www.britannica.com
Answer the following questions. Write the letter of the correct
answer.
1. Which warm up faster, land or water?
A. land
Evaluate
B. water
C. both warm up at the same time
D. rate of warming varies; depends on weather
condition
126 | P a g e
2. What happens to air near the ground that becomes
warmer?
A. It rises. B. It sinks more.
C. Its density increases. D. Its particles move
closer.
3. Why do we observe land breeze at night?
A. At night, the flow of air is not hindered.
B. At night, there is much water vapor over the land.
C. At night, air over the land is cool, so it falls,
creating pressure differences.
D. At night, air over the land is warm, so it rises,
creating pressure differences.
4. Why does warm air rise and cold air sink?
A. Warm air has less mass than cold air.
B. Warm air is less dense than cold air.
C. Warm air exerts less pressure than cold air.
D. The average kinetic energy of the molecules in
warm air is less.
5. Make a simple sketch illustrating sea breeze and land
breeze.
1. Why do people prefer to swim at night?
Extend 2. How do you relate sea breeze and land breeze from
monsoon?
V. REMARKS
VI. REFLECTION
VII. OTHERS
got 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
lesson
continue to require
remediation
E. Which of my
teaching strategies
it worked well?
could help me with?
did I use/discover
127 | P a g e
Activity: WHICH WARMS UP FASTER?
(For A Learners)
Objectives:
1. Compare which warms up and cools faster: sand or water; and
2. Use the results of the activity to explain sea breeze and land breeze.
Materials needed:
2 identical plastic containers 2 thermometers
2 iron stands with clamps string
water sand
Procedure:
1. In the shade, set up everything as shown in the figure below. The bulbs of the
thermometer should be 2 cm below the surface of the water and sand.
2. Wait for 5 minutes, then read the initial temperature of the water and sand. Record
the temperature readings below.
Initial temperature reading for water: _________________
Initial temperature reading for sand: _________________
3. Now, place the setup under the heat of the sun. Read the thermometers again and
record the temperature readings in Table 1. Read every 5 minutes for 15 minutes.
Table 1. Under the Sun
Observation Time
Water Sand
(minutes)
0
5
10
15
4. After 15 minutes, bring the setup back to the shade. Read the thermometers and
record the temperature readings in table 2. Read every 5 minutes for 15 minutes.
128 | P a g e
Table 2. In the Shade
Observation Time
Water Sand
(minutes)
0
5
10
15
5. Study the data in the tables and answer the questions given.
6. Make a line graph using the temperature readings taken while the setup was under
the sun and shade.
Guide Questions:
1. Which has a higher temperature after 15 minutes in the sun, water or sand?
2. After 15 minutes, how many Celsius degrees was the increase in the temperature
of water? Of the sand?
3. Based on the graph, which became hot faster, water or sand?
4. What happened to the temperature of water and sand when brought to the shade?
5. How many Celsius degrees was the decrease in temperature of the water after 15
minutes? Of the sand?
6. Based on the graph, which cooled down faster, water or sand?
129 | P a g e
Activity: WHICH WARMS UP FASTER?
(For B Learners)
Objectives:
1. Compare which warms up and cools faster: sand or water; and
2. Use the results of the activity to explain sea breeze and land breeze.
Materials needed:
2 identical plastic containers 2 thermometers
2 iron stands with clamps String
water sand
Procedure:
1. From the given setup, a sample data was gathered given below.
Initial temperature reading for water: 280C___

Initial temperature reading for sand: 280C___
Table 1. Under the Sun
Observation Time
Water Sand
(minutes)
0 31.5 32.0
5 33.0 34.0
10 34.0 35.0
15 34.5 37.0
20 35.0 38.5
25 35.5 39.5
Table 2. In the Shade
Observation Time
Water Sand
(minutes)
0 35.5 39.5
5 35.0 38.5
130 | P a g e
10 34.5 36.0
15 34.0 34.0
20 33.5 33.0
25 33.0 33.0
2. Study the data in the tables and answer the questions given.
3. Make a line graph using the temperature readings taken while the setup was in the
sun and shade.
Guide 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 the increase in the temperature
of water? Of the sand?
3. Based on the graph, which became hot faster, water or sand?
4. What happened to the temperature of 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?
131 | P a g e
RUBRIC FOR PERFORMANCE ASSESSMENT
Group: _______________ Activity/Lesson: ___________________
Grade and Sect
ion: __________ Date: ____________________________
Points Criteria
90-100 Completed the task given. Answers to
problems were clearly stated with
supporting evidences. Scientific concepts
were well understood.
80-89 Completed the task given. Answers were
clearly stated. Scientific concepts were
well understood.
70-79 Task was performed, with a few flaws in
the understanding of concepts or
processes. Answers to problems were
stated.
60-69 Task was partially completed. Answers
have shown some significant errors in
processes.
10-59 Task was attempted to be completed yet
not successful with the expected results.
0 Did not attempt to perform the task.
Reference: East Orange Scoring Rubric, Teacher Resource Page. Retrieved from
http://lp3.unej.ac.id/wp-content/uploads/2017/East-Orange-Rubrics
-more-complet.pdf.
132 | P a g e
I. OBJECTIVES
B. Performance
location of the Philippines in relation to the climate weather
Standards
and seasons
C. Learning monsoons and ITCZ. S7ES-IVf-9
Competencies 1. Describe a monsoon.
2. Compare and contrast the two types of monsoon.
III. LEARNING
RESOURCES
A. References
9. Teacher’s
Guide pp.
10. Learner’s
327-331
Materials pp.
11. Textbook pp.
12. Additional pp. Pavico, Josefina Ma. Ferriols et al. 2013. Exploring Life
from LR Portal Through Science Series, , Quezon City, pp. 326-327.
B. Other Learning
Resources
IV. PROCEDURE A B
Note: This activity could be For a recall, let the learners
done by group or individually answer the following
questions:
Let the students identify a 1. What do you call the cool
word from the jumbled air that moves from the sea
letters. to the land during daytime?
1. The cool air that moves 2. Why does sea breeze
Elicit
from the sea to the land occur at daytime?
during daytime 3. What is the type of breeze
ZEBRASEEE that happens during night
2. The cool air that moves time?
from the land to the sea at 4. Why does land breeze
night time occurs during night time?
BRANDLEEEZ
The teacher will record a weather report and play it back to
class. Let them compare the directions of the wind.
Guide Questions:
1. What happens when warm air rises from the southern part
of the Philippines?
Engage
2. What happens when the air rises from the northern part of
the Philippines?
Suggested Activity if there‟s no available weather report:

Cut out a weather report from a newspaper of the
Philippines affecting Northeast Monsoon (amihan) and
133 | P a g e
Southwest Monsoon (Habagat) and call 2 students to read it
aloud in front of the class as if they were a weather
specialist.
Guide Questions
1. What are these two phenomena in the weather condition
of the Philippines?
2. Why do the two weather reports happen in the
Philippines?
3. What is the difference between the two weather report?
Activity: What directions do winds blow?
Pre lab: The teacher divides the class into 5 groups. Each
group will have an activity sheets. Ask the students to read
Explore and explain the procedure based on how they understood it,
clarify if there’s any misunderstood procedure.
Activity Proper: Let the students perform the activity while

the teacher supervises.
Let each group present their outputs and process students
output/report using guide questions found in the activity
Explain sheets. Misconceptions should be corrected. (See the
attached rubric in grading the performance task of the
students.)
Science Concepts
1. Amihan (Northeast Monsoon)
 Winds originated from the Northeast(Siberia-Japan
towards northwestern Pacific Ocean
 The dry air mass gathers moisture as it travels
across the Pacific Ocean before reaching the eastern
part of the Philippines.
Elaborate  Eastern Section of the Philippines is affected
 The Philippines is affected from October-March
2. Habagat (Southwest Monsoon)

 Winds originated from the Indian Ocean and South
China Sea (West Philippine Sea)
 Western portion of the Philippines is affected
 The Philippines is affected from July-September
Choose the letter of the correct answer.
1. Monsoons are winds that change direction as season
changes. This happens because_______.
A. Effects of the patterns of heating and cooling of
the atmosphere.
B. Because of the global warming
C. Because of the water cycle
Evaluate D. All of the above
2. Northeast monsoon is characterized by cloudiness with

rains and rain shower. The dry air mass gathers moisture
across the ______.
A. China Sea
B. Celebes Sea
C. Indian Ocean
134 | P a g e
D. Pacific Ocean
3. Amihan affects the eastern section of the Philippines,

while Habagat affects the _____ portion of the Philippines?
A. eastern C. eastern and western
B. western D. north and south
4. Habagat brings rainy season during June to early

October, Amihan affects the country during ______.
A. December Only
B. June to early Ocober
C. Any month of the year
D. Late October to early March
5. Which of the following statement is NOT true about

amihan and habagat?
A. Amihan is known as the northeast monsoon.
B. Habagat is known as the southwest monsoon.
C. From October to March the habagat comes from
the northeast and moves towards the south.
D. From October to March the amihan comes from
the northeast and moves towards the south.
It has been proposed that your school opening be moved
from June, which is the usual opening of classes to
September or October. Knowing that the Southwest
Extend monsoon prevails in the Philippines from June to October
every year, do you agree with the proposal? Write a letter
addressed to your principal expressing your views about the
issue.
V. REMARKS
VI. REFLECTION
VII. OTHERS
got 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
lesson
continue to require
remediation
E. Which of my
teaching strategies
it worked well?
135 | P a g e
could help me with?
did I use/discover
136 | P a g e
Activity 1
In what direction do winds blow?
Objectives:
1. Interpret a map to determine direction of wind movement.
2. Explain why it is cold around in December to February and warm around July.
Materials needed:
Map of the Pressure and Winds in January
Map of the Pressure and Winds in July
Pencil
Procedure:
Part 1
Study figure 1. It shows the air pressure and direction of winds in different parts of
the world in January. Low pressure areas are marked by L and high pressure areas
are marked by H. Broken lines with arrowheads show the direction of the wind.
Figure 1. Pressure and winds in January
Guide Questions:
1: Choose a low pressure area and study the direction of the winds around it? Do the
winds move toward the low pressure area or away from it?
2: Choose a high pressure area and study the direction of the winds around it. Do the
winds move toward the high pressure area or away from it?
137 | P a g e
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 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: Study the wind direction near the Philippine area. From what direction does the
wind blow near the Philippines in January?
Study figure 2. It shows the air pressure and direction of winds in different parts of
the world in July.
Figure 2: Pressure and winds in July
Guide Questions:
7: Study the wind direction near the area. From what direction does the wind blow in
the vicinity of the Philippines in July?
138 | P a g e
Rubrics for Performance Assessment
Group: ___________________________ Activity/ Lesson: ______________

Grade and Section: ___________________ Date: _______________________
Points Criteria
Completes the task given. Answers to
90-100 problems were clearly stated with
supporting evidences.
Completes the task given. Answers were
80-89 clearly stated. Scientific concepts were
well understood.
Tasks were performed, with a few flaws in
70-79 processes. Answers to problems were
stated.
Tasks only partially completed. Answers
60-69 have shown some significant errors in the
understanding of concepts or processes.
Task was attempted to be completed yet
10-59 not successful with the expected result.
0 No attempt to perform task.
Reference:
East Orange Scoring Rubric, Teacher Resource Page. Retrieved from
http:/lp3.unej.ac.id/wp-content/uploads/2017/01/East-Orange-Rubrics-more-
complet.pdf.2:28 AM 01/29/2019
139 | P a g e
I. OBJECTIVES
B. Performance
location of the Philippines in relation to the climate weather
Standards
and seasons.
C. Learning monsoons and ITCZ. S7ES-IVf-9
Competencies 1. Describe Intertropical Convergence zone (ITCZ).
2. Explain how an ITCZ forms.
II. CONTENT ITCZ
III. LEARNING
RESOURCES
A. References
13. Teacher’s
Guide pp.
14. Learner’s
331-332
Materials pp.
15. Textbook pp.
Pavico, Josefina Ma. Ferriols et al. 2013. Exploring Life
Through Science Series, Quezon City, p. 327
Integrated Science Textbook I, pp. 297-299
16. Additional pp. https://wattsupwiththat.com/2015/06/17/lamenting-the-
from LR Portal double-itcz-bias-in-cmip5-climate-models/
http://www.oceannavigator.com/November-December-
2017/ITCZ-and-why-it-matters/
http://www.weather.gov.sg/learn_tropical/
B. Other Learning
Resources
IV. PROCEDURE A B
Fill in the missing terms in the blank to complete the
concept.
__________ are winds that change direction as

season changes due to the difference in heating and cooling
rates of land and sea water. Northeast monsoon or
_________ is wind from the Northeast towards Northwestern
Elicit Pacific Ocean. It gathers moisture as it travels across the
________. The ________ section of the Philippines is
affected by these weather phenomena. It affects the country
from _____ to _____.
The Southwest monsoon or _______ is wind from
the _____ and _________. The ______ section of the
Philippines is affected by this phenomenon. It affects the
country from ______ to ______.
The teacher presents the photo in front of the class and ask
Engage
the following questions:
140 | P a g e
Questions:
1. Do you know what phenomenon this shows?
2. Are we affected by this phenomenon?
3. What are your observations if we are affected by this
phenomenon?
Activity: TRACE MY PATH!
Pre lab: The teacher divides the class into 5 groups. Ask the
students to read and explain the procedure based on how
they understood it, clarify if there’s any misunderstood
Explore
procedure.
Activity Proper: Teacher guides the students and checks

the groups while working. He/She instructs the students to
write the answers for the guide questions in a manila paper.
Let each group presents their output. The teacher processes
students output/report using guide questions found in the
Explain activity sheets. Misconceptions should be corrected.
(See the attached rubric in rating the performance task of
the students.)
Science Concepts:
1. Sun‟s rays at the equator and at higher altitude.
 At the equator, the Sun will be directly overhead and
the rays of the sun will hit the ground directly. At
higher altitude, the sun will be lower in the sky and
the Sun‟s rays will strike the ground at lower angle.
 The air at the equator will be warmer than the air
over parts of the world.
2. ITCZ
 ITCZ develops due to the convergence/ meet up of
the air from the North and South of the equator.
Elaborate
 Warm air in the equatorial region will rise and
Northeast and Southeast trade winds will replace the
rising warm air, also known as doldrums, results in a
low pressure zone at the equatorial region.
Note: Trade winds are the prevailing pattern of surface

winds from the east toward the west found in the tropics and
they are present all year round.
Doldrums refer to the low pressure zone of rising warm

moist air along the equator.
141 | P a g e
 The ITCZ changes position throughout the year. It
moves toward the area of greatest solar radiation.
Thus it moves Northward even by as much as 40 0 to
450 during March to May when it is summer in the
Northern Hemisphere. And it moves southward to the
same extent during September to February when it is
summer in the Southern Hemisphere. At other times,
it is found just a little north of the equator.
 Almost entire year the rising air will form clouds,

which may lead to thunderstorms.
Choose the letter of the correct answer.
1. How would you explain the occurrence of ITCZ?
I. It is the reason why we have thunderstorms during
certain months.
II. It occurs during the warm months when these
places are much warmer than other places on Earth.
III. It happens only in countries near the equator
because these places receive direct rays from the
sun.
Evaluate A. I and III C. I and II
B. II and III D. I, II, and III
2. What is true about Intertropical Convergence Zone?

A. It occurs all year round.
B. It occurs in country near the equator
C. it is due to the convergence/meet up of the air
from the North and South of the equator.
D. All of the above
142 | P a g e
3. Which of the following statement is correct?
A. air from north of the equator and air from the south
of the equator will move toward the place where
warm air is rising.
B. Air in the equator will disperse towards southern
hemisphere and northern hemisphere.
C. Warm air in the equator will move downward to
produce clouds.
D. air in the southern hemisphere will move towards
the northern hemisphere to form ITCZ.
4. The rising warm air of ITCZ will form ____.

A. typhoons
B. land breeze and sea breeze
C. clouds and thunderstorms
D. humid air
5. The air meets/converge in the _____ to form Intertropical

Convergence Zone.
A. Equator C. Southern hemisphere
B. Prime meridian D. Northern hemisphere
Write a composition about your personal experience on how
Extend
ITCZ and how you deal with it during its occurrence.
V. REMARKS
VI. REFLECTION
VII. OTHERS
got 80% on the
require additional
activities for remediation
C. Did the remedial
learners who have been
caught up in the lesson
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did it worked well?
F. What difficulties did I
encounter which my
could help me with?
localized material/s did I
use/discover which I
wish to share with other
teachers?
143 | P a g e
Activity
TRACE MY PATH!
Objectives:
1. Define Intertropical Convergence zone (ITCZ)
2. Explain how an ITCZ forms.
Materials needed:
Pencil
Figure 1 showing the sun‟s rays at the equator and higher altitude.
markers
Procedure:
1. Study the figure carefully.
Note: For
the sake of
simplicity,
the Earth is
not tilted.
.
Figure 1: Showing the sun‟s rays at the equator and higher altitude.
Guide Questions:
1. Between point A and Point B, in which location can you clearly observe the sun
which is directly above you?
___________________________________________________________________
Q2. Where do you think it will be warmer? When you are at the equator (Point A) or
when you are at higher altitude (Point B)?
___________________________________________________________________
Q3: What will happen to the air in the equatorial region? Check your answer)
______ will move towards North
______ will move towards South
______ will rise
Q4: What will happen to the air from the North of the equator?
___________________________________________________________________
Q5: What will happen to the air from the South of the Equator?
___________________________________________________________________
Q6: The place where winds in the tropics meet/converge is called

__________________________________________________________________
144 | P a g e
School Grade Level Grade 7
Time & Quarter/Week/Day Q4W7D1
Date
I. OBJECTIVES
A. Content The learners demonstrate an understanding of the
Standards different phenomena that occur in the atmosphere.
The learners shall be able to analyze the advantage
B. Performance
of the location of the Philippines in relation to the
Standards
Describe the effects of certain weather systems in the
C. Learning Philippines. (S7ES-IVg-8)
Competencies  Describe the effect of monsoon in the
Philippines.
II. CONTENT Effects of Monsoon
III. LEARNING
RESOURCES
A. References
1. Teacher’s 313
Guide pp.
2. Learner’s 331
Materials
pp.
3. Textbooks
pp.
4. Additional Basic Education Assistance for Mindanao Learning
Materials Guide, October 2018
from Basic Education Assistance for Mindanao Learning
Learning Guide, September 2008
Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURE A B
The teacher presents the picture of Northeast
Elicit monsoon or Amihan and Southwest monsoon or
Habagat.
N
W E
Engage
B.
A.
Questions
a. What is the direction of each wind?
145 | P a g e
Answer:
Picture A. Northeast
Picture B. Southwest
b. Base on the direction of the wind, what type of
monsoon are shown in picture A and picture
B?
Answer:
Picture A. Northeast Monsoon or Amihan
Picture B (Southwest Monsoon or Habagat)?
c. Differentiate the two Monsoons
(Note: The teacher used the map used in the
elicit part for the discussion of the
characteristics of the winds)
Answer:
A. Northeast Monsoon B. Southwest Monsoon
or Amihan – or Habagat – ,
1. It comes from 1. It comes from
Northeast and moves southwest and
toward the south moves toward the
2. It passes over the north
Pacific Ocean before 2. It passes over the
it reaches the Indian Ocean and
Philippines South China Sea
3. It gives much rain (West Philippine
over the eastern Sea).
coasts of the 3. It brings rain to the
Philippines. western portion of
4. It is cold because it the country.
comes from cold 4. It is moist and warm,
areas, such as because it comes
Siberia and Mongolia, largely from the
in the Asian continent. ocean.
The Monsoons, Habagat and Amihan affect

people in different ways.
Activity Proper
Divide the class into 2 groups
(Advance)
Explore Activity A Activity B
“Yes! I Can” “See-through Me”
Please Refer to Activity Please Refer to

Sheet Activity Sheet
Group Presentation of Outputs

Explain
146 | P a g e
Guide Questions:
Elaborate What are the effects of Monsoon towards the
following?
a. Farmers
b. Public consumer of water
c. Fisher folks
d. Fish pen owner
e. Energy provider
Answer:
o Farmers welcome the monsoons because they
supply rain from their crops.
o Rains from the monsoons fill up the dams that
store water for a variety of purposes, such as
domestic use ( drinking, washing), irrigation.
o Fisher folks are not so happy because it is not
safe to go fishing when it is raining and the wind
is also blowing hard.
o Fish pen owners worry about monsoon rains
because when the pens overflow, they lose all
the fish within.
o Energy providers appreciate monsoons because
they usually bring heavy rainfall and strong wind
that are used for harnessing hydroelectric and
wind energy.
How do the monsoons affect your own town?
(Possible answer: Heavy rains brought by monsoon

will cause landslide, floods, and destruction of
agricultural crops.)
Scores obtained from the group activity will be

recorded.
Quiz
Direction: Identify if the Effects of Monsoon is positive
or negative. Write A if it is Positive and B if it is a
Negative effect.
Evaluate
1. It supplies rain to the crops
2. It is not safe to go fishing
3. Strong wind used for wind energy.
4. Landslide
5. Mudflows
6. Source of Hydro electric energy
7. Flash floods
8. Big sea waves
9. Enough water supply for domestic purposes
147 | P a g e
10. Supply the irrigation system
Answer:
1. A 2. B 3. A 4. B 5. B
6. A 7. B 8. B 9. A 10. A
Advise the students to watch weather Bulletin or

Extend
forecast in the evening news.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional activities
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover which
I wish to share with
other teachers?
148 | P a g e
Activity B
“See-through Me”
Objectives:
 Identify how Monsoons affect people
Materials:
Glue
Manila paper
Scissors
Pictures (to be given by the teacher)
Procedure:
 Below is table entitled Effects of Monsoon. Choose between the

Positive and Negative Effects of Monsoon where you can paste your
answer with a corresponding Reason why you put the picture in that
area.
Table 1.1 Effects of Monsoon
Positive Effects Negative Effects Reasons

(Paste the picture) (Paste the picture)
149 | P a g e
Reasons:
 Monsoon enhances the storm which causes floods. It is a

danger for many fish pens because of the water overflow and
strong current blown fish in the river or oceans.
 Energy providers appreciate monsoons because they usually
bring heavy rainfall and strong wind that is use for harnessing
hydroelectric and wind energy.
 Monsoons are phenomena that could bring heavy rain and
huge waves in the sea. It could bring a bad weather that would
make fishing hard.
 Rain will be a good source of water for the farmers for their
crops, that’s why they welcome the monsoons because of free
rain water.
 Monsoon Helps Water Reservoir to supply water for domestic
use such as drinking water and washing
150 | P a g e
Farmers planting their crops
www.businessmirror.com
151 | P a g e
Strong flow of Water Falls gives light to different places
www.napocor.gov.ph
www.catandivers.com
152 | P a g e
Picture 1 Fish Pen in Laguna Lake
Picture 2 Fish pen was broken after the overflowing of water.
https:www.google.com/amp/s/sg.news.yahoo.com/amptml/rody-destroy-triangle-fish-
pens000000514.html
153 | P a g e
https:news.mb.com.ph/2017/08/03/massive-flooding-in-rizal-towns-
blamed-on-laguna-lake-fishpens
Lamesa Dam was filled with water and it is used in different domestic
use like drinking, washing and etc.
www.pagasa.dost.gov.ph
154 | P a g e
http://cache.virtualtourist.com/6/3174308- http://3.bp.blogspot.com/-
Quenching_my_thirst_at_the_shoulder_of_Mt_Maculot_Provi TnEPk4k7UnE/TiOxqBKtiZI
nce_of_Batangas.jpg
jpg
http://us.123rf.com/400wm/400/400/zolwik
/zolwik0703/zolwik070300
021/813201-washing-dishes-with-gloves-in-
155 | P a g e
Huge waves and strong winds make fishing so difficult.
156 | P a g e
Activity A
“Yes! I Can!”
Objectives:
 Identify how monsoons affect people.
Materials:
Manila paper
Scissors
Glue
Procedure:
1. Using the table below cut the meta cards. Put A if the effect of
Monsoon is Positive and B if it is Negative, then paste the
reason for your answer.
Table 1.2 Effects of Monsoon

No. Effects of Monsoon A – Positive Reasons
B – Negative
157 | P a g e
METACARDS TO BE USED
Effects of Monsoon:
Farmers planting their

crops.
Overflowed Fish pen in

Laguna Lake
Huge sea waves and

strong winds.
Filled-up with water

(Lamesa Dam
Reservoir)
158 | P a g e
Strong flow of Water
falls
(Source of
Balongbong
Hydroelectric Plant)
Reasons:
 Monsoon enhances the storm which causes floods. It is a

danger for many fish pens because of the water overflow and
strong current blown fish in the river or oceans.
 Energy providers appreciate monsoons because they usually
bring heavy rainfall and strong wind that is use for harnessing
hydroelectric and wind energy.
 Monsoons are phenomena that could bring heavy rain and
huge waves in the sea. It could bring a bad weather that would
make fishing hard.
 Rain will be a good source of water for the farmers for their
crops, that’s why they welcome the monsoons because of free
rain water.
 Monsoon helps Water Reservoir to supply water for domestic
use such as drinking water and washing
159 | P a g e
Scoring Rubric
Points Criteria
Each member had a clear understanding of the concept.

20 Answers were clearly stated. The group worked well
together.
There are few flaws in the understanding of the concepts.

15
Answers were stated.
Answers have shown some significant errors in

10
Task was attempted to be completed yet not successful with

5
the expected results.
0 Did not attempt to do the task.
160 | P a g e
Image 1
Northeast Monsoon or Amihan
161 | P a g e
Image 2
Southeast Monsoon or Habagat
162 | P a g e
I. OBJECTIVES
B. Performance
Standards
and seasons.
C. Learning
Philippines.S7ES-IVg-8
Competencies
1. Practice proactive ways of preparing for the monsoon.
II. CONTENT Preparation for the Effects of Monsoon
III. LEARNING
RESOURCES
A. References
1. Teacher’s
312- 313
Guide pp.
2. Learner’s
326-327
Materials pp.
3. Textbook pp.
Basic Education Assistance for Mindanao Learning Guide,
4. Additional pp. October 2018
from LR Portal Basic Education Assistance for Mindanao Learning Guide,
September 2008
B. Other Learning
Resources
IV. PROCEDURE A B
1 2 3
Elicit
4 5
Let the students describe the different pictures.
Possible answers:
1. Farmers planting their crops.
2. Fish pen which is possible to overflow.
3. Lamesa Dam Reservoir filled with water.
4. Strong flow of water falls.
5. Huge sea waves and strong winds.
163 | P a g e
What are the effects of monsoon as shown in the pictures?
Possible answers:
1. Farmers can plant their crops.
2. It is a danger for many fish pens because of the water
overflowing and strong current blowing fish in the river or
oceans.
3. Monsoon helps Water Reservoir to supply water for
domestic use such as drinking water and washing.
4. Energy providers appreciate monsoons because they
usually bring heavy rainfall and strong wind that is use for
harnessing hydroelectric and wind energy.
Monsoons are phenomena that could bring heavy rain and

huge waves in the sea. It could bring a bad weather that
would make fishing hard.
There are different effects of Monsoon. What can you do to
Engage help the community in preparing for these effects?
Divide the class into 2 groups. (Please refer to the Activity

Explore
Sheet on page 3 and 4.)
Explain Group presentation
Guide Questions:
1. What preparations are you going to do if the following
disasters/calamities come in your community?
A. Flood/Heavy rain
-Check Flood warning advisories from PAGASA,
your local disaster risk reduction and management
office.
-Remove anything that obstructs the free flow of
water in water bodies in your area.
-Maximize rain water harvesting and storage
B. Strong winds
-Stay inside a concrete structure
C. Storm Surge/Coastal Flooding
-Keep away from the coastal area
D. Landslide /Mudflow
Elaborate - Evacuate from low lying areas to higher ground
2. What general preparations are you going to do in times of

the negative effects of monsoon?
-Stock up food, water and batteries for wireless radios
and flashlights.
-Implement water conservation measure for there’s
the possibility that the water may be contaminated
due to flood
-The students should always bring umbrella, raincoat
and boots.
-Make sure cell phones are fully charged.
-Stay in a safe house or evacuation centers.
-Cancel travels and outdoor activities.
-Keep updated on the news.
Directions: Give the proactive ways of preparing for the

Evaluate
common natural calamities caused by monsoon. Write the
164 | P a g e
letter of your choice.
A. Keep away from Coastal Area.

B. Remove anything that obstructs the free flow of water
in water bodies in your area.
C. Stay inside a sturdy structure.
D. Evacuate from low lying areas to higher ground.
E. Stock up food, water and batteries for wireless radios
and flashlights.
1. Strong Winds - C
2. Flood/Heavy rain - B
3. Storm Surge/Coastal Flooding -A
4. General Preparations -E
5. Landslide/Mudflow -D
Considering the location of the Philippines, what is the effect
Extend
of Intertropical Convergence Zone?
V. REMARKS
VI. REFLECTION
VII. OTHERS
got 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
lesson
continue to require
remediation
E. Which of my
teaching strategies
it worked well?
could help me with?
did I use/discover
165 | P a g e
Activity A
“I am Ready”
Objective: Practice proactive ways of preparing for upcoming monsoon.
Procedure:
1. Get materials such as glue and manila paper.
2. The following are pictures of some common natural calamities. Name the different
pictures, choose inside the box and paste it in ta Manila paper. Write your
corresponding “What to Do”.
Heavy Rains/Flood Landslides/Mudflows

Strong wind Coastal Flooding
What to do:
1. _______________________
_______________________
2. _______________________
_______________________
______
1. _________________
1. _______________________
_______________________
2. _______________________
_______________________
______
2. _________________
1. _______________________
_______________________
2. _______________________
_______________________
______
3. _________________
166 | P a g e
3. _______________________
_______________________
4. _______________________
_______________________
______
4. _________________
167 | P a g e
Activity B
“I AM READY”
Objective: Practice proactive ways of preparing for upcoming monsoon
Materials needed:
Manila Paper Glue scissors
Procedure:
1. Get materials such as glue and manila paper.
2. The following are pictures of some common effects of monsoon. Name the
different pictures, choose inside the box and paste it on a Manila paper.
3. Match the picture with the List of “What to do”.
Heavy Rains/Flood Landslides/Mudflows

Strong wind Coastal Flooding
Lists of “What to do”:

 Stock up food, water and batteries for wireless radios and flashlights.
 Stay inside a concrete structure.
 Make sure cell phones are fully charged.
 Evacuate from low-lying areas to higher ground.
 Stay away from coasts and riverbanks.
 Cancel travels and outdoor activities.
168 | P a g e
Scoring Rubric
Points Criteria
Each member had a clear understanding of the concept. Answers
20
were clearly stated. The group worked well together.
There are a few flaws in the understanding of the concepts.
15
Answers were stated.
Answers have shown some significant errors in understanding of
10
concepts or processes.
Task was attempted to be completed yet not successful with the
5
expected results.
0 Did not attempt to do the task.
169 | P a g e
Appendix A
Picture 1
Heavy Rains/Flood
170 | P a g e
Picture 2
Strong Winds
171 | P a g e
Picture 3
Storm Surge/Coastal Flooding
172 | P a g e
Picture 4
Landslides/Mudflows
173 | P a g e
Appendix B
Farmers planting their crops
174 | P a g e
Fish pen which is possible to
overflow.
175 | P a g e
Lamesa Dam Reservoir filled
with water
176 | P a g e
Strong flow of Water falls
177 | P a g e
Huge sea waves and strong
winds.
178 | P a g e
Time & Date Quarter/Week/Day Q4W7D3
I. OBJECTIVES
A. Content The learners demonstrate an understanding of the different
Standards phenomena that occur in the atmosphere.
B. Performance
location of the Philippines in relation to climate, weather, and
Standards seasons.
Competencies 1. Describe the effect of ITCZ in the Philippines.
2. Identify possible actions if ITCZ occurs in the locality.
II. CONTENT Effects of Intertropical Convergence Zone (ITCZ)
III. LEARNING
RESOURCES
A. References
5. Teacher’s 314-315
Guide pp.
6. Learner’s 331-332
Materials
pp.
7. Textbooks
pp.
8. Additional
Materials
from
Learning
Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURE A B
What happens to the rising warm air North of the equator?
(Air from North of the equator will move toward the place
where warm air is rising.)
How about air from South of the equator?
(Air from South of the equator will also move toward the place
where warm air is rising).
Elicit
https://www.google.com/search?biw=1366&bih=615&t519...0i67k1.0
.G95X-ZTtWA0#imgrc=WRhnqhVUy8HhJM
179 | P a g e
Engage Show a satellite photo showing the location of the ITCZ.
Source:
http://upload.wikimedia.org/wikipedia/commons/1/12/IntertropicalConvergenceZone-
EO.jpg
Generate interest of the students by asking the following

questions:
 What do you see in the picture? (A satellite image of
the Earth).
 What do you think each color in the picture
represents? (The blue color represents the ocean,
the green color is the continents or landmasses
while the white color are the bands of clouds).
 Where do you notice a large bands of clouds? (In the
equator).
 What do you call that large bands of clouds? (It is
known as the Intertropical Convergence Zone or
ITCZ).
 What do you think is the effect of white clouds near the
equator? (Cloud formation and precipitation are
expected in these areas).
Activity Proper
Let the students perform an activity describing the effects of
ITCZ in the Philippines.
1. Divide the class into three (3) groups by colors (pink,
green, yellow)
2. Each group will be given activity sheets.
Note: The activity is good for 10 Minutes.
Explore
GROUP 1: Reading Analysis
GROUP 2: Video Analysis
GROUP 3: Picture Analysis
4. Each group will answer the Guide Question and Share
their Report in front of the Class by a Group
Representative. (5 minutes)
5. Each group will write their report in a Manila Paper
Explain A. Let the groups present their outputs.

B. Process the outputs.
Lead the discussions through a variation of a famous game

“Four-Pics-One Word” on the effects of ITCZ. Each set of
Elaborate pictures are connected by one common word. The students
will use their analytical thinking skills in answering each set.
180 | P a g e
181 | P a g e
Answers:
1. Flash Floods
2. Strong Winds
3. Thunderstorms
Guide Questions:
1. What idea is common in each set of pictures? (Each set of
pictures shows the effects of ITCZ).
2. What are the effects of ITCZ that are depicted in the
pictures? (Floods, destruction of houses due to strong
winds, lightning, thunderstorms, heavy rains, rapid air
movement, etc.)
3. What possible actions are you going to do if ITCZ occurs in
your locality? (Answers may vary)
4. Can you avoid the effects of ITCZ? (No, because it is a
natural phenomenon in a tropical country)
Note: The teacher may highlight the following concepts as

supplemental information on the effects of ITCZ.
1. The moisture in the rising air will lead to the

formation of clouds which result in torrential
downpours thus, ITCZ is the reason why we get a
lot of thunderstorms during certain months of the
air. Which months? During the months when the
Sun‟s rays are most direct, during the warm
months.
2. Thunderstorms is always associated by lightning,

thunder, and heavy rains which may lead to
flashfloods and landslides.
3. Flashflood may be caused by heavy rain

associated by thunderstorm. It occur when level of
water rises until it overflows.
4. Landslide is the movement of mass of rock from a

mountain or cliff.
5. ITCZ is a phenomena that could bring heavy rains

and huge waves in the sea.
182 | P a g e
Quiz
Direction: Below are the effects of InterTropical Convergence
Zone. Match Column A with Column B. Write the letter only.
A. B.
1. Floods a. occur when level of water
2. Rainfall rises until it overflows.
3. Wind b. the result of air moving due to
4. Thunderstorms unequal or differential pressures.
Evaluate 5. Landslides c. are droplets of water that fall
from clouds.
d. movement of a mass of rock/
debris down a slope.
e. an electrical storm with
lightning and thunder.
Read in advance about the “Location of the Philippines

Extend
in Relation to Different Weather Phenomena”. Cite
advantages and disadvantages.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
for remediation.
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What
183 | P a g e
innovation or
localized
material/s did I
use/discover which
I wish to share
with other
teachers?
184 | P a g e
Activity No.3a
When the ITCZ Strikes!
Objectives
In this activity, you should be able to:
 Describe the effects of Intertropical Convergence Zone
(ITCZ) in the Philippines.
 Identify possible actions if ITCZ occurs in the locality.
Materials Needed
News Clips of the effects of ITCZ, pentel pen, manila paper
Procedure
1. In your group, read and analyze the news clip.
2. Encourage the members to freely express their ideas.
3. Write and answer the guide questions on a piece of manila paper.
4. Ask representative from the group to present their outputs.
5. Check the rubric scoring for your guide.
READING ANALYSIS ON THE EFFECTS OF ITCZ
Guide Questions:
1. What is the news clip all
about?
2. Why do we get a lot of

thunderstorms during
certain months of the
year? Which months are
they?
3. Cite examples of effects

caused by ITCZ.
4. What possible actions are
you going to do if ITCZ occurs
in your locality?
185 | P a g e
Activity No.3b
Objectives
Materials Needed
Video clips on the effects of ITCZ, pentel pen, manila paper
Procedure
1. In your group, listen and analyze the video clip.
VIDEO ANALYSIS ON THE EFFECTS OF ITCZ
Guide Questions:
1. What is the video clip all
about?
2. How does ITCZ affect

people?
3. Cite examples of effects

caused by ITCZ.
4. What possible actions are

you going to do if ITCZ
Source: http://www.gmanetwork.com/24oras
occurs in the locality?
186 | P a g e
Activity No.3c
Objectives
Materials Needed
Satellite picture of ITCZ, pentel pen, manila paper
Procedure
1. In your group, brainstorm and analyze the satellite picture of the
Earth.
PICTURE ANALYSIS ON THE EFFECTS OF ITCZ
Guide Questions:
1. What do you see in the
picture?
2. What happens to the air

from north or south of the
equator?
3. What will form if warm air

in the equator rises?
4. How can ITCZ affect

people?
187 | P a g e
SCORING RUBRIC FOR THE GROUP ACTIVITY
POINTS CRITERIA
20 Completes the task given. Answers were

clearly stated. Scientific concepts were well
understood.
15 Task was performed, with a few flaws in the
Answers to problems were stated.
10 Task was partially completed. Answers have
shown some significant errors in the
5 Task was attempted to be completed yet not
successful with the expected results.
0 Did not attempt to perform the task.
References:
 https://www.google.com/search?biw=1366&bih=615&t519...0i67k1.0.G
95X-ZTtWA0#imgrc=WRhnqhVUy8HhJM
 http://upload.wikimedia.org/wikipedia/commons/1/12/IntertropicalConve
rgenceZone-EO.jpg
 http://www.gmanetwork.com/24oras
 www.gmanetwork. com/gma news on line.
 Dalida, Jun & Guillermo, Lilian. PAGASA Legazpi, City
 Asuncion, Alvie J. et. al. (2014). Science Grade 7 Learner’s Module.

FEP Printing Corporation.
 Asuncion, Alvie J. et. al. (2017). Science Teacher’s Guide (Grade 7).
FEP Printing Corporation.
 East Orange Scoring Rubric, Teacher resource Page.Retrieved from

http://lp3.unej.ac.id/wp-content/uploads/2017/East-Orange-Rubrics-
more-complet.pdf.
188 | P a g e
Time & Quarter/Week/Day Q4W7D4
Date
I. OBJECTIVES
A. Content The learners demonstrate an understanding of the different
Standards phenomena that occur in the atmosphere.
B. Performance
location of the Philippines in relation to climate, weather, and
Standards seasons.
Competencies 3. Analyze the location of the Philippines in relation to
weather phenomena.
II. CONTENT Common Atmospheric Phenomena
III. LEARNING
RESOURCES
A. References
9. Teacher’s 314-315
Guide pp.
10. Learner’s 331-332
Materials
pp.
11. Textbooks
pp.
12. Additional
Materials
from
Learning
Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURE A B
Complete the given statement:
The moisture in the rising air will lead to the formation of

_______, which results in torrential downpours thus, ______
Elicit is the reason why we get a lot of thunderstorms during certain
months of the year. Ans. (Clouds, ITCZ)
Let the students analyze the picture below:
Engage
189 | P a g e
Source: http://www.traveltothephilippines.info
The teacher tries to generate interest from the students by

asking the following questions:
 What can you say about the location of the Philippines
on the map? Ans.(The Philippines on the map is
located above the equator)
 Given our location, do you think it is advantageous in
relation to our climate and weather? Why/Why not?
Ans. (Yes, because of its location we are surrounded
with bodies of water and landmasses which help
regulate the climate and weather of certain area.)
Note: Tell the students that because of the country’s location,

the Philippines experiences certain weather phenomena like
breezes, monsoons, and ITCZ.
Activity Proper
Students will perform an activity showing the advantages of
the location of the Philippines in relation to different weather
phenomena. (Explain to the students how they are going to
perform the activity by applying what they have learned on
breezes, monsoons and ITCZ.)
3. Divide the class into three (3) groups by colors (orange,
blue, red)
4. Orange will be the GROUP 1, Blue will be the GROUP 2,
and Red will be the GROUP 3.
Explore 5. Each group will be given activity sheets. (20 Minutes)
GROUP 1: Poem Writing
GROUP 2: Collage
GROUP 3: Sketching/Drawing
6. Performance will be rated based on the attached
Scoring Guide.
5. Each group will be tasked to present it in front of the class. (
10 minutes)
C. Let the groups present their outputs.

D. Process the outputs.
Explain
Note: Explain certain weather phenomena using the same
concepts.
The teacher discusses the following concepts:
 The Philippines experiences certain phenomena like

breezes, monsoons, and ITCZ because the Philippines is
Elaborate located near certain landmasses and bodies of water.
 The occurrence of thunderstorms during certain months of
the year is due to the country‟s location near the equator.
 Land and sea breezes occur due to differences in the
rates of heating and cooling of land and water.
190 | P a g e
 Land and water temperatures rise and fall at different rates
because land absorbs and loses heat faster than water
does.
 Monsoon happens when the warm air in the equator rises
and the surrounding air moves in toward the place where
warm air is rising.
 Sea and land breezes occur locally along coastal areas,
while the monsoons affect a much wider area including
bodies of water and land.
 Air from north of the equator and south of the equator will
then meet or converge at the place where warm air is
rising thus ITCZ is formed.
 The occurrence of breezes, monsoons, and ITCZ may be
advantageous or disadvantageous in relation to the
location of the Philippines near the equator (e.g.
thunderstorms which are associated by lightning, thunder,
rapid air movement and rainfall help in dispersing and
washing out pollutants. Landslides, flashfloods and
mudflows may cause damage in agricultural crops and
other livelihood.
Essay :
 Do you believe that Philippines is a beautiful place to
live in? Why? Why not?
Evaluate
Note: The score should not be based on whether they
agree or disagree on the statement but how they justify
why they agree or disagree to it.
Extend Read in advance why seasons change.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
for remediation.
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
require
remediation.
191 | P a g e
E. Which of my
teaching strategies
worked well? Why
did it work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover which
I wish to share
with other
teachers?
192 | P a g e
Activity No.4
Are We Lucky in the Philippines?
Objective
In this activity, the learners should be able to:
 Analyze the location of the Philippines in relation to weather

phenomena.
Materials Needed
Cartolina, pencil/ballpen, marking pen, notebook, paste, cardboard, coloring
pens
Procedure
A. Poem Writing
1. The group must be composed of 5-7 members.

2. The group must provide the following writing materials:
a. ½ Cartolina
b. Pencils/ballpens
c. Ruler
3. They will compose a poem about how the different phenomena (breezes,
monsoons, ITCZ) affect one‟s life in positive or negative ways. Recite it in
front of the class.
B. Collage
1. It may be done invidually or as a group composed of 5-6 members.

2. The group must provide the following materials:
a. Notebook/Journal
b. Magazines/Newspapers
c. paste & scissors
3. Cut out different examples of different phenomena (breezes, monsoons,
ITCZ) showing the advantages of Philippines in relation to its location from
old magazines, or newspapers and create a collage out of the cut-outs in
your notebook or journal.
4. Let representatives from the group present the output.
193 | P a g e
C. Sketching/Drawing
1. The group must be composed of 4-5 members or it may be done individually.

2. The group must provide the following drawing materials:
a. ¼ cardboard
b. Pencils/ballpens/ marking pen
c. Colors (color pens)
3. The sketch/drawing must show the advantages/disadvantages of the location
of the Philippines in relation to different weather phenomena (Breezes,
Monsoons, and ITCZ).
4. Present the output in the class.
Note: The teacher may opt to change the performance task depending on the level
of students‟ ability. This activity is intended to highlight the fact that the occurrence of
different phenomena (breezes, monsoons, ITCZ) is in relation to the Philippines
location.
Criteria Percentage
ORIGINALITY 30 %
CREATIVITY 40 %
RELEVANCE TO THE TOPIC 20 %
NEATNESS 10 %
TOTAL 100 %
References:
 http://www.traveltothephilippines.info
 Asuncion, Alvie J. et. al. (2014). Science Grade 7 Learner’s Module. FEP
Printing Corporation.
 Asuncion, Alvie J. et. al. (2017). Science Teacher’s Guide (Grade 7). FEP
Printing Corporation.
194 | P a g e
PRE-TEST/POST TEST
Multiple Choice. Choose the letter of the correct answer.

a. It expands, then rises
b. It spreads in all directions
c. It stays in place
d. It moves toward a lower elevation
2. What happens to the surrounding air as warm air rises?

a. Moves in all directions
b. Moves to a higher altitude
c. Moves away from the rising air
d. Moves toward the place where warm air rise
3. Why do `we observe land breeze at night?

a. At night, the flow of air is not hindered.
b. At night, there is much water vapor over the land.
c. At night, air over the land is cool, so it falls, creating pressure
differences.
d. At night, air over the land is warm, so it rises, creating pressure
differences
4. Why do warm air rise and cold air sinks?

a. Warm air has less mass than cold air
b. Warm air is less dense than cold air
c. Warm air exerts less pressure than cold air
d. The average kinetic energy of the molecules in warm air is less.
5. How would you explain the occurrence of ITCZ?

I. It is the reason why we have thunderstorms during certain months
II. It occurs during the warm months when these places are warmer
than other places on Earth.
III. It happens only in countries near the equator because these places
receive direct rays from the sun.
a. I and III
b. II and III
c. I and II
d. I, II, and III
6. What is true about ITCZ?

a. It occurs all year round
b. It occurs in country near the equator
c. It is due to the convergence/meet up of the air from the North
and South of the equator.
d. all of the above
7. Monsoons are winds that change direction as season changes. This

happens
because ________.
195 | P a g e
a. Effects of the patterns of heating and cooling of the atmosphere
b. Because of global warming
c. Because of the water cycle
d. All of the above
8. Northeast monsoon is characterized by cloudiness with rains and rain

shower.
The dry air mass gathers moisture across the ________.
a. China Sea
b. Celebes Sea
c. Indian Ocean
d. Pacific Ocean
9. The following are positive effects of monsoons, except

a. Farmers welcome the monsoons because they supply rain from
their crops.
b. They fill up the dams that store water for a variety of purposes
such as domestic use.
c. Water in the dams is used for the hydroelectric power.
d. It is not safe to go fishing when it is raining and the wind is also
blowing.
10. Fisher folks and fish pen owners worry about monsoon, Which of
the following
is not included in the group?
a. Fish pen overflows
b. It is not safe to go to fishing
c. Strong winds
d. Fills up the dams
11. Choose proactive ways of preparing for the monsoon.

a. Check flood warnings from PAG ASA
b. Stay near the coastal areas
c. Be active on the outdoor activities
d. Walk through the flood
12. Why are fisher folks not so happy about the monsoon?
a. Monsoons are phenomena that could bring heavy rains.
b. Monsoons are phenomena that could bring huge waves in the
sea.
c. Monsoons could bring a bad weather that would make fishing
hard.
d. All of the above
13. Which of the following are not effects of ITCZ?

a. Thunderstorms
b. Flashfloods
196 | P a g e
c. Earthquake
d. Landslides
14. Which of the following factors are advantages of the Philippines in

relation to
climate and Weather.
a. Location
b. Ocean currents
c. Land masses
d. Huge waves
15. Which of the following factors are disadvantages of the Philippines

in relation
to its location?
a. Typhoons
b. Earthquakes
c. Tsunami
d. Wind
ANSWERS:
1.A 2.D 3.C 4.B 5.D 6.D 7.A 8.D 9.D 10.D 11.A 12.D
13.C 14. A 15. A
197 | P a g e
I. OBJECTIVES
The learners demonstrate an understanding of the
A. Content Standards relationship of the seasons and the position of the Sun in the
sky.
The learners shall be able to analyse the advantage of the
B. Performance
Standards
and seasons.
Using models, relate:
 the tilt of the earth to the length of daytime;
 the length of daytime to the amount of energy
received;
 the position of the Earth in its orbit to the height of
the sun in the sky;
 the height of the sun in the sky to the amount of
C. Learning
energy received;
Competencies
 the latitude of an area to the amount of energy the
area receives. S7ES–lVh–9
Specific Objectives:
1. Describe the position of the Earth as it revolves around
the sun using model.
2. Relate the tilt of the Earth to the length of daytime.
II. CONTENT Seasons in the Philippines: Earth‟s Tilt
III. LEARNING
RESOURCES
A. References
17. Teacher’s
211-213
Guide pp.
18. Learner’s
340-350
Materials pp.
19. Textbook pp.
20. Additional pp.
from LR Portal
Cortės, Leticia P., Earth Science: The Philippines in Focus,
pp.25-31.
B. Other Learning Ferrer, Diana L, et.al (2007). Laboratory Manual and
Resources Workbook in General Science, pp.144-146.
Tarbuck, Edward J., et al. Earth Science, Thirteenth Edition,
Prentice Hall, p.470
IV. PROCEDURE A B
The teacher posts the strips of words on the board and let
the students match them with their definition.
tilt – to slope or lean

hemisphere - a half of the earth
Elicit
revolution – the movement of the earth around the sun.
rotation – the spinning of the earth on its axis.
Why do we experience night and day?
198 | P a g e
Do you think the length of day and night throughout the
year are the same? Why?
Engage
(The teacher may hang the question and let the student
discover the answer by performing the activity)
Students will perform the group activity. (Refer to activity
Explore
sheets provided for learners.)
Presentation of output
Explain
(As the students present their output, the teacher has to take
notes of the misconceptions of the students.)
(The teacher has to process the students output first before
discussing the concepts.)
Show an image/picture of the four positions of the earth in

space as it revolves around the sun. (See attachment)
Source: Tarbuck, Edward J., et al. Earth Science, Thirteenth Edition,

Prentice Hall, pp.470
What do you noticed on the earth‟s axis as it revolves

around the sun?
Elaborate
 Earth‟s axis is not straight up and down. It is tilted at
an angle of 23.5o.
 As the earth travels around the sun, its axis always
points in the same direction.

How would the daytime and night time be if the northern

hemisphere is tilted towards the sun?
 When the north end of earth‟s axis is tilted towards

the sun, the northern hemisphere experience longer
daytime and shorter night time while southern
199 | P a g e
hemisphere experience longer night time
and shorter daytime.

How about if the southern hemisphere is tilted towards the

sun?
 When the south end of the earth‟s axis is tilted

towards the sun, the southern hemisphere
experience longer daytime and shorter night time
while northern hemisphere experience shorter
daytime and longer night time.
Source: Tarbuck, Edward J., et al. Earth Science, Thirteenth

Edition, Prentice Hall, pp.470
What is the length of day and night if neither end of the

earth‟s axis is tilted towards the sun?
 When neither end of the earth‟s axis is tilted towards

the sun, both hemisphere experience the same
length of daytime and night time.
200 | P a g e
Source:Science – Grade 7, Learner’s Material, First
Edition, 2017
In the left photo, the Northern Hemisphere is tilted toward
the sun. In the right photo, the Northern Hemisphere is tilted
away from the sun. The Philippines is inside the square.
Since the Philippines is located in the Northern Hemisphere,
the following can be observed:
 When Earth‟s axis is tilted towards the sun, it has
longer day time and shorter night time.
 When the Earth‟s axis is tilted away from the sun, it
has shorter daytime and longer nigh time.
Complete the table by identifying the length of day time and
nigh time.
Northern Southern
Earth’s Position Hemisphere Hemisphere
Evaluate
SHORT DAY EQUAL DAY SHORT NIGHT

LONG DAY EQUAL NIGHT LONG NIGHT
Conduct an interview in your Write an essay on the

barangay on their practices practices when they
when they experience longer experience longer daytime
daytime (or shorter night (or shorter night time) and
Extend time) and shorter daytime (or shorter daytime (or longer
longer night time) in terms of: night time) in terms of:
 Vegetation  Vegetation
 Livelihood  Livelihood
 Health  Health
V. REMARKS
VI. REFLECTION
201 | P a g e
VII. OTHERS
got 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
lesson
continue to require
remediation
E. Which of my
teaching strategies
it worked well?
could help me with?
did I use/discover
202 | P a g e
Activity for A Learners
Activity 1
EARTH’S POSITION AND LENGTH OF DAYTIME
Objectives:
1. Illustrate the position of the earth as it revolves around the sun.
2. Infer the length of daytime and night time.
Materials needed:
styro balls coupon bond pencil
flashlight barbeque stick
Procedure:
A.
1. Insert the barbeque stick to styro ball. Barbecue stick must be tilted 23.5 0.
2. Position the flashlight in four orientations from left – below – right – top.
Flashlight represents the sun.
3. The styro ball represents the Earth and the stick represents the Earth‟s axis.
Move the styro ball tilted 23.50 as to the orientation of the flashlight.
4. Observe the part of the styro ball that receives sunlight (daytime) and the part
that does not receive sunlight (night time).
5. Draw the positions of the earth as it revolves around the sun. Illustrate day
time and night time by shading the part that do not receive sunlight.
Position 4
Position 1 Position 3
Position 2
Guide Questions:
1. Describe the four position of the Earth as it revolves around the sun.
2. In position 1, the days are (longer, shorter) than nights in the Northern
Hemisphere.
3. In position 3, the nights are (longer, shorter) than the days in the
Northern Hemisphere
4. Which position has the same length of day and night?
203 | P a g e
B.
Study the globes below. They represent the Earth as seen from the direction
of the sun. In the left photo, the Northern Hemisphere is tilted toward the sun. In the
right photo, the Northern Hemisphere is tilted away from the sun. The Philippines is
inside the square.
Guide Questions:
1. When does Philippines have longer daytime and shorter night time? How
about shorter day time and longer night time?
2. What do you think will happen if the earth is not tilted?
204 | P a g e
Activity for B Learners
Activity 1
EARTH’S POSITION AND LENGTH OF DAYTIME
Objectives:
1. Illustrate the position of the earth as it revolves around the sun.
2. Infer the length of daytime and night time.
Materials needed:
Globe flashlight
Procedure:
A.
1. Position the flashlight in four orientations from left – below – right – top.
Flashlight represents the sun.
2. Move the globe as to the orientation of the flashlight.
3. Observe the part of the globe that receives sunlight (daytime) and the part
that does receive sunlight (night time).
4. Draw the positions of the earth as it revolves around the sun. Illustrate day
time and night time by shading the part that do not receive sunlight.
Position 4
Position 1 Position 3
Position 2
Guide Questions:
1. Describe the four position of the Earth as it revolves around the sun.
2. In position 1, the days are (longer, shorter) than nights in the Northern
Hemisphere.
3. In position 3, the nights are (longer, shorter) than the days in the Northern
Hemisphere
4. Which position has the same length of day and night?
205 | P a g e
B. Study the globes below. They represent the Earth as seen from the direction
of the sun. In the left photo, the Northern Hemisphere is tilted toward the sun.
In the right photo, the Northern Hemisphere is tilted away from the sun. The
Philippines is inside the square.
Guide Questions:
1. When do Philippines have longer daytime and shorter night time? How about
shorter day time and longer night time?
2. What do you think will happen if the earth is not tilted?
206 | P a g e
I. OBJECTIVES
sky.
B. Performance
Standards
and seasons.
received;
the sun in the sky;
C. Learning energy received;
Competencies  the latitude of an area to the amount of energy the
1. Interpret data about sunrise and sunset to tell when
daytime is long or short.
2. Explain the relationship between the effects of daytime to
the amount of energy received.
II. CONTENT Seasons in the Philippines: Length of Daytime
III. LEARNING
RESOURCES
A. References
21. Teacher’s
211-213
Guide pp.
22. Learner’s
340-350
Materials pp.
23. Textbook pp.
24. Additional pp.
from LR Portal
Cortės, Leticia P., Earth Science: The Philippines in Focus,
pp.25-31.
B. Other Learning
Ferrer, Diana L, et.al (2007). Laboratory Manual and
Resources
Workbook in General Science, pp.144-146.
https://www.timeanddate.com
IV. PROCEDURE A B
Why do we experience longer daytime and shorter night time
or shorter daytime and longer night time?
Elicit
What happens when Northern Hemisphere is tilted towards
the sun? When tilted away from the sun?
What do you observe during ber months?
Engage
Compare the length of daytime in the Philippines during May
and December?
Let the students perform the activity: Length of Day and
Explore
Night.
207 | P a g e
Presentation of output per group.
Explain
(As the students present their output, the teacher has to take
notes of the misconceptions of the students.)
(The teacher has to process the students output first before
discussing the concepts.)
In the Philippine setting:

 In June, the Northern Hemisphere faces the sun.
Length of daytime is longer than night time. More
energy is received making the place warmer.
 In September, same amount of energy is received
because the length of daytime and night time are
Elaborate equal.
 In December, the Northern Hemisphere is tilted
away from the sun. The length of day time is shorter
than the night. The amount of energy received is
lesser making the place colder.
 In March, day time is as long as the night.
 The Philippines is located at 4o to 22o N latitude. The
vertical rays sweep over the country twice a year.
 In the Philippines, the longest daytime is in June and
the shortest daytime is in December.
Directions: Use the table to answer the questions that follow.
Table 1: Sunrise and Sunset in the Philippines

Time of Length
Date of
Sunrise Sunset
daytime
March 22 5:59 AM 6:07 PM 12h 08m
June 22 5:28 AM 6:28 PM 13h 00m
September 22 5:45 AM 5:53 PM 12h 08m
Evaluate December 22 6:16 AM 5:32 PM 11h 16m
1. In which month in the Philippines is the length of daytime

the longest? -June
2. In which month in the Philippines is the length of daytime
the shortest? -December
3. Philippines receives more energy in _______ -June
4. Philippines receives less energy in _________- December
5. The longer the daytime, the _________ place.
The shorter the daytime, the _______ place. -warmer, cooler
Make a scrapbook/ compilation of pictures showing practices
Extend
related to the length of daytime and night time.
V. REMARKS
VI. REFLECTION
VII. OTHERS
got 80% on the
require additional
activities for
remediation
208 | P a g e
C. Did the remedial
learners who have
lesson
continue to require
remediation
E. Which of my
teaching strategies
it worked well?
could help me with?
did I use/discover
209 | P a g e
Activity for B Learners
Activity 2
LENGTH OF DAY AND NIGHT
Objectives:
1. Compare the length of daytime and night time during different months of the year.
2. Illustrate graphically the changes in length of day and night within a year.
3. Interpret data about sunrise and sunset to tell when daytime is long or short.
Materials needed:
Graphing paper ruler pencil coloring materials
Procedure:
1. In figure 1.1, draw four bar graphs of the data below. The time of sunrise and
sunset on four different days of a year in the Philippines is given in Table 1. For each
given date, darken the space from the left and up to sunrise time. Also darken
spaces from sunset time to midnight.
Time of
Date
Sunrise Sunset
March 21 6:00 AM 6:07 PM
June 21 5:28 AM 6:28 PM
September 23 5:45 AM 5:53 PM
December 22 6:18 AM 5:35 PM
Figure 1.1 Graph on the length of day and night
210 | P a g e
Guide Questions:
1. On which of the four dates is daytime longest (or night time shortest)? -June
2. On which of the four dates is night time longest (or daytime shortest)? - December
3. Consider the data in table 1 as representative of the gradual changes in length of
days and nights that takes place as months pass by. The changes are similar for the
succeeding years.
a. From December 22 to June 21, is the length of daytime increasing or
decreasing? -increasing
b. From June to December 22, is the length of daytime increasing or
decreasing? -decreasing
211 | P a g e
Activity for A Learners
Activity 2
LENGTH OF DAY AND NIGHT
Objectives:
1. Compare the length of daytime and night time during different months of the year.
2. Illustrate graphically the changes in length of day and night within a year.
3. Interpret data about sunrise and sunset to tell when daytime is long or short.
Materials needed:
Record of sunrise and sunset.
Procedure:
1. Given the data of sunrise and sunset, get the average and fill up the table below.
Then draw four bar graphs of the data below. The time of sunrise and sunset on four
different days of a year in the Philippines is given in Table. For each given date,
darken the space from the left and up to sunrise time. Also darken spaces from
sunset time to midnight.
Time of
Date
Sunrise Sunset
March
June
September
December
Figure 1.1 Graph on the length of day and night
212 | P a g e
Guide Questions:
1. On which of the four dates is daytime longest (or night time shortest)? -June
2. On which of the four dates is night time longest (or daytime shortest)? - December
3. Consider the data in table 1 as representative of the gradual changes in length of
days and nights that takes place as months pass by. The changes are similar for the
succeeding years.
a. From December 22 to June 21, is the length of daytime increasing or
decreasing? -increasing
b. From June to December 22, is the length of daytime increasing or
decreasing? -decreasing
RECORD OF SUNRISE AND SUNSET
Sunrise and Sunset in the Philippines, June 2019

Date Time of
Sunrise Sunset
1 5:25 6:21
2 5:25 6:22
3 5:25 6:22
4 5:25 6:22
5 5:26 6:23
6 5:26 6:23
7 5:26 6:23
8 5:26 6:24
9 5:26 6:24
10 5:26 6:24
Sunrise and Sunset in the Philippines, March 2019

Date Time of
Sunrise Sunset
1 6:13 6:03
2 6:12 6:04
3 6:12 6:04
4 6:11 6:04
5 6:10 6:04
6 6:10 6:04
7 6:09 6:05
8 6:08 6:05
9 6:08 6:05
10 6:07 6:05
Sunrise and Sunset in the Philippines, September 2019

Date Time of
Sunrise Sunset
1 5:43 6:08
2 5:44 6:07
3 5:44 6:06
4 5:44 6:06
5 5:44 6:05
6 5:44 6:04
7 5:44 6:04
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8 5:44 6:03
9 5:44 6:02
10 5:44 6:01
Sunrise and Sunset in the Philippines, December 2019

Date Time of
Sunrise Sunset
1 6:04 5:24
2 6:05 5:24
3 6:05 5:25
4 6:06 5:25
5 6:07 5:25
6 6:07 5:25
7 6:08 5:26
8 6:08 5:26
9 6:09 5:26
10 6:09 5:27
Reference: https://www.timeanddate.com
Possible Answer for the Activity:

Guide Questions:
1. On which of the four dates is daytime longest (or night time shortest)?
2. On which of the four dates is night time longest (or daytime shortest)?
Consider the data in table 1 as representative of the gradual changes in length of

days and nights that takes place as months pass by. The changes are similar for
the succeeding years.
3. From December 22 to June 21, is the length of daytime increasing or

decreasing? - Increasing
4. From June to December 22, is the length of daytime increasing or
decreasing? - Decreasing
214 | P a g e
I. OBJECTIVES
sky.
B. Performance
Standards
and seasons.
received;
the sun in the sky;
C. Learning
energy received;
Competencies
 the latitude of an area to the amount of energy the
1. Describe the different positions of the sun in the sky.
2. Relate the position of the Earth in its orbit to the height of
the sun in the sky using model.
II. CONTENT Seasons in the Philippines: Positions and Height of the Sun
III. LEARNING
RESOURCES
A. References
25. Teacher’s
Guide pp.
26. Learner’s
345-350
Materials pp.
K to 12, Practical Science, pp. 343-344
27. Textbook pp. Conceptual Integrated Science, pp. 580-582
Earth Science, p. 468
28. Additional pp. Project Ease (Effective Alternative Secondary Education) –
from LR Portal Integrated Science, Module 14, p.14
B. Other Learning
Resources
IV. PROCEDURE A B
The teacher presents a simple demonstration of flashlight as
shown below:
Elicit
215 | P a g e
Based from the demonstration, the teacher asks the
Figure A.
1. What is the position of the flashlight in the figure? - The
flashlight is held directly above at a right angle to the
surface.
2. What does the beam of light produce in that position?
- The beam of light produces a bright circle.
Engage Figure B.
1. What is the position of the flashlight in the figure? - The
light beam strikes at an angle where the flashlight is tilted.
2. What does the beam of light produce in that position? -
The light beam elongates into ellipses, spreading the same
amount of light energy over more area and therefore
decreasing the intensity of the light striking the surface.
Sunlight on Earth‟s surface at high noon in equatorial

regions is like a vertically held flashlight. At high noon on
higher latitudes it is like the flashlight held at an angle.
Perform Activity Sheet 1: Perform Activity Sheet 2:
Explore Angles of Sunlight (See Where is the sun in the sky?
attached Activity Sheet) (See attached Activity Sheet)
Explain Presentation of group output.
Points for discussion:
 The position of the sun in the sky varies with time
and the geographic location of observation on Earth‟s
surface. The sun moves with respect to circular path,
from the east to the west.
 Solar radiation is concentrated over a smaller surface
area, which causes warmer temperature. At higher
latitudes, the angle of solar radiation is smaller,
which causes energy to spread over a larger area of
the surface causing cooler temperatures.
 The larger the sun‟s angle the longer the day. The
Elaborate smaller the sun‟s angle, the shorter the day.
Relationship between Daytime, Sun’s Height and Angle and

Area Latitude
Sun’s Angle
Sun’s (Reference Coverage
Day time
Height to the Area
ground)
Sunrise low lower wide
At noon high higher narrow
Sunset low lower wide
216 | P a g e
A. Choose the letter of the correct answer.
1. The position of the sun in the sky varies with two factors.
What are these factors?
A. time and location B. height and angle
C. time and height D. location and angle
2. What time of the day do you experience the sunshine is

much hotter that no one likes to stay outdoors?
A. Early morning B. Noon time
C. Sunset D. Night time
B. Complete the table by choosing the answer in the box

provided below.
Evaluate Relationship between Daytime, Sun‟s Height

and Angle and Area Latitude
Sun’s Angle
Sun’s (Reference Coverage
Day time
Height to the Area
ground)
Sunrise
At noon
Sunset
high wide higher narrow

wide low low lower lower
Make a model of the sun‟s position and height using

Extend
indigenous or recyclable materials
V. REMARKS
VI. REFLECTION
VII. OTHERS
got 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
lesson
continue to require
remediation
E. Which of my
teaching strategies
it worked well?
217 | P a g e
could help me with?
did I use/discover
218 | P a g e
Activity 3A
ANGLES OF SUNLIGHT
Objectives:
2. Relate the position of the Earth in its orbit to the height of the sun in the sky using
model.
3. Illustrate the effects of sunlight at different angles.
Materials needed:
Ten (10) pencils of equal length and size
Rubber band
Piece of paper
Procedure:
1. Bind the ten pencils into a bundle using a rubber band.
2. Make sure the bundle is not too tight so that the pencil will not slide when held.
3. The bundle represents sunlight and the paper represents the surface of the Earth.
4. Hold the pencils directly down onto the paper to represent the concentrated
sunlight striking the surface of the earth.
a. Where would the sun be in this model in relation to its position during day
time?
b. What time of the day would it be?
5. Hold the pencils at an angle keeping all tips touching the paper.
c. Where would the Sun be this time?

d. What time of the day would it be now?
219 | P a g e
Activity 3B
WHERE IS THE SUN IN THE SKY?
Objectives:
2. Relate the position of the Earth in its orbit to the height of the sun in the sky using
model.
3. Illustrate the effects of sunlight at different angles.
Materials:
Illustration board/¼ cartolina
Figures of sunlight
Prepared strips with time and labels
Paste/glue
Sunrise Sunset 9 AM 12 PM 3 PM
Procedure:
1. Arrange the position of the sun in correct sequence based on:
a. time
b. angle
c. height
Guide Questions:
1. What is the position of the sun at 12:00 noon?
2. At what angle does the sun have at 3:00 p.m.?
3. Explain the relationship between the height and the angle of the sun?
Possible answer
220 | P a g e
RUBRICS FOR ACTIVITY/TASK
DESCRIPTION
CRITERIA SCORE
3 2 1
Accuracy of The group The group The group shows
Content shows deep shows limited under-
understanding considerable standing on the
on the content understanding content/concept
/concept and on the content/ and were not
properly concept and discussed at all.
discussed in some not
detail. properly
discussed in
detail.
Time The group The group The group did
Management finished ahead finished on time not finish on time
of time with with incomplete with incomplete
complete data. data. data.
Cooperation The group is on The group has The group did
and Teamwork task and has defined not know their
defined responsibilities tasks and have
responsibilities most of the time. not defined
at all times. Group conflicts responsibilities.
Group conflicts are Group conflicts
are cooperatively have to be
cooperatively managed most settled by their
managed at all of the time. teacher.
times.
Neatness and The group has The group has The group has
Orderliness clean and clean and messy workplace
orderly orderly during and after
workplace at all workplace with activity.
times during and occasional mess
after the activity. during and after
the activity.
Ability to do The group does The group The group
work not need to be requires requires the
independently supervised by occasional supervision of
the teacher. supervision by the teacher.
the teacher.
Checked by:
Total score:
221 | P a g e
I. OBJECTIVES
sky.
B. Performance
Standards
and seasons.
received;
the sun in the sky;
C. Learning energy received;
Competencies  the latitude of an area to the amount of energy the
1. Relate the height of the sun in the sky to the amount of
energy received using a model.
2. Enumerate the common practices in relation to the
amount of energy received.
II. CONTENT Seasons in the Philippines: Height and Energy of the Sun
III. LEARNING
RESOURCES
A. References
29. Teacher’s
Guide pp.
30. Learner’s
345-350
Materials pp.
31. Textbook pp. K to 12, Practical Science, pp. 341-347
32. Additional pp. Project EASE, Module 14, page 14
from LR Portal
B. Other Learning
Resources
IV. PROCEDURE A B
Elicit
Sunset Sunrise
Questions:
1. What is the position of the sun in the sky at 12:00 noon?
How about at 3:00 p.m.?
222 | P a g e
2. What is the relationship between the height and the angle
of the sun?
Is there any relationship between the height of the sun and
Engage
the amount of energy received?
Activity Sheet 4A: Height and Activity Sheet 4B: Height and
Explore Energy of the Sun (See Energy of the Sun (See
attached Activity Sheet) attached Activity Sheet)
Explain Presentation of group output.
Changes in the sun angle cause variations in the amount of

solar energy reaching the earth‟s surface. The higher the
angle, the more intense the solar radiation.
Points for discussion:

 The two factors affect the amount of solar energy
that an area receives are the changing atmospheric
conditions and the changing position of the sun.
 The amount of sunlight an area receives can be
determined by latitude and how Earth orbits the sun.
 The energy received by the Earth is different at
different latitudes because the sun‟s rays strike
earth‟s surface most directly at the equator. Places
that get less solar energy have less heat.
Elaborate  Latitude determines the amount of solar energy a
region receives; low latitudes locations get the more
energy from the sun.
 Solar radiation is more direct at narrow latitude while
at higher latitudes the angle of solar radiation is
smaller
Daytime Common Practices

Early in the morning
 Sunlight strikes the  People go out to
ground at a slant jog or exercise
 Not warm  People go out to
 Wider latitude area work or school
 People do out-door
activities
At Noon
 Sunshine is hotter  People don‟t want
 Sun is at a right to go outdoors
angle with the  People can get
earth sunburn
 Narrow latitude
area
 Energy of sun-light
223 | P a g e
is concentrated
At sunset
 Sun is low in the  People enjoy and
sky relax at cooler
 Sunlight strikes the temperature
ground in slant
position
 Light is dispersed
in a wider areas
 Less concentrated
(less warm)
A. Supply the missing word/words to complete the
paragraph below:
Sun‟s rays strike earth‟s surface _______at the

equator. The rays focus on a ______. Near the poles, the
sun‟s ray strikes the surface at a _____. This spread the
rays over a ______. The more focused the rays are, the
______ an area receives and thus the warmer it is.
Answers:
1. most directly
2. small area
Evaluate
3. slant
4. wide area
5. more energy
B. Fill in the table of your activities for the day – during

sunrise, noon, and sunset.
Sunrise Noon Sunset
Activities
Answer the following questions:

Extend 1. Why are there four seasons at higher altitudes?
2. What are the causes why seasons change?
V. REMARKS
VI. REFLECTION
VII. OTHERS
got 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
lesson
224 | P a g e
continue to require
remediation
E. Which of my
teaching strategies
it worked well?
could help me with?
did I use/discover
225 | P a g e
Activity 4A
HEIGHT, AND ENERGY OF THE SUN
Objectives:
1. Relate the height of the sun in the sky to the amount of energy received using a
model.
2. Enumerate the common practices in relation to the amount of energy received.
Materials needed: flashlight, pencil, clay
Procedure:
1. Mold the clay into a ball around the middle of the pencil. At the horizontal middle of
the day, draw an equator around the ball.
2. Dim the lights. Hold the pencil with the eraser pointing to the right at about 30º
angle from the vertical.
3. With the flashlight representing the sun, focus the light on the right side of the ball
of clay.
Guide Questions:
1. How does the sunlight strike the tilted Earth?
-Earth is tilted such that the sun’s rays strike perpendicularly.
2. Which hemisphere receives more energy?
-Southern hemisphere, when the tilt points away from the sun, the earth
receives more energy from the sun.
3. How could this slant affect the energy from the sun on particular places?
-Sun’s rays strike the surface at a slant near the poles, thus spread the rays
over a wide area and therefore get the less solar energy.
226 | P a g e
Activity 4B
HEIGHT, AND ENERGY OF THE SUN
Objectives:
1. Relate the height of the sun in the sky to the amount of energy received using a
model.
2. Enumerate the common practices in relation to the amount of energy received.
Materials needed: prepared figure of the sun and earth, paper, pen
Procedure
1. Study the figure given below;
Guide Questions:
1. Which part of the earth receives the most solar energy?
-The most solar energy is received at the equator?
2. Which part of the earth receives the least solar energy?
-The least solar energy is received at the poles.
3. How does latitude relate with the solar energy received?
-The lowest latitude get the most energy from the sun and the highest latitude
gets the least energy from the sun.
227 | P a g e
RUBRICS FOR ACTIVITY/TASK
DESCRIPTION
CRITERIA SCORE
3 2 1
Accuracy of The group The group The group shows
Content shows deep shows limited under-
understanding considerable standing on the
on the content understanding content/concept
/concept and on the content/ and were not
properly concept and discussed at all.
discussed in some not
detail. properly
discussed in
detail.
Time The group The group The group did
Management finished ahead finished on time not finish on time
of time with with incomplete with incomplete
complete data. data. data.
Cooperation The group is on The group has The group did
and Teamwork task and has defined not know their
defined responsibilities tasks and have
responsibilities most of the time. not defined
at all times. Group conflicts responsibilities.
Group conflicts are Group conflicts
are cooperatively have to be
cooperatively managed most settled by their
managed at all of the time. teacher.
times.
Neatness and The group has The group has The group has
Orderliness clean and clean and messy workplace
orderly orderly during and after
workplace at all workplace with activity.
times during and occasional mess
after the activity. during and after
the activity.
Ability to do The group does The group The group
work not need to be requires requires the
independently supervised by occasional supervision of
the teacher. supervision by the teacher.
the teacher.
Checked by:
Total score:
228 | P a g e
I. OBJECTIVES
The learners demonstrate understanding of the relationship
of the seasons and the position of the Sun in the sky
B. Performance
Standards
and seasons.
Show what causes the change in seasons in the Philippines
using models.S7ES-IVi-10
C. Learning 1. Describe how the revolution of the earth around the sun
Competencies causes the change in the seasons.
2. Relate how the tilt of the earth causes the change in the
seasons.
II. CONTENT Why Seasons Change
III. LEARNING
RESOURCES
A. References
33. Teacher’s
327-330
Guide pp.
34. Learner’s
340-348
Materials pp.
35. Textbook pp.
36. Additional pp. Project Ease (Effective Alternative Secondary Education)
from LR Portal Integrated Science I: Module 14, pp. 13-14
Hewitt, Paul G., et. al. 2007. Conceptual Integrated Science.
First Edition, p. 581
Madriaga, Estrellita A. et.al.2017. Science Links: Worktext
B. Other Learning
for Scientific and Technological Literacy. Revised Edition.,
Resources
pp. 345-353
Tarbuck, Edward J. et.al.2012.Earth Science. Thirteenth
Edition, p.469
IV. PROCEDURE A B
Show the following pictures to the students.
Elicit
229 | P a g e
Let the students identify the mystery word depicted in the
given picture by filling up the boxes with correct letters.
T T
Answer: tilt
R V T N
Answer: revolution
Ask students:
1. What is revolution? - The movement of the earth around
the sun which takes 365.25 days to complete.
2. What is tilt? - The angle of inclination of the earth which is
equal to 23. 5 degrees and which makes it somewhat
slanting.
3. What are the two seasons in the Philippines? - Rainy
(wet) and Dry Season
Ask students:
1. How about in other countries like the United States,
Canada, and Korea? What are the seasons experienced
there? -winter, spring, summer, autumn
2. Why do you think the seasons change?
Engage
3. Does the tilt of the earth affect the seasons?
4. Does the revolution of the earth around the sun has
something to do with the changes in seasons?
Find out the answers by doing the following activities.

Introduce Activity 1: Why do the seasons change?
(See attached learner’s activity sheets for A and B learners)
Provide instructions in doing the activity.
Discuss the guidelines (Dos and Don’ts) in performing the
Explore
task.
Check for completeness of materials.
Ask for clarifications or concerns before letting the students
do the activity.
Let the students present their outputs using the given guide
questions for discussion by the groups.
Check the students’ responses to the activity.
Explain
The teacher will note down all the key information presented
by each group for elaboration and correction of
misconceptions.
230 | P a g e
Give feedback.
Note: Refer to the guide questions in the activity while
discussing the elaborated part of the DLP to clarify ideas of
learners and to substantiate the explanation of the students.
Give emphasis on the following important concepts:

 The seasons change because of the tilt of the earth
and its revolution around the sun.
 As the earth revolves around the sun, the position of
the hemisphere facing towards the sun changes.
 Because of the revolution of the earth around the
sun, one side of the earth faces the sun, and the
other side does not. This is how revolution causes
the change in the seasons.
 When the hemisphere is farthest or turning away
from the sun, the season experienced is winter.
 When the hemisphere is leaning or facing the sun,
the season experienced is summer.
 Because of the earth‟s tilt, some places receive direct
rays from the sun and other places receive indirect
rays from the sun.
 Places that receive direct rays from the sun
Elaborate
experience summer.
 Places that receive indirect rays of the sun
experience winter.
 In between are fall (autumn) and spring where the
sun shines equally on the southern and northern
hemisphere.
 Summer falls between spring and fall and is
characterized by high temperatures.
 Winter is between fall and spring and is usually
characterized as the coldest season. In many places,
this is associated with snow and freezing
temperatures.
 Spring follows winter and precedes summer and is
usually characterized by the growth of leaves on
trees and plants.
 Fall(autumn) marks the transition from summer to
winter in September (northern hemisphere) or March
(southern hemisphere) when night time becomes
noticeably earlier and day time becomes noticeably
later and the temperature cools down. One of its
main features is the shedding of leaves.
Each of the questions or incomplete statement below is
followed by four suggested answers. Select the one that is
best in each case, write the letter ONLY.
1. When the northern hemisphere is tilted toward the sun,
the southern hemisphere experiences________.
A. fall B. spring C. summer D. winter
Evaluate
2. When the north pole is leaning towards the sun, the
northern hemisphere experiences _______
A. fall B. spring C. summer D. winter
3. Why do some places on earth receive direct rays of the
sun while others do not?
A. because of the rotation of the earth on its axis
231 | P a g e
B. because of the revolution of the earth around the
sun
C. because of the tilt of the earth
D. because of the occurrence of day and night
4. How does revolution cause change in the seasons?
A. by changing the position of the hemisphere facing
the sun
B. by having the occurrence of day and night
C. by rotating on its axis
D. by receiving uneven angles at which the sun‟s ray
strikes
5. What season is experienced on the opposite of the
hemisphere not facing the sun?
A. summer B. spring C. fall D. winter
Answer the following.
1. Do you want to travel and go to different places in the
world?
Extend
2. How important is the knowledge of seasons to travellers?
3. What are the things that travellers need to consider when
planning for a trip?
V. REMARKS
VI. REFLECTION
VII. OTHERS
got 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
lesson
continue to require
remediation
E. Which of my
teaching strategies
it worked well?
could help me with?
did I use/discover
232 | P a g e
For A learners
Activity 1
WHY DO THE SEASONS CHANGE?
Objectives:
1. Describe how the revolution of the earth around the sun causes change in the
seasons.
2. Relate how the tilt of the earth causes change in the seasons.
Materials needed:
Activity Sheets scissors colored papers
Manila paper/cartolina glue rulers
adhesive tape permanent markers
Procedure:
A. Revolution
1. Study Figure 1 carefully. It shows the Earth at different locations along its orbit
around the Sun. Note that the axis of Earth is not perpendicular to its plane of orbit; it
is tilted at 23. 5 degrees. The letter “N” refers to the North Pole (northern
hemisphere) while “S” refers to the South Pole (southern hemisphere)
Guide Questions
Part 1
1. In which month is the northern hemisphere facing the sun? - June
2. In the month of June, which side of the earth faces the sun? - northern hemisphere
3. What will be the season in the northern hemisphere at this time? - summer
4. What will be the season in the opposite side of the earth- southern hemisphere? -
winter
Part 2
5. In which month is the southern hemisphere facing the sun? - December
233 | P a g e
6. In the month of December, which side of the earth faces the sun? – southern
hemisphere
7. What will be the season in the southern hemisphere at this time? - summer
8. What will be the season in the opposite side of the earth- the northern
hemisphere? – winter
9. When the earth revolves around the sun, one side of the earth faces the sun, and
the other side does not. How does this cause change in the season? - When it
faces or leans towards the sun, the hemisphere experiences summer. When the
hemisphere is not facing the sun, it experiences winter.
B. Tilt
1. Study Figure 2 carefully. The drawing shows how the earth is oriented with respect
to the sun during the month of June.
Guide Questions:
Part 1
1. Which part of the earth receives direct rays from the sun? - northern hemisphere
2. Why does it receive direct rays from the sun? - It is tilted towards the sun
3. What part of the earth receives slanting rays from the sun? - southern hemisphere
4. Why does it receive slanting rays from the sun? - It is tilted away from the sun
5. During this time of the year, what is the season in the
a. Northern hemisphere? - summer
b. Southern hemisphere? - winter
6. Does the tilt of the earth affect the season experienced? - Yes.
Part 2
to the sun during the month of December.
234 | P a g e
Guide Questions:
7. Which part of the earth receives
a. vertical sunrays? - southern hemisphere
b. slanting sunrays? - northern hemisphere
a. Northern hemisphere? - winter
b. Southern hemisphere? - summer
9. How does the tilt of the earth cause change in the season? -If the hemisphere is
tilted towards the sun, it will receive direct rays of the sun and will experience
summer season. If the hemisphere is tilted away the sun, it will receive indirect rays
of the sun and will experience winter season.
235 | P a g e
For B learners
ACTIVITY 1
WHY DO THE SEASONS CHANGE?
Objectives:
1. Describe how the revolution of the earth around the sun causes change in the
seasons.
2. Relate how the tilt of the earth causes change in the seasons.
Materials needed:
activity sheets scissors colored paper
Manila paper/ cartolina glue rulers
adhesive tape permanent markers
Procedure:
A. Revolution
1. Study Figure 1 carefully. It shows the Earth at different locations along its orbit
around the Sun. Note that the axis of Earth is not perpendicular to its plane of orbit; it
is tilted at 23. 5 degrees. The letter “N” refers to the North Pole (northern
hemisphere) while “S” refers to the South Pole (southern hemisphere)
Guide Questions:
Part 1
1. In which month is the northern hemisphere facing the sun? - June
2. In the month of June, which side of the earth faces the sun? - northern hemisphere
3. What will be the season in the northern hemisphere at this time? - summer
4. What will be the season in the opposite side of the earth- southern hemisphere? -
winter
Part 2
5. In which month is the southern hemisphere facing the sun? - December
6. In the month of December, which side of the earth faces the sun? - southern
hemisphere
7. What will be the season in the southern hemisphere at this time? – summer
236 | P a g e
8. What will be the season in the opposite side of the earth- the northern
hemisphere? - winter
Use the table below to answer the given guide questions 1-8.
Part 1 Part 2
1 Month when the sun faces 5
the hemisphere
2 Side of the earth the sun 6
faces
3 Season experienced in the 7
hemisphere facing the sun
4 Season experienced in the 8
hemisphere not facing the
sun
9. When the earth revolves around the sun, one side of the earth faces the sun, and
the other side does not. How does this cause the change in the season? Complete
the statement to answer.
a. The side of the earth that faces the sun experiences _______ season.
b. The opposite side/ hemisphere that does not face the sun experience
_______ season.
B. Tilt
to the sun during the month of June
Guide Questions:
Part 1
1. Which part of the earth receives direct rays from the sun? - northern hemisphere
2. Why does it receive direct rays from the sun? - because it is tilted toward the sun
3. What part of the earth receives slanting rays from the sun? - southern hemisphere
4. Why does it receive slanting rays from the sun? - because it is titled away from
the sun
a. Northern hemisphere? - summer
b. Southern hemisphere? - winter
6. Does the tilt of the earth affect the season experienced? - Yes.
237 | P a g e
Part 2
1. Study Figure 3 carefully. The drawing shows how the earth is oriented with
respect to the Sun during the month of December.
7. Which part of the earth receives

a. vertical sunrays? - southern hemisphere
b. slanting sunrays? - northern hemisphere
a. Northern hemisphere? - winter
b. Southern hemisphere? - summer
9. How does the tilt of the earth cause the change in the season? Complete the
statement to answer.
a. If the hemisphere is tilted towards the sun, it will receive _______rays of
the sun and will experience _______season. - direct; summer
b. If the hemisphere is tilted away from the sun, it will receive _______rays of
the sun and will experience _______ season. - indirect; winter
238 | P a g e
I. OBJECTIVES
of the seasons and the position of the Sun in the sky.
B. Performance Analyze the advantage of the location of the Philippines in
Standards relation to the climate, weather, and seasons
Show what causes change in the seasons in the Philippines
using models.S7ES-IVi-10
C. Learning
1. Recognize how people are affected by the change in
Competencies
seasons.
2. Suggest ways on how to adapt to the change in seasons.
II. CONTENT How people are affected by the change in the seasons
III. LEARNING
RESOURCES
A. References
37. Teacher’s
327-330
Guide pp.
38. Learner’s
340-348
Materials pp.
39. Textbook pp.
40. Additional pp.
from LR Portal
B. Other Learning
https://www.canstockphoto.com/four -seasons-1871899.html
Resources
IV. PROCEDURE A B
Review students’ concept understanding by asking:
Why do the seasons change?
Elicit
Answer: Because of the earth‟s revolution around the sun
and its tilt.
Present to the students pictures/ illustrations of the following:
Engage
Retrieved from https://www.canstockphoto.com/four -

seasons-1871899.html
239 | P a g e
Ask students:
1. What do the illustrations show? Can you recognize and
tell what seasons are depicted in each illustration? -The four
seasons – spring, summer, fall (autumn) and winter,
respectively.
2. Do the seasons affect the comfort, well-being, lifestyle
and activities of the people? -Yes.
Based on your understanding of the characteristics of the

different seasons, find out and recognize how people are
affected by the change in seasons by doing the next activity.
Introduce Activity 2: The Introduce Activity 2: The
Seasons and You (See Seasons and You (See
attached learner’s activity attached learner’s activity
sheets.) sheets.)
Let students perform tasks 1, Let students perform tasks 1,

2, and 3. 2 only.
Provide instructions in doing the activity.
Explore Note: The teacher may give to the students the focus of the
activity which is but not limited to the following: lifestyle,
clothing, work/ occupation, social activities, housing,
agriculture (crops and animals, food, events.
Discuss the guidelines (Dos and Don’ts) in performing the

task.
Check for completeness of materials.
Ask for clarifications or concerns before letting the students
do the activity.
Let the students present their outputs.
Check the students’ responses to the activity.
The teacher will take note all the key information presented
Explain
by each group for elaboration and correction of
misconceptions.
Give feedback.
Refer to the students’ performance. Give emphasis on how
they were able to recognize how people are affected by the
change in seasons, along with the corresponding
adaptations to these changes.
Elaborate on the following important concepts:

 Just like the seasons, people have the ability to
change.
 This change is evident on the ways humans adapt to
Elaborate
the different seasons.
 Certain aspects or areas of human„s life are affected
by the seasonal changes.
 Seasons affect one‟s clothing, job, food, recreation,
social activities, customs and lifestyle.
 Also, animals and plants around you adapt to these
seasonal changes.
 In our country, Filipinos adapt to these changes
depending on the season they experience.
240 | P a g e
 During summer season, people usually wear thin
cotton materials for clothing.
 People usually go on trips to travel, socialize and
enjoy beautiful beaches and landscapes.
 Cold food and refreshments like ice cream, halo-
halo, and ice candy are common.
 Dry season also initiate the harvest season.
 Rivers dry up.
 During wet or rainy season, farmers take advantage
of the ample supply of water for the farmland‟s
irrigation.
 They also take advantage of the rainy season to plow
the rice fields.
 Illnesses like cough, fever and colds are rampant.
 Vegetation grows substantially leading to crop yields
late in the season.
 Shortage of crops also happens.
 Flash floods and landslides occur.
 Adapting to the seasonal changes enables Filipinos
to be resilient in surviving the different seasons
experienced by the country.
Fill in the table with the Recognize and identify what
appropriate effects or season is being portrayed by
changes that happen in each the given statements.
season and the 1. Mang Juan stored enough
corresponding adaptation. supply of rice for the
upcoming months.
Sea- 2. Amber requested her
sons Chan- mother to bring her a hot
Adap-
in the ges/ bowl of soup to make her
Evaluate tations
Philip- Effects feel warm.
pines 3. Kent went to the beach in
Dry cotton clothes and shorts to
Sea- enjoy the sea breeze.
son 4. Kurt ate a lot of cold food
Rainy refreshments like ice cream
(wet) and halo-halo.
Sea- 5. Angel‟s father harvested a
son lot of root crops.
Research or interview in your community about the effects of
dry and wet seasons on their living. You can take note of the
Extend
months, the changes that happen, as well as the measures
undertaken to adapt to these changes.
V. REMARKS
VI. REFLECTION
VII. OTHERS
got 80% on the
require additional
activities for
remediation
C. Did the remedial
241 | P a g e
learners who have
lesson
continue to require
remediation
E. Which of my
teaching strategies
it worked well?
could help me with?
did I use/discover
242 | P a g e
For A learners
ACTIVITY 2
THE SEASONS AND YOU
Objectives:
1. Recognize how people are affected by the change in seasons.
Materials needed:
Activity Sheets scissors colored papers
Manila paper/cartolina glue rulers
adhesive tape permanent markers crayons
Procedure:
1. Draw lots to determine what task will be assigned to your group.
2. Recognize how Filipinos are affected by the change in seasons in our country.
4. Use the questions below to guide you in doing the activity.
Guide Questions:
1. How do seasons affect the following?
a. your clothing
b. your job
c. your food
d. your recreation
e. your social activities
f. your customs
g. animals around you
h. plants around you
Task 1. Tabular Presentation. List the possible effects of seasons to people and
ways on how they adapt to these changes.
Seasons in the Philippines Effects Adaptations

Dry Season
Rainy (wet) Season
243 | P a g e
Task 2. Draw and Tell. Draw the possible effects of seasons to people and ways on
how they adapt to these changes
DRAW Draw: Be creative.

Tell: Create a story.
AND Share: Save a memory.
TELL….
Task 3. Paint Me a Picture. Using only your bodies and personal effects, your group
will illustrate a scene or situation portraying the possible effects of seasons to people
and ways on how they adapt to these changes. At a given signal, everyone freezes.
Lights,
Camera,
Freeze!
Note: Task 3 (Paint Me a Picture) is for advanced learners only.
244 | P a g e
I. OBJECTIVES
B. Performance
Standards
and seasons.
using models. S7ES-IVi10
C. Learning 1. Discuss how direct and indirect sunlight affects change in
Competencies the seasons.
2. Illustrate using a model how direct and indirect sunlight
affect seasonal change.
II. CONTENT Effects of Direct and Indirect Sunlight on Seasons
III. LEARNING
RESOURCES
A. References
41. Teacher’s
328-331
Guide pp.
42. Learner’s
255-261
Materials pp.
Caiobes, Efrene J. 2012 K to 12 Grade 7 Science, Practical
Science, pp. 348-352
Evangelista, Eden V. et al. 2013 Science in Today‟s World
43. Textbook pp. The New Grade 7, K to 12 Curriculum Compliant, pp. 266-
268
Madriaga, Estrellita A. et al, Worktext in Science and
Technology Science Links, p. 382
44. Additional pp.
from LR Portal
https://en.mwikipedia.org>wiki
B. Other Learning https://www.shutterstock.com/image-vector/vital-areas-
Resources inforgraphic-diagram-showing-angle-709458253
https//www.teacherspayteachers.com
IV. PROCEDURE A B
Identify the following jumbled letters:
1. MERMUS- the hottest among the four temperate seasons.
These are longest days and shortest nights.
2. NIWRET- coldest season of the year in the polar and
Elicit temperate zones.
3. MTAUUN- characterized by the shedding/falling of leaves
from trees.
4. NGPSRI- marked by increased rainfall, which helps to
water the infant seeds, resulting to more yielding of plants.
1. Do we experience these four (4) seasons in the
Philippines?
Engage
2. Why do we have different season patterns with the other
countries especially countries from the polar and temperate
regions?
245 | P a g e
Retrieved from: https://www.shutterstock.com/image-
vector/vital-areas-inforgraphic-diagram-showing-angle-
709458253
3. How is the season affected by the direct and indirect rays

of the sun?
Let‟s find out the answers to these questions by performing

the next activity.
Please, do Activity Sheet 7A: Please, do Activity Sheet 7B:
Why do Seasons Change? Why do Seasons Change?
Explore
(Please see attached Activity (Please see attached Activity
Sheet for A learners.) Sheet for B learners.)
Group Presentation. (Students will present their group
Explain
output.)
Important Concepts:
 When the North Pole is pointed toward the Sun, the
Northern Hemisphere receives more sunlight than
the Southern Hemisphere. This happens in the
month of June.
 By September, the vertical rays of the sun sweep
from Tropic of Cancer to the equator. The rest of the
part of the earth receive indirect/slanting rays. This
month marks the beginning of autumn in the northern
hemisphere and spring in the southern hemisphere.
Everywhere on Earth, the length of day and night is
equal called autumnal or fall equinox.
Elaborate  When the North Pole is pointed away from the Sun,
the Northern Hemisphere receives less amount of
energy from the sun. This happens during
December. Therefore the Tropic of Capricorn
located at 23.5 degree south has summer season.
 In March, the vertical rays of the sun are again
directly over the equator. It marks the beginning of
spring in the northern hemisphere and autumn or fall
in the southern hemisphere.
 Thus, within the year, we experience two solstice and
two equinoxes.
 The difference between equinox and solstice is that
solstice is the point during the Earth‟s orbit around
246 | P a g e
the sun at which the sun is at its greatest distance
from the equator, while during an equinox, the sun is
at its closest distance from the equator. Two
solstices occur annually June 21 and December 21.
Read each item and choose the best answer.
For items 1-2, please refer to the figures below.

The x shows where the most direct sunlight strikes the earth.
A. x
B. x
Evaluate
1. Which shows summer in the Northern Hemisphere? -B
2. Which shows summer in the Southern Hemisphere? -A
3. When sunlight falls equally on the two hemispheres, the

Earth is said to be in ______________.
A. solstice C. equinox
4. When the Northern Hemisphere is tilted toward the sun,

the Southern Hemisphere experiences __________.
A. Fall C. Summer
B. Spring D. Winter
5. Which season is the coldest season?

A. Autumn C. Summer
B. Winter D. Spring
Make a foldable paper that shows the summary of how
direct and indirect rays of the sun affect our season.
Sample outputs.
Extend
247 | P a g e
Retrieved from: https//www.teacherspayteachers.com
The presentation will be rated according to the following

criteria:
Creativity - 50%
Content - 50%
100%
V. REMARKS
VI. REFLECTION
VII. OTHERS
got 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
lesson
continue to require
remediation
E. Which of my
teaching strategies
it worked well?
could help me with?
did I use/discover
248 | P a g e
For A Learners
Activity 7A
WHY DO SEASONS CHANGE?
Objectives:
1. Discuss how direct and indirect sunlight affect change in the seasons.
2. Illustrate using a model how direct and indirect sunlight affect seasonal change.
Materials needed:
Flashlight 4 Big Styroballs
Procedure:
1. Position the flashlight in four orientations from left-top-right and below. The
flashlight will represent the sun.
2. Put the barbecue stick on the styroballs in slanting positions. The 4 styroballs
represents the Earth in the months of June, September, December and March.
3. Move the flashlight in different orientation pointing to the styroballs.
4. Observe the amount of light that is received by the styroballs.
Guide Questions:
1. Which part of the earth receives direct/vertical rays and indirect/oblique from the
sun in the month of June, September, December and March? - In June, the direct or
vertical rays of the sun is received by the Northern Hemisphere. It is now summer in
Northern Hemisphere.
During September, the direct rays sweep from Tropic of Cancer to the equator. The
rest of the part of the earth receives indirect or slanting rays. This month marks the
beginning of autumn in the Northern Hemisphere and spring in the Southern
Hemisphere.
In December, the Earth reach half of its path around the sun. The Northern
Hemisphere is tilted away from the Sun. The vertical rays of the sun hits the Tropic of
Capricorn in 23.5 ⁰ south.
In March, the vertical rays of the sun are again directly over the equator. It marks the
beginning of spring in the northern hemisphere and autumn or fall in the southern
hemisphere.
2. In June, which hemisphere receives direct rays from the Sun– the Northern
Hemisphere or Southern Hemisphere? - Northern Hemisphere
3. In December, which hemisphere receives direct rays from the Sun- the Northern
Hemisphere or Southern Hemisphere? - Southern Hemisphere
4. Summarize how direct and indirect sunlight affect change in season. - Because of
the Earth’s tilt, not all parts of the Earth receive the same amount of solar radiation.
Areas near the equator stay warm all year round due to receiving direct and intense
light. The North Pole and South Pole stay cool all year due to the light received that
is spread out/ indirect and not as intense.
249 | P a g e
For B Learners
Activity 7B:
WHY DO SEASONS CHANGE?
Objectives:
1. Discuss how direct and indirect sunlight affect change in the seasons.
2. Illustrate using a model how direct and indirect sunlight affect seasonal change.
Materials needed:
Diagram of Earth and Sun Cardboard
Procedure:
1. Given the materials, position the diagram of the Earth in the months of June,
September, December and March with respect to the sun.
2. Answer the questions that follow.
Guide Questions:
1. Which part of the earth receives direct/vertical rays and indirect/oblique from the
sun in the month of June, September, December and March? - In June, the direct or
vertical rays of the sun is received by the Northern Hemisphere. It is now summer in
Northern Hemisphere.
During September, the direct rays sweep from Tropic of Cancer to the equator. The
rest of the part of the earth receives indirect or slanting rays. This month marks the
beginning of autumn in the Northern Hemisphere and spring in the Southern
Hemisphere.
In December, the Earth reach half of its path around the sun. The Northern
Hemisphere is tilted away from the Sun. The vertical rays of the sun hits the Tropic of
Capricorn in 23.5 ⁰ south.
In March, the vertical rays of the sun are again directly over the equator. It marks the
beginning of spring in the northern hemisphere and autumn or fall in the southern
hemisphere.
2. In June, which hemisphere receives direct rays from the Sun– the Northern
Hemisphere or Southern Hemisphere? - Northern Hemisphere
3. In December, which hemisphere receives direct rays from the Sun- the Northern
Hemisphere or Southern Hemisphere? - Southern Hemisphere
4. Summarize how direct and indirect sunlight affect change in season. - Because of
the Earth’s tilt, not all parts of the Earth receive the same amount of solar radiation.
Areas near the equator stay warm all year round due to receiving direct and intense
light. The North Pole and South Pole stay cool all year due to the light received that
is spread out/ indirect and not as intense.
250 | P a g e
I. OBJECTIVES
B. Performance
Standards
and seasons.
using models. S7ES-IVi10
C. Learning
1. Interpret data about sunrise and sunset to tell when
Competencies
daytime is long and when daytime is short.
2. Infer the effect of daytime and night time on seasons.
Seasons in the Philippines: Effect of Daytime and Nighttime
II. CONTENT
on Seasons
III. LEARNING
RESOURCES
A. References
45. Teacher’s
211-213
Guide pp.
46. Learner’s
255-261
Materials pp.
Tarbuck, Edward J. et al, 2012, Earth Science, p. 470
Caiobes, Efrene J. 2012 K to 12 Grade 7 Science, Practical
Science, pp. 351-352
47. Textbook pp. Science in Todays World The New Grade 7 K to 12
Curriculum Compliant, pp. 265-267
Madriaga, Estrellita A. et al, Worktext in Science and
Technology Science Links, p. 382
48. Additional pp.
from LR Portal
https://gfycat.com/freshwellgroomedhusky-day-and -night
B. Other Learning https://betterlesson.com/lesson/645409/day-1-the-passing-
Resources of-
time-day-night-seasons-and-years
IV. PROCEDURE A B
What can you see from the picture?
Why does this happen?
Elicit Are days and night all throughout the year equal?
Does the length of daytime changes from month to month?
251 | P a g e
Retrieved from:
https://gfycat.com/freshwellgroomedhusky-day-and -night
Are days and night all throughout the year equal?

Does the length of daytime changes from month to month?
EARTH’S MOTION AND MOVEMENT IN SPACE

Rotate Revolve
Motion: spins or turn on Motion: revolve or
Engage its orbit around the sun
Time to complete Time to complete
motion: 24 hours or 1 motion: 365 ¼ days or 1
day year
This motion causes: This motion causes:
day and night seasons
Activity Sheet 8A: How does Activity Sheet 8B: How does
the length of daytime and the length of daytime and
Explore nighttime affect season? night-time affect season?
(Please see attached Activity (Please see attached Activity
Sheet for A learners) Sheet for B learners)
Explain Students will present their group output.
Important Concepts:
 As the earth rotates, part of it faces the sun. This part
of the Earth that is lighted is having daytime. The rest
of the earth faces away from the sun and is night
time.
 When the North Pole is tilted toward the Sun,
daytime will be longer than night time in the Northern
Hemisphere.
Elaborate  The time of heating up during the day will be longer
than the time of cooling down at night.
 The Northern Hemisphere steadily warms up and the
result is summer.
 At the same time, in the Southern Hemisphere, the
opposite is happening. Nights are longer than
daytime. It is winter there.
 But when the Earth has moved farther along its orbit,
the North Pole will then be tilted away from the Sun.
252 | P a g e
 Night time will then be longer than daytime in the
Northern Hemisphere. There would be a shorter time
for heating up and longer time to cool down. The
result is winter in the Northern Hemisphere.
 In tropical country like the Philippines, it is the cold
season.
 Meanwhile, the Southern Hemisphere experiences
summer ( longer days, shorter nights)
 Longer hours of daylight mean that the sun is in the
sky for a longer time. Thus, there is a longer time to
heat up the surface of the earth. And a short night
means the time to cool down is less. So the heat
adds up day after day. The result is summer.
 In contrast, a short day means a shorter time that the
sun in the sky and there is less time for the surface of
the Earth to warm up. And a long night means there
is more time to cool down. This leads to the cold
months we are familiar with.
 Therefore, places which have longer days and
shorter nights will experience summer season while
places which have shorter days and longer nights will
experience winter season.
Answer the following questions. Choose the letter of the best
answer.
1. Which of the following represents one complete rotation of
the Earth? A
A. 365 ¼ days C. 12 hours
B. 24 hours D. 1 leap year
2. What causes day and night? A

A. Earth rotation on its axis.
B. Earth‟s revolution around the sun.
C. Earth‟s alignment with the sun and moon.
D. Appearance of the sun and moon.
3. During the month of December, it is ________________.

D
A. shorter daytime
Evaluate B. longer daytime
C. longer daytime and shorter night time
D. shorter daytime and longer night time
4. Why are nights longer during winter in the Northern

Hemisphere? C
A. The sun is closer to earth.
B. The North Pole is tilted toward the sun.
C. Direct rays of the sun fall on the Northern
Hemisphere.
D. A smaller portion of the Northern Hemisphere
receives sunlight.
5. What time of the day is described in the following

statement? “Sunshine is much hotter that no one likes to
stay outdoors” B
A. early morning C. sunset
253 | P a g e
B. noon time D. night time
If Earth‟s orbit were a perfect circle and not an ellipse, would
we still have seasons? Explain. -If the Earth were a perfect
circle and not an ellipse, we will still experience seasons.
Extend
The cause of seasons is attributed from the tilt of the earth’s
axis with respect to its orbital plane. The earth has always
the same distance from the sun.
V. REMARKS
VI. REFLECTION
VII. OTHERS
got 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
lesson
continue to require
remediation
E. Which of my
teaching strategies
it worked well?
could help me with?
did I use/discover
254 | P a g e
For A Learners
ACTIVITY SHEET 8A:

HOW DOES THE LENGTH OF DAYTIME AND NIGHTTIME
AFFECT SEASON?
Objectives:
1. Interpret data about sunrise and sunset to tell when daytime is long and when
daytime is short.
2. Infer the effect of length of daytime and night time on seasons;
Materials needed:
Picture and diagram
Procedure:
1. Study the figures below. It shows the months of the year that has longest and
shortest daytime and night time. Answer the guide questions that follow:
Source: Tarbuck, Edward J. et al, 2012, Earth Science pp. 470
Guide Questions:
1. What can you say about the length of daytime and nighttime in the different
seasons? -In June, the Northern Hemisphere receives greater sunlight, the length of
daytime is longer while night time is shorter. In December the Southern Hemisphere
receives greater sunlight therefore the length of daytime is longer than the length of
night time. In the months of September and March the length of daytime and night
time is equal.
255 | P a g e
2. Which season has unequal length of daytime and night time? -Summer and
Winter
3. Which season has the same or equal length of daytime and night time? -
Spring and Fall
4. What do you think is the time of sunrise and sunset in the months of June,
December, September and March? -In June sun rise early and sets late
resulting to longer daytime and shorter night time. In December, the sun rises
late and sets early resulting to shorter daytime and longer night time. In
September and March, the sun rises almost equally at the two hemisphere
therefore having equal length of daytime and night time.
256 | P a g e
For B Learners
ACTIVITY SHEET 8B:

HOW DOES THE LENGTH OF DAYTIME AND NIGHTTIME
AFFECT SEASON?
Objectives:
1. Interpret data about sunrise and sunset to tell when daytime is long and when
daytime is short.
2. Infer the effect of length of daytime and night time on seasons;
Materials needed: Table 1
Procedure:
1. Study the table below. It shows the times of sunrise and sunset on one day of
each month.
Table 1: Sunrise and sunset in Manila on selected days of 2011
Length of
Day Sunrise Sunset
Daytime
Jan 22, 2011 6:25 AM 17:50 PM 11h 25m
Feb 22, 2011 6:17 AM 18:02 PM 11h 45m
March 22, 2011 5:59 AM 18:07 PM 12h 08m
April 22, 2011 5:38 AM 18:11 PM 12h 33m
May 22, 2011 5:27 AM 18:19 PM 12h 52m
June 22, 2011 5:28 AM 18:28 PM 13h 00
July 22, 2011 5:36 AM 18:15 PM 12h 52m
Aug 22, 2011 5:43 AM 17:53 PM 12h 32m
Sept 22, 2011 5:45 AM 17:53 PM 12h 08m
Oct 22, 2011 5:49 AM 17:33 PM 11h 44m
Nov 22, 2011 6;00 AM 17:24 PM 11h 24m
Dec 22, 2011 6:16 AM 17:32 PM 11h 16m
Note: The time for sunrise and sunset follows 24-hour format.
Guide Questions:
1. Compare the times of sunrise from January, 2011 to December, 2011. What do
you notice? - From January to December, the time of sunrise changes from being
late (6:25 am), then becoming earlier (5:27 am), then becoming late again (6:16 am).
(The teacher must see to it that the students will realize that the Sun does not rise at
the same time the whole year round.)
2. Compare the times of sunset during the same period. What do you notice? - From
January to December, the time of sunset changes from being early (5:50 pm), then
becoming late (6:28 pm), then becoming early again (5:32 pm).
3. Compare the time of sunrise on June 22, 2011 with that on December 22, 2011.
On which day did Sun rise earlier? -The Sun rose earlier on June 22, 2011.
4. Compare the time of sunset on June 22, 2011 with that on December 22, 2011. On
which day did the Sun set later? - The Sun set later on December 22, 2011.
257 | P a g e
5. When was daytime the longest? -Daytime was longest on June 22, 2011.
6. When was daytime the shortest? - Daytime was shortest on December 22, 2011.
258 | P a g e
PRETEST/POST TEST ON SEASONS
Read the questions carefully and choose the letter of the correct answer.
1. Which of the following is the reason on the variation in the length of
daytime and night time?
a. Earth‟s Tilt c. Earth‟s Revolution
b. Earth‟s Rotation d. cannot be
determined
2. At what angle is the earth is tilted?

a. 23.00 b. 23.50 c. 23.30 d.
23.60
3. Which of the following best describes the length of day and night in the
Northern Hemisphere in a given illustration?
a. Short day and long night

b. Long day and short night
c. Equal day and night
d. Nothing will change
4. Why does Philippines experience longer night and shorter day in

December?
a. Philippines is in the Northern Hemisphere and tilted toward the sun.
b. Philippines is in the Northern Hemisphere and tilted away from the
sun.
c. Philippines is in the Southern Hemisphere and tilted toward the sun.
d. Philippines is in the Southern Hemisphere and tilted away from the
sun.
5. How is energy related to the length of daytime and night time?

a. The longer the daytime, the warmer the place.
b. The shorter the daytime, the warmer the place.
c. The longer the night time, the cooler the place.
d. The shorter the night time, the warmer the place.
6. The position of the sun in the sky varies with two factors. What are
these factors?
a. Time and location
b. Height and angle
c. Time and height
d. Location and angle
259 | P a g e
7. What time of the day do you experience when the sunshine is hotter
and no one likes to stay outdoors?
a. Early morning
b. Noon time
c. Sunset
d. Night time
8. During sunset, the height and the angle of the sun is low. What would
be the coverage area of the sun?
a. Wide
b. Narrow
c. High
d. None of the above
9. What factors are involved to determine the amount of sunlight received

by a certain area?
a. height and angle of the sun
b. latitude and the position of the sun
c. time and height of the sun
d. time and angle of the sun
10. Which of the following best explains the relationship between the angle
of the sun and the amount of energy received?
a. The higher the angle, the more intense the solar radiation.
b. The lower the angle, the more intense the solar radiation.
c. The higher the angle, the less intense the solar radiation.
d. The lower the angle, the less intense the solar radiation.
11. When the northern hemisphere is tilted toward the sun, the southern
hemisphere experiences ________________.
a. fall b. spring c. summer d. winter
12. Why do some places on earth receive direct rays of the sun while
others do not?
a. because of the earth‟s rotation
b. because of the earth‟s revolution around the sun
c. because of the earth‟s tilt
d. because of the occurrence of day and night
13. What causes season to change?

a. earth‟s tilt and revolution
b. occurrence of day and night
c. length of daytime and nighttime
d. height and angle of the sun
260 | P a g e
14. What season is being portrayed by the given statement:
Farmers take advantage of the ample supply of water for the

farmland’s irrigation.
a. dry season b. fall c. dry season d. wet season
15. What is the season in the Philippines if cold food and refreshments
like ice cream, halo-halo and ice candy are common?
a. spring b. fall c. dry season d. wet season
16. When sunlight falls equally on the two hemisphere, the Earth is said to
be in ___________.
a. June solstice c. September equinox
b. December solstice d. March equinox
17. Which season is the coldest season?

a. Summer b. Winter c. Fall d. Spring
18. What causes day and night?

a. Earth rotation on its axis
b. Earth‟s revolution around the sun
c. Earth‟s alignment with the sun and moon
d. Appearance of the sun and moon
19. During the month of December, we experience

a. shorter daytime
b. longer daytime
c. longer daytime and shorter night time
d. shorter daytime and longer night time
20. Why are nights longer during winter in the Northern Hemisphere?
a. The sun is closer to earth.
b. The North Pole is tilted toward the sun.
c. Direct rays of the sun fall on the Northern Hemisphere.
d. A smaller portion of the Northern Hemisphere receives sunlight.
Answers:
1. A 6. A 11.D 16. C
2. B 7. B 12. A 17. B
3. B 8. A 13. A 18. A
4. A 9. B 14. B 19. D
5. A 10. A 15. C 20. C
261 | P a g e
I. OBJECTIVES
The learners demonstrate the understanding of the
occurrence of eclipses.
B. Performance The learners shall be able to discuss whether or not beliefs
Standards and practices about eclipses have scientific bases.
Explain how Solar and Lunar Eclipse occur. S7ES-IVj-11
C. Learning 1. Explain how shadows are formed in space.
Competencies 2. Relate the formation of shadow to the understanding of
the occurrence of an eclipse.
II. CONTENT Eclipse-Shadows Formation in Space
III. LEARNING
RESOURCES
A. References
49. Teacher’s
215-216
Guide pp.
50. Learner’s
351-353
Materials pp.
51. Textbook pp.
52. Additional pp.
from LR Portal
B. Other Learning https://www.toppr.com/guides/science/light-shadows-and-
Resources reflections/light-and-shadows/
IV. PROCEDURE A B
Do you know how shadows Do you know how shadows
are formed? are formed?
Do you know why they
Elicit occur? Tips: Show a picture or a
Do you know shadows and situation that shows a
eclipses are related in any shadow.
way?
Using a source of light, like Using a source of light, like
flashlight or a light bulb ask flashlight or a light bulb get
the students to form different objects with
shadows near the wall or different shapes and form
away from it. Then ask the shadows near the wall or
following questions: away from it. Then ask the
1. How are shadows
formed? Let the students describe
2. Does distance has effect how shadows are formed.
Engage
to the size of the shadow
formed on a screen or in any Do you think same thing
objects? happened in space?
3. Do you think same thing
happened in space? Note: Do not process
students‟ answers. Just
Tips: Using metacards, ask solicit ideas that will serve as
volunteers from the class to the springboard in the
right their answer on it. formation of shadow in
space.
262 | P a g e
Note: Do not process
students‟ answers. Just
solicit ideas that will serve as
the springboard in the
formation of shadow in
space.
Let the students perform the Demonstrate to the class
pre-activity: Formation of how shadows are formed.
Shadow.
This activity will make use of
This activity will make use of students’ prior knowledge
students’ prior knowledge about shadows and how
about shadows and how shadows in space are
shadows in space are formed. Remind the
formed. Remind the students, they must agree
students, they must agree with a common answer in
with a common answer in each question in the activity.
each question in the activity.
(See attachment 1 Pre-
To maximize the time, group Activity: Formation of
Explore the students into four groups Shadow)
and ask a volunteer per
group to demonstrate to the
class how shadows are
formed.
During the activity on the

formation of shadows let the
students identify the
shadows viewed on the wax
paper.
(See attachment 1 Pre-

Activity: Formation of
Shadow)
Students’ presentation of output( by group).
Processing and discussion of activity (Let the groups

process first their answers then go back to the guide
questions during class demonstration.
Explain
After you had processed the class output emphasize to them
that similar things happened in space.
Draw out from the students the idea how shadows are
formed in space by identifying what could be the source of
light to form a shadow when an object blocks the light.
Shadows
Shadow is created when the light is blocked by an opaque
object. It is just that part where light does not reach. When you
Elaborate
stand in the sun, you are able to see your shadow behind you.
How do you see that shadow? This is because our body is
opaque and does not allow the light to pass through it.
263 | P a g e
This is how the shadow is formed behind us. When you go
to a party, you wear a colorful dress. But when you look at
your shadow can you see the colors? NO! We always get
a black shadow.
Opaque objects: These objects do not allow the light to
pass through them at all. e. g., If we take some amount of tea
in the glass and allow the torchlight to pass through it. The
tea being an opaque object won‟t allow the light to pass
through it.
Formation of Shadows
https://www.google.com/search?q=how+are+shadows+are+f
ormed%3F&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj
_gu-
fqs_kAhWrUN4KHcNDBaYQ_AUIEygC&cshid=1568430498
941573&biw=1366&bih=657#imgrc=-UpRQc-ttBnSvM:
To form a shadow a source of light is required. It is only when

light rays are obstructed we get the shadow of the object. The
size of the shadow keeps on changing with the position of the
sun. Shadows are always formed on the opposite side.
Transparent objects cannot form a shadow. They are only
formed in opaque or translucent objects. If we take a glass
slab, no shadow is formed because it allows light to pass
through it.
When shadow is not seen, it does not mean that it has

disappeared. When the object moves, the shadow moves
with it.
Shadow exists in space too.
The formation and darkening is exactly the same as the

formation of shadows commonly seen around you. When
shadows are formed on astronomical objects, a darkening
effect is observed. This phenomenon is called an eclipse.
In a 1/2 sheet of paper let the students explain briefly the
answer the following questions: ( 5 points each)
Evaluate 1. How does a shadow formed in space?
When shadow is not seen, does it mean that it has
disappeared?
How does a solar eclipse occur?
Extend
How many eclipses normally occur each year?
V. REMARKS
264 | P a g e
VI. REFLECTION
VII. OTHERS
got 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
lesson
continue to require
remediation
E. Which of my
teaching strategies
it worked well?
could help me with?
did I use/discover
Pre-Activity: Formation of Shadow
265 | P a g e
Objective: Infer how shadows are formed.
Materials needed:
shoebox (or other cardboard box)
wax paper or white paper
tape
flashlight
small objects (such as plastic animals, pencil, coin)
Procedure:
1. Make two openings on the shoebox, one on top and another on the bottom (see
figure below).
2. Cover one opening with wax paper (or white paper) and secure it with tape.
3. Hold a flashlight inside the box and shine the light on wax the paper.
4. Place the mystery object close to the flashlight. (The shadow will appear very big.)
5. Ask students to identify the shadows viewed on wax paper. (At this distance,
students cannot guess the shadows accurately).
6. Move slowly the objects away from the flashlight to make the shadow of the object
clearer. (This time, students can now accurately guess the shadow.)
7. Do steps 4-6 to another mystery object.
Guide Questions:
1. What is projected on the paper?
2. How are shadows formed?
3. What is the effect of shadows?
4. What are some things you noticed about shadows while the object changes its
distance from the flashlight?
266 | P a g e
267 | P a g e
I. OBJECTIVES
The learners demonstrate the understanding of the
B. Performance The learners shall be able to discuss whether or not beliefs
Standards and practices about eclipses have scientific bases.
Explain how Solar and Lunar Eclipse occur. S7ES-IVj-11
1. Illustrate the position of Sun, Moon, and Earth during a
C. Learning
solar eclipse
Competencies
2. Explain how solar eclipse occur
3. Cite some safety precautions on observing a solar eclipse
II. CONTENT Solar Eclipse
III. LEARNING
RESOURCES
A. References
53. Teacher’s
216-217
Guide pp.
54. Learner’s
353-355
Materials pp.
Prentice Hall Science Explorer p. 310
55. Textbook pp. Tarbuck Earth Science 13th Edition Textbook. pdf. pp. 630-
631
56. Additional pp.
from LR Portal
https://link.quipper.com/en/organizations/547ffa1bd2b76d00
02001f24/curriculum#curriculum
https://www.nsc.org/home-safety/tools-resources/seasonal-
B. Other Learning
safety/solar-eclipse
Resources
https://spaceplace.nasa.gov/eclipse-snap/en/
https://www.youtube.com/watch?v=E6OtLfszaVI
http://www.timeanddate.com/worldclock/astronomy.html
IV. PROCEDURE A B
Elicit How are shadows formed in space?
Show pictures of a solar eclipse.
Let the students describe what they know about the two
photos.
Engage
Figure 1
Photo source:
https://www.google.com/search?q=solar+eclipse&source=ln
ms&tbm=isch&sa=X&ved=0ahUKEwjgxtKlpsvkAhUIfd4KHdv
FAjIQ_AUIEigB&biw=1366&bih=657#imgrc=zn06cesd0TbPJ
268 | P a g e
M:
Figure 2
Photo source:
https://www.google.com/search?q=solar+eclipse&source=ln
ms&tbm=isch&sa=X&ved=0ahUKEwjgxtKlpsvkAhUIfd4KHdv
FAjIQ_AUIEigB&biw=1366&bih=657#imgrc=rJwf0jq9oBko6
M:
What would you feel if you were walking home from school
on a sunny afternoon and the sun disappeared just like the
second photo that had been shown?
Would you be frightened?
Note: Do not attempt to explain to the class what‟s on the

photos.
Let the students perform the Let the students perform the
activity 3B: Making Model. activity 3A: How are
(See attachment 3.) shadows formation link to
Solar eclipse? (See
attachment 2.)
This activity will make use of

students’ concept about
shadows in space.
Explore
Remind the students, that in
their group, they must agree
with a common answer in
each question in the activity.
(Activity Sheet is modified
from Activity 3 Are there
shadows in space? of
Science LM 7 pp. 262-264.)
Students’ presentation of output (by group).
Processing and discussion of activity (Let the groups

process first their answers then go back to the guide
questions during class demonstration.
Explain
After you had processed the class output emphasize to them
the position of Sun, Moon, and Earth during a solar eclipse.
Draw out from the students the idea how solar eclipse takes
place in different locations on Earth and how this shadow
differ upon forming it.
269 | P a g e
The Solar Eclipse
An eclipse happens when the Moon, the Earth, and the Sun
are aligned, and one celestial body covers another or one
celestial body casts a shadow on another.
Solar eclipse happens due to the rotation of the Earth

around its axis and its revolution around the Sun.
Types of Solar Eclipse

The solar eclipse happens when the light from the Sun is
blocked by the Moon. It happens when the Moon is in the
middle of the Earth and the Sun as a result of their
alignment.
There are three types of solar eclipse: partial, annular, and

total eclipses.
In partial solar eclipse, the light from the Sun is partially

blocked by the Moon. The Moon, the Earth, and the Sun are
not perfectly aligned on a straight line.
In annular solar eclipse, the light from the Sun is seen on

Earth as a “ring of fire”. It only happens during a new moon
and when the Moon is too far from the Earth to completely
block the light from the Sun.
In total solar eclipse, the light from the Sun is completely

Elaborate blocked by the Moon. It happens when the Moon, the Earth,
and the Sun are perfectly aligned forming a straight line.
The high energy released by the Sun during annular and

partial solar eclipse is damaging to the eyes and requires
eye protection.
Below is an illustration that depicts the occurrence of a solar

eclipse, particularly, a total solar eclipse where the Sun, the
Moon, and the Earth are forming a straight line.
Fig. 3A and 3B
270 | P a g e
FIGURE 3A and 3B Solar eclipse. A. Observers in the zone
of the umbral shadow see a total solar eclipse. Those
located in the penumbra only see a partial eclipse. The path
of the solar eclipse moves eastward across the Earth. B.
During a total solar eclipse, the blotted-out solar disk is
surrounded by an irregularly shaped halo called the corona.
(Photo by Fred Espenak/Photo Researchers, Inc.)
Figure 4
https://link.quipper.com/en/organizations/547ffa1bd2b76d00
02001f24/currculum#curriculum
Figure 5
In Eclipse 101, NASA outlines do's and don'ts of viewing the

eclipse:
 Do not look directly at the sun
 Do not use homemade filters or ordinary sunglasses,
even very dark sunglasses
 Use special-purpose solar filters, such as eclipse
glasses or handheld solar viewers, to view the
eclipse
 Read and follow filter instructions and supervise
children
 In any stage of eclipse, do not look at the sun
through a camera, telescope, binoculars or other
optical device, and never use solar filters with these
devices, as concentrated solar rays will damage
them and can cause serious eye injury
 Inspect your solar filter before use; if it is scratched
or damaged, discard the filter
271 | P a g e
Key Points
 A solar eclipse happens when the light of the Sun is
covered by the Moon as observed on Earth.
 Solar eclipse happens due to the rotation of the Earth
around its axis and its revolution around the Sun.
 It usually occurs when the Moon is in between the
Sun and the Earth.
 There are three types of solar eclipse: partial,
annular, and total eclipses.
 In partial solar eclipse, the light from the Sun is
partially blocked by the Moon.
 In annular solar eclipse, the light from the Sun is
seen on Earth as a “ring of fire”.
 In total solar eclipse, the light from the Sun is
completely blocked by the Moon.
Show a video to the class entitled:
Solar Eclipse | The Dr. Binocs Show | Educational Videos

For Kids
https://www.youtube.com/watch?v=E6OtLfszaVI
Note: The teacher should solicit ideas from the students.

Please take provide questions. Do not just give right away
the concepts to avoid spoon feeding.
I. Multiple Choice: Write the letter of the correct answer.
1. In which of the following is solar eclipse most likely to
occur?
A. When the Sun is in between the Moon and the
Earth.
B. When the Earth is in between the Sun and the
Moon.
C. When the Moon is in between the Sun and the
Earth.
D. When the Moon and the Earth are right angles to
each other.
Evaluate 2. In which type of solar eclipse does a “ ring of fire” form?

A. Total solar Eclipse
B. Partial solar eclipse
C. Annular solar eclipse
D. None of the above
3. Which of the following statements is true about partial

solar eclipse?
A. The moon does not completely block the light
from the Sun.
B. The Earth, the Moon, and the Sun re aligned
forming a straight line
C. The partial solar eclipse happens during New
272 | P a g e
Moon.
D. During partial solar eclipse, the Sun is seen as “
ring of fire”.
4. Which of the following statements is not true about solar

eclipse?
A. Solar eclipse happens when Moon casts a
shadow on Earth
B. Solar eclipse happens when Earth the Moon, and
the Sun are aligned a long a straight line
C. Solar eclipse happens during new moon
D. Solar eclipse happens when Sun is at the
middle of Earth and the Moon.
II. Answer briefly. (5 Points)

Give at least two safety precautions in observing a solar
eclipse.
In a short coupon bond, record the solar eclipse that had
Extend
been witnessed in the Philippines from 1990 to 2018.
V. REMARKS
VI. REFLECTION
VII. OTHERS
got 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
lesson
continue to require
remediation
E. Which of my
teaching strategies
it worked well?
could help me with?
did I use/discover
273 | P a g e
Activity 3A:
HOW ARE SHADOWS FORMATION LINKED TO SOLAR
ECLIPSE?
Objective: Explain how solar eclipse occur.
Materials needed:
1 big ball (plastic or Styrofoam ball)
2 small ball (diameter must be about ¼ of the big ball)
flashlight or other light source
2 pieces barbecue stick (about one ruler long)
any white paper or cardboard larger than the big ball
Styrofoam block or block of wood as a base
Procedures
Note: Throughout the activity, stay at the back or at the side of the flashlight as much
as possible. None of your members should stay at the back of the big ball, unless
specified.
1. Pierce the small ball in the middle with the barbecue stick.
Then push the stick into a Styrofoam block to make it stand (see
drawing on the right). The small ball represents the Moon. Do
the same to the big ball. The big ball represents the Earth.
2. Hold the flashlight and shine it on the small ball (see drawing below). The distance
between the flashlight and the ball is one footstep. Observe the small ball as you
shine light on it. The flashlight represents the Sun.
Questions:
Q1. Sketch the locations of Sun, Moon, and Earth during a solar eclipse
Q2. What is formed on the other side of the Moon?
3. Place the Earth one footstep away from the Moon (see drawing below). Make
sure that the Sun, Moon, and Earth are along a straight line. Turn on the flashlight
and observe.
Q3. What is formed on the surface of the Earth during a solar eclipse?
274 | P a g e
4. Place the white paper one footstep away from the Earth (see drawing below). The
white paper must be facing the Earth. Observe what is formed on the white paper.
Q4. What is formed on the white paper?
5. Ask a group mate to move the Moon along a circular path as shown below
Q5. What happens to the shadow of the Moon as you move the Moon around the
Earth?
Q6. Observe the appearance of the Moon. What is the effect of the shadow of the
Earth on the Moon as the Moon reaches position X (see drawing above)?
275 | P a g e
Activity 3B:
MAKING MODEL
Objectives:
1. Design a model to show a solar eclipse
2. Demonstrate the position of Sun, Moon, and Earth during a solar eclipse
Procedure:
1. With your group mates, design a model of a solar eclipse using available materials
in school to show eclipse
2. Present your designed model of a solar eclipse in front of the class by means of
demonstration
3. Formulate two questions that will cover how solar eclipse occur.
Guide Questions:
In your model, What represents Earth? The Sun? The Moon?
Solar Eclipse Making Model Criteria
Criteria Percentage
Preparation 15%
Achievement of Objectives 35%
Imagination and Creativity 30%
Presentation 20%
Total 100%
Key Concepts:
During a solar eclipse, the moon blocks light from the sun preventing the
light from reaching Earth‟s surface. The solar corona surrounding the dark
disk of the moon, above is visible during a solar eclipse.
276 | P a g e
Eclipse Essay Rubric
This rubric is modified from Rcampus-Irubric:Eclipse

https://www.rcampus.com/rubricshowc.cfm?code=YX7XA5B&sp=yes&
Eclipse
Excellent Fair Poor
5 points 3 points 1 point
Main ideas in the Main ideas in the The topic and main
formation of shadow formation of shadow ideas in the
Shadow Formation in space are clear in space are clear formation of shadow
is Space and are well but are not well in space are not
supported by supported by clear.
detailed and detailed information.
accurate
information.
Students clearly Students clearly Students give one
give two safety give one safety safety precaution in
precautions in precaution in observing a solar
observing a solar observing a solar eclipse but not
Solar Eclipse eclipse that are well eclipse that are well clear.
supported by supported by
detailed and detailed and
accurate accurate
information. information.
277 | P a g e
278 | P a g e
279 | P a g e
280 | P a g e
I. OBJECTIVES
B. Performance
Standards
and seasons.
Collect, record, and report data on the beliefs and practices
of the community in relation to eclipses. S7ES-IVj-12
C. Learning 1. Describe how lunar eclipse happen
Competencies 2. Illustrate the position of Sun, Moon and Earth during lunar
eclipse.
3. Relate the lunar eclipse to phases of the moon.
II. CONTENT Lunar Eclipse
III. LEARNING
RESOURCES
A. References
57. Teacher’s
216-217
Guide pp.
58. Learner’s
333-334
Materials pp.
Science Links. Textbook for Scientific and Technological
Literacy.2017, p. 358
59. Textbook pp.
Integrated Science Textbook.2002. pp. 238-239
Exploring life through Science Series
60. Additional pp.
from LR Portal
Internet Sources:
http://solarsystem.nasa.gov/moons/earth-moons/lunar-
phases-and-eclipses.html
https://www.discoveryexpresskids.com/blog/phases-of-the-
moon-lunar-and-solar-eclipses.html
Photo Source:
https://keydifferences.com/difference-between-solar-and-
lunar-eclipse.html
http://brainpop.com/science/space/eclipse.html
https://solarsystem.nasa.gov/moons/earths-moon/lunar-
phases-and-eclipses/
B. Other Learning Video Source:
Resources https://www.youtube.com/watch?v=X1sJPtwWigE
https://www.youtube.com/watch?v=nXseTWTZlks
https://www.youtube.com/watch?v=VW2xRR75lKE
https://www.makemegenius.com.html
Science Test:
https://www.educationquizzes.com.html
https://www.ducksters.com.html
https://www.reviewgamezone.com.html
https://www.quizizz.com.html
https://www.helpteaching.com.html
281 | P a g e
IV. PROCEDURE A B
Ask the students if they are afraid of the dark?
Elicit What if suddenly at daytime darkness happens for a few
seconds?
Picture analysis
A B
A B
https://keydifferences.com/dif
ference-between-solar-and- http://brainpop.com/science/
lunar-eclipse.html space/eclipse.html
Figure 1 Figure 2
What is the difference What is the difference

between the two pictures between the two pictures
shown? -Picture A depicts shown? -Picture A depicts
that the Sun is blocked by that the Sun is blocked by
the moon which is called the moon which is called
solar eclipse. Picture B solar eclipse. Picture B
depicts that the Moon depicts that the Moon
appears dim as it passed appears dim as it passed
into the Earth’s shadow. into the Earth’s shadow.
Think-Pair-Share
Video presentation of Super blood moon
Video Source:
https://www.youtube.com/watch?v=X1sJPtwWigE
(The teacher may draw at least 2 to 3 pairs to share their
Engage answer in the class)
Guide Questions:
1. What happened to the moon base on what you have seen
in the video clip?
2. What do you call the phenomena?
The teacher will ask the students to group themselves and
divide into 4-5 groups. The teacher will then distribute a copy
of activity sheet and explain to the class the procedure then
Explore materials will be provided for them.
Students will be given only 15 minutes to finish their outputs

and post it on the board.
Students will present and Students will perform in
explain their outputs in front random or in order with time
Explain
of the class for 2-3 minutes limit
each only.
Key information:
 As the moon revolves around the Earth it also
passes on the Earth‟s shadow.
Elaborate  An eclipse happens when a planet or the moon gets
in the way of the Sun‟s light.
 When one object in space cast a shadow in another
object in space
282 | P a g e
 During a solar eclipse the moon gets in the way of
the sun‟s light and cast the shadow on earth.
 During a lunar eclipse, Earth comes between the
Sun and the Moon, blocking the sunlight towards the
Moon.
 Earth's shadow covers all or part of the lunar surface.
There are three kinds of lunar eclipses:

1. A total lunar eclipse occurs when the Moon and Sun are
on opposite sides of Earth.




Photo Source:
moon-lunar-and-solar-eclipses

 2. A partial lunar eclipse happens when only part of Earth's
shadow covers the Moon.
Photo Source:
3. A penumbral eclipse happens when only the outer part

of the Earth‟s shadow covers the moon, so the result is very
subtle compared to the total or partial lunar eclipses.
Photo Source:
283 | P a g e
Photo Source:
 Throughout the year, the Moon's orbital tilt remains

fixed with respect to the stars, meaning that it
changes with respect to the Sun. About twice a year,
this puts the Moon in just the right position to pass
through the Earth's shadow, causing a lunar
eclipse.
 As the Moon passes into the central part of the
Earth's shadow, called the umbra, it darkens
dramatically. Once it's entirely within the umbra, the
Moon appears a dim red due to sunlight scattered
through the Earth's atmosphere.
 When the moon is illuminated by the sun fully and
the Earth is not blocking it, we see a full moon. This
is when the moon looks like a perfect bright circle.
When the moon is hiding behind the Earth and is
hidden from the sun, we see a new moon. The moon
is dark and difficult to see.
Photo Source:
Video clip Presentation
On Phases of the Moon
https://www.youtube.com/watch?v=nXseTWTZlks
284 | P a g e
https.www.makemegenius.com.html
Video clip Presentation
On Lunar Eclipse
https://www.youtube.com/watch?v=VW2xRR75lKE
A. Multiple Choice: Select the best possible answer from the
statement below:
1. This will happen when the Earth passes between the
Moon and the Sun.
A. Solar eclipse C. Annular eclipse
B. Hybrid eclipse D. Lunar eclipse
2. The moon is in what phase during a lunar eclipse?

A. Full moon C. New moon
B. Quarter moon D. Half moon
3. This is when the Moon passes through the Earth‟s

Penumbra making the Moon look black.
A. Partial lunar eclipse
B. Total lunar eclipse
C. Solar eclipse
D. Penumbral lunar eclipse
4. Between 1996 and 2020, there will be a total of ____

eclipses.
A.27 B. 2 C.18 D.29
5. Every month there are full moon and new moon but why
does eclipse rarely occurs?
A. Earth‟s alignment with the Sun each month alters
Evaluate
its alignment with the Moon.
B. The Moon’s tilt has the shadow pass either too
soon or too late to be seen on Earth
C. The Earth‟s season alter the atmosphere which
prevents or diminishes eclipses
D. The gravitational pull between the Earth and Moon
changes as the Moon gets closer and as it moves
further away which eliminates the chances of an
eclipse from happening.
6. What color will the Moon sometimes appear during a lunar

eclipse?
A. green B. blue C. red d. purple
7. The darkest part of the shadow surrounding the darkest

part of the shadow is called the ________.
A. orbit C. penumbra
B. axis D. umbra
8. What is the correct alignment during a total lunar eclipse?

A. Sun,earth,moon
B. Earth,sun,moon
C. sun,moon,Earth
D. none of the above
285 | P a g e
9. Among are the types of lunar eclipse except ________.
A. partial lunar eclipse
B. annular lunar eclipse
C. total lunar eclipse
D. penumbral lunar eclipse
10. What are the two types of shadow that can be cast on
the moon during a lunar eclipse?
A. nebula,penumbra
B. umbra, penumbra
C. numbra,renumbra
D. major shadow,minor shadow
B. Illustrate how lunar eclipse occur.(5 points)
Photo Source:
https://www.google.com/search?biw=1517&bih=675&tbm=is
ch&sa=1&ei=fAuEXYSrFc_MQajoLmgDA&q=CORRECT+A
LLIGNMENT+OF+LUNAR+ECLIPSE&oq=C/2
Choral Recitation Guidelines
A choral recitation requires a group of students to orally
interpret and recite from memory.
1. The teacher will group the students according to their
number in the class. A group may be composed of 10
members.
Extend 2. Based on a piece provided, the student groups will
perform a choral recitation on their own interpretation and
execution. Vernacular language was used as language of
the story. Dialogue of the characters is a choice.
3. The whole performance starting from the entrance and
exit is limited to 5 minutes only. In every minute excess, the
group score will be deducted by 0.5 points.
V. REMARKS
VI. REFLECTION
VII. OTHERS
got 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
286 | P a g e
lesson
continue to require
remediation
E. Which of my
teaching strategies
it worked well?
could help me with?
did I use/discover
287 | P a g e
ACTIVITY SHEET 1B
CREATE ME A MODEL
Objectives:
1. Describe how lunar eclipse happens.
2. Illustrate the position of Sun, Moon and Earth during lunar eclipse.
3. Relate the phases of the moon to lunar eclipse.
Materials needed:
1 small ball (styrofoam ball)
light source (strong LED flashlight or lamp without a shade)
flashlight
2 pieces of barbecue stick (1 ruler long)
white paper or cardboard larger than big ball
styrofoam block or block of wood as a base
Manila paper marker tape ruler string
Procedure:
Part A
1. Lay the flashlight on a table and place the beach ball approximately 24 inches in
front of the flashlight. Make sure that the light falls directly at the center of the larger
ball.
2. Turn off the lights in the room and turn on the flashlight.
3. Holding the ping pong ball tied by a string, it should be placed horizontally with the
larger ball during the activity on phases of the moon.
4. Ask for student observations regarding where they see the light hitting the beach
ball and where they see shadow.
5. Continue holding the ping pong ball by the string, move the ping pong ball so that it
is behind the beach ball.
6. Ask for student observations regarding where they see the light and shadow in this
position.
Illustrate how lunar eclipse happen.
Guide Questions:
1. Where do you see the light hitting the beach ball?
2. Where do you see the shadow?
3. Where do you see the light in the position of the shadow?
288 | P a g e
Part B
Instruction: Based on the picture below identify and illustrate the phases of the moon
in the space provided answer the questions below.
Photo Source:
https://www.google.com/url?sa=i&source=images&cd=&ved=0ahUKEwiE2YjCgd7kA
hVPZt4KHSNQDsQQMwiAASgqMCo&url=http%3A%2F%2Fncisla.wceruw.org%2Fm
use%2Fearth-moon
sun%2Fmaterials%2Fbuild%2Fmaterial2D%2Factivities%2F8phases.html&psig=AOv
Vaw2eH1vXsUr8JsOFHBKsfvDF&ust=1569021180898970&ictx=3&uact=3
Guide Questions:
1. When does lunar eclipse happen? During what phase of the moon does this
happen?
2. What is the difference between gibbous and crescent?
289 | P a g e
ACTIVITY SHEET 1A
CREATE ME A MODEL
Objectives:
1. Describe how lunar eclipse happens.
2. Illustrate the position of Sun, Moon and Earth during lunar eclipse.
3. Relate the phases of the moon to lunar eclipse.
Materials needed:
1 small ball (styrofoam ball)
light source (strong LED flashlight or lamp without a shade)
flashlight
2 piece of barbecue stick (1 ruler long)
white paper or cardboard larger than big ball
styrofoam block or block of wood as a base
Manila paper
Marker tape ruler string
Observation notebook
Procedure:
Write your own procedure in creating model of lunar eclipse.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Illustrate how lunar eclipse happens.
Guide Questions:
1. Which ball represents the Earth? the moon?
2. Draw your model showing the lit and unlit sides of the moon.
3. How does the appearance of the moons and unlit areas change when it is viewed
from Earth?
290 | P a g e
Lunar Eclipse Model Guidelines (Evaluation)
The students will demonstrate their understanding on the lunar eclipse model
Rubric Scoring
Score
Criteria
4 3 2 1
Very
Excellently Satisfactorily Poorly
satisfactorily
illustrated illustrated illustrated how
Creativity illustrated how
how lunar how lunar lunar eclipse
lunar eclipse
eclipse occur eclipse occur occur
occur
Very
Excellently Satisfactorily. Poorly
satisfactorily
interpreted interpreted interpreted
Interpretation interpreted
how lunar how lunar how lunar
how lunar
eclipse occur eclipse occur eclipse occur
eclipse occur
Highly Very Not
Appropriately
appropriately appropriately appropriately
Visual Impact illustrated the
Illustrated the illustrated the illustrated the
model
model model model
291 | P a g e
Choral Recitation Guidelines
A choral recitation requires a group of students to orally interpret and recite from
memory.
1. The teacher will group the students according to their number in the class. A group
may be composed of 10 members.
2. Based on a piece provided, the student groups will perform a choral recitation on
their own interpretation and execution. Vernacular language was used as language
of the story. Dialogue of the characters is a choice.
3. The whole performance starting from the entrance and exit is limited to 5 minutes
only. In every minute excess, the group score will be deducted by 0.5 points.
Rubric Scoring on Choral Recitation
Score
Criteria
4 3 2 1
Used highly Used effective Used
effective and and expressive moderately
Not effective;
Vocal expressive intonation to effective and
more practice
intonation intonation to reinforce expressive
with intonation
and reinforce change change in intonation with
is strongly
expression in mood, voice, mood, voice, room for
recommended.
setting, and/or setting, and/or improvement
characterization. characterization. and practice.
Very
Excellently satisfactorily
interpreted the interpreted the Satisfactorily Poorly
Interpretation piece in a piece in a interpreted the interpreted the
creative and creative and piece. piece.
stylistic manner. stylistic
manner.
Used
appropriate Volume not Volume used is
Used highly
volume when used not appropriate
appropriate
Volume speaking and effectively. for audience.
audience volume
(loudness) performing, More practice More practice
when speaking
with a little is is highly
and performing.
room for recommended. recommended.
improvement.
Very Satisfactory
Poor execution
Excellent satisfactory execution with
with
execution with execution with observable
Synchronizati indistinguishable
oneness of voice minimal errors errors in timing
on timing of voice
and body in timing of of voice and
and body
movement. voice and body body
movement.
movement. movement.
292 | P a g e
Lunar Eclipse Model Guidelines
A lunar eclipse requires a group of students to orally interpret and recite from
memory.
1. The teacher will group the students according to their number in the class. A group
may be composed of 6-8 members
2. Based on the materials provided by their teacher they will create the model
provided and explain the formation of an eclipse
3. The group will present the model and relate how Sun, Moon and Earth will cast its
shadow. The model must be done for 10 min and present the output for 5 minutes
only.
Points Criteria
90-100 Completed the task given. Answers to problems were clearly
stated with supported evidences. Scientific concepts were well
understood.
80-89 Completed the task given. Answers were clearly stated.
Scientific concepts were well understood.
70-79 Tasks were performed with a few flaws in the understanding of
concepts or processes. Answers to problems were stated.
60-69 Tasks were only partially completed. Answers have shown
some significant errors in the understanding of concepts or
processes.
10-59 Tasks were attempted to be completed yet not successful with
the expected results
0 No attempt to perform the task.
Reference:
East Orange Scoring Rubric, Teacher Resource Page. Retrieved from
http://lp3.unej.ac.id/wp-content/uploads/2017/01/East-Orange-Rubrics-
morecomplet.pdf. 2:28 AM 01/29/2019
293 | P a g e
I. OBJECTIVES
B. Performance
Standards
and seasons.
Collect, record, and report data on the beliefs and practices
of the community in relation to eclipses. S7ES-IVj-12
1. Collect and record the superstitious beliefs of the
C. Learning community about eclipses.
Competencies 2. Present the superstitious beliefs in the locality about
eclipses.
3. Relate scientifically the different beliefs and practices in
the community in relation to eclipses.
II. CONTENT Facts, Myths, and Superstitions
III. LEARNING
RESOURCES
A. References
61. Teacher’s
217-218
Guide pp.
62. Learner’s
267-268
Materials pp.
63. Textbook pp.
Caoibes, Efrene P. Practical Science Grade 7. United Eferza
64. Additional pp. Academic Publications Co. 2012
from LR Portal zunal.com/conclusion.php?w=296
www.readwritethink.org
B. Other Learning
Resources
IV. PROCEDURE A B
The teacher distributes to the students the copy/ copies of
two situations related to the previous lesson and ask a
student to read the first situation and another student to read
the second situation aloud and with feelings.
Read the short story below and answer the questions that
follow:
1. Ana, a Grade 8 student, is walking home from the school.

It was 11:35 in the high noon. Suddenly, she noticed that the
Elicit
surrounding became dark. She was frightened of what is
happening. She ran so fast until she reached their house.
“Nanay! Nanay! I am on my way home when the
surroundings became dark. What happened Nanay?” she
breathlessly asked her mother. (story by Paulo M. dela Cruz)
2. Jimboy and his friends were having a trip on an open field.

It was full moon. They decided to have a food trip after the
examination days in school. They were singing while his
friend Dino was playing a guitar around a bonfire. They
294 | P a g e
noticed that the surrounding became dark. They look up and
saw the moon slowly covered by darkness. After a while, the
beautiful and amazing moon said hello to them. What an
amazing experience for the group. (story by Paulo M. dela
Cruz)
Questions:
1. What kind of eclipse was experienced by Ana? By
Jimboy? (Ana experienced solar eclipse. Jimboy
experienced lunar eclipse.)
2. What happened to the sun? To the moon? (The sun
seemed to be covered by the moon that made the
surroundings dark. The moon seemed to be covered by the
Earth’s shadow causing the full moon to fade away at night.)
Then, the teacher asks the students if they have prepared
their assignment. (For average learners, they were asked to
conduct a survey from their parents or older relatives in their
community about superstitious beliefs on eclipses.
Meanwhile, for advanced learners, they were asked to
Engage
perform a Choral Recitation using a piece provided entitled,
“Eklipse: Saindang Pagtubod, Matubod ka daw?” which is all
about how people in the community practice their
superstitious beliefs on eclipses. The teacher is expected to
edit the piece according to their own dialect.)
The teacher asks the As directed in their
students to group assignment, the students will
themselves into 5-6 groups be given only 5 minutes to
depending on the number of perform their Choral
students in the class. Each Recitation in no particular
group summarizes their order.
answers on the assignment
given. Then, they decide if The teacher gives first the
the stated superstitious criteria in their performance.
beliefs are scientifically The teacher may invite
evident or not. The teacher teacher-judges to help in
provides the needed assessing the students’
materials such as manila performances using a score
paper, permanent marker, sheet and introduce them to
ruler and tape, and copies of the students.
Explore the activity sheet.
This can be performed on
Students will be given only stage or inside the room.
15 minutes to finish their The teacher may assign a
outputs and post it on the representative from each
board. group who will give also a
score to the performance of
(Activity Sheet is modified the other groups using a
from Activity 4 Does a score card.
Bakunawa cause eclipses?
of Science LM 7 pp. 267- The scoring may be 50%
268) from the judges and 50%
from the student
representatives.
Group performers will be
295 | P a g e
asked also to identify
common superstitious beliefs
and their scientific
explanation stated in the
piece.
Students present and explain Students perform in random
Explain their outputs in front of the or in order with time limit.
class for 2 minutes only.
The teacher asks the students to answer the following
questions:
1. Which among the beliefs you have collected do you
consider true?
2. Do all the beliefs you have collected have scientific
bases?
3. Are the explanations of the occurrences of eclipses
related to these beliefs?
4. Are there any proofs that tell you they are true?
Eclipse has its share of mysticism for people. In the

Philippines, some people believe that a giant dragon or
snake called the “Bakunawa” in the Visayan region swallows
the Moon, causing a lunar eclipse. People go out from their
houses and make different kinds of noise in the belief that
the ruckus will frighten the dragon to release the Moon. This
tradition started from ancient Chinese.
In science, explanations are supported with evidence.

Elaborate Beliefs related to eclipses, such as the Sun being swallowed
by Bakunawa (a large animal), or the increase of harmful
microorganisms during an eclipse, are passed on by adults
to young children. But until now, no proof has been offered
to show that they are true.
However, there are beliefs that have scientific bases. For

example, it is bad to look directly at the Sun during a solar
eclipse. Doing so will damage your eyes. This is true. Even if
only a thin crescent of the Sun is left uncovered by the
Moon, it will still be too bright for you to observe. In fact, it is
10,000 times brighter than the Full Moon and it will certainly
harm your retina. So if you ever observe a solar eclipse, be
ready with a solar filter or welder‟s goggles to protect your
eyes.
Now you are an informed student on the occurrence of

eclipses. The next time an eclipse occurs, your task is to
explain to your family or the community the factors that
cause eclipse.
Evaluate Assessment and feed backing on the group performances.
Review the difference between solar eclipse from lunar
Extend eclipse according to the arrangement of Sun, Moon and
Earth and superstitious beliefs. Prepare for an examination.
V. REMARKS
VI. REFLECTION
VII. OTHERS
296 | P a g e
got 80% on the
require additional
activities for
remediation
C. Did the remedial
learners who have
lesson
continue to require
remediation
E. Which of my
teaching strategies
it worked well?
could help me with?
did I use/discover
297 | P a g e
CHORAL RECITATION GUIDELINES
A choral recitation requires a group of students to orally interpret and recite
from memory.
1. The teacher will group the students according to their number in the class. A
group may be composed of 10 members.
2. Based on a piece provided, each groups will perform a choral recitation with
their own interpretation and execution. Vernacular language was used as
language of the story. Dialogue of the characters is a choice.
3. The whole performance starting from the entrance and exit is limited to 5
minutes only. In every minute excess, the group score will be deducted by 0.5
points.
Rubric Scoring on Choral Recitation
Score
Criteria
4 3 2 1
Highly effective Effective and
Moderately
and expressive expressive Not effective;
effective and
Vocal intonation used intonation used more
expressive
to reinforce to reinforce practice with
intonation intonation used
change in change in intonation is
and expression with room for
mood, voice, mood, voice, strongly
improvement
setting, and/or setting, and/or recommended.
and practice.
characterization. characterization.
Very
Excellently
satisfactorily
interpreted the Satisfactorily Poorly
interpreted the
Interpretation piece in a interpreted the interpreted
piece in a
creative and piece. the piece.
creative and
stylistic manner.
stylistic manner.
Volume used
Appropriate is not
Highly Volume not
volume used appropriate
appropriate used
when speaking for audience.
Volume audience effectively.
and performing, More
(loudness) volume used More practice
with a little practice is
when speaking is
room for highly
and performing. recommended.
improvement. recommended
.
Poor
Very Satisfactory
execution
Excellent satisfactory execution with
with
execution with execution with a observable
indistinguish
Synchronization oneness of minimal errors errors in timing
able timing of
voice and body in timing of of voice and
voice. And
movement. voice and body body
body
movement. movement.
movement.
298 | P a g e
EKLIPSE: SAINDANG PAGTUBOD, MATUBOD KA DAW?
A Choral Recitation by Paulo M. dela Cruz
Adopted San Andres, Catanduanes vernacular language
Gabos: Eklipse! Sarong pambihirang pangyayari sa aldaw asin sa bulan.

Minatago, minadiklom, nakatakot pero kangangalas paghilingon!
Mga kababanwa, mara asin paghuronan ta ang mga pagtubod sa satung
isla. Eklipse! Matubod ka daw?
Kanan: Sarong malinason na aldaw, kami naglakaw-lakaw. Mainit an panahon,

pagkaginayon na aldaw.
Lalaki1: Manoy, hilingon mo ang aldaw gatago na!
Manoy: Ang aldaw gasara, bunso? Pan-u mo nataram?
Lalaki1: Manoy man hilingon mo! Natakpan na ang aldaw!
Kanan: Matago na kita! Dai niyo isi? „Pag may eklipse, magkakaigwang giyera,
iriwar asin kalamidad?
Kaliwa: Giyera? Iriwar? Kalamidad? Weh! Bakung katutubod!

Kamu, matubod daw kamu na ang pagtago nin aldaw gasenyal na
magkakaigwang giyera, iriwar asin kalamidad? Matubod ka daw?!
Gitna: An giyera asin iriwar nasa tawo an! Kun kita may disiplina, nagkakasararo
asin namumuot sa lambang saro, dai kita mairiwar!
Kanan: An kalamidad, gibo man daw nin tawo?
Gitna: An kalamidad natural na nangyayari sa satung kapalibutan. Kun nag-

eklipse asin nagkaigwang kalamidad, baku daw na nagkataun sana?
Kaliwa: Totoo?
Kanan: Totoo?
Gitna: Totoo!
Gabos: Eklipse, mga pagtubod, matubod ka daw?!
Babae1: Manay! Dai ka maghiling sa eklipse!
Bados: Ngata man aber?
Babae1: Pag ika naghiling sa eklipse may mangyayari sa saimung aki!
Bados: Anong mangyayari sa aki ko?
Babae1: Sabi kan mga gurang, pag an bados naghiling sa eklipse, sigurado
magkakaigwang deperensya an aki mo!
Kaliwa: An eklipse nagkakawsa nin pagkakaigwa nin deperensya sa aki? Totoo

daw ini? Matubod kita?
299 | P a g e
Kanan: Matubod kita? Matubod kamu? Posible daw ini?
Gitna: An eklipse dai man nin kinalaman sa pagkakaigwa nin deperensya sa aki.
An anuman na deperensya posibleng kawsa nin mutation sa genes hatod
kan mga panluwas na mga kadahilanan.
Kaliwa: Ano ang mga kadahilanan nin pagkakaigwang deperensya kan aki?
Gitna: An radiation, paninigarilyo, pag-inum nin alak asin heredity na ibig sabihon
nasa pamilya asin namana sa mga magurang.
Gabos: Nahiling ta! Nadangog ta! An eklipse dai man nin kinalaman sa
pagkakaigwa nin...
Kanan: Giyera!
Kaliwa: Iriwar!
Gitna: Kalamidad!
Gabos: O pagkakaigwang nin deperensya sa aki kan gabados.
Gabos: Eklipse! Mga pagtubod, matubod daw kita?
Kanan: Matubod kita kun igwang paliwanag an siyensya!
Kaliwa: Matubod kita kun igwang patunay na iyo talaga!
Gitna: An eklipse nakangangalas!
Kanan: Nakaugmang hilingon!
Kaliwa: Pambihirang hilingon sa buran asin sa aldaw!
Gabos: Kaya kun magkakaigwang eklipse, magtubod na kita! Ika, ako, gabos may
pakialam sa satong kapalibutan!
Eklipse!
300 | P a g e
Activity 4
BELIEVE ME NOT!
Objective: After the activity, student should be able to evaluate some beliefs about
eclipses.
Procedure:
1. From the collected beliefs about eclipses of your group mates, summarize and list
them down in the first column of Table 2. Same or related answers must be written in
the same column.
2. Decide if the stated superstitious beliefs are supported with any science fact. If
yes, put a check under the column of evident. If no scientific explanation that can
support the beliefs, check under not evident.
Table 2. Beliefs related to eclipses and its scientific bases
Scientific Basis
Superstitious Beliefs
Evident Not Evident
Guide Questions:
1. Which beliefs and practices have scientific bases? Why do you say so?
2. Which beliefs and practices have no scientific bases? Support your answer.
301 | P a g e
PRE-TEST/POST TEST
I. Multiple Choice
Direction: Read the questions properly and choose your letter-answer from the
choices given and write it on your answer sheets.
1. It is a phenomena when moon blocks light from the sun, preventing the light from
reaching Earth‟s surface.
A. Solar eclipse B. Lunar eclipse
C. Umbra D. Partial lunar eclipse
2. Below is an image of a partial solar eclipse as seen by an observer on Earth.

Which part of the shadow do you think is the observer watching?
A. Penumbra of the Earth

B. Penumbra of the Moon
C. Between the umbra and penumbra of the Moon
D. Between the umbra and penumbra of the Earth
3. What type of solar eclipse happens when the light from the sun is completely
blocked by the moon?
A. Total solar eclipse B. Partial solar eclipse
C. Annular solar eclipse D. Eclipse
4. Which of the following statements is not true about solar eclipse?

A. Solar eclipse happens when Moon casts a shadow on Earth
B. Solar eclipse happens when the Sun, Moon and the Earth are aligned a
long a straight line
C. Solar eclipse happens during new moon
D. Solar eclipse happens when Sun is at the middle of Earth and the
Moon.
5-8. Determine whether the statement describes partial solar eclipse or annular solar
eclipse. Select the correct category for each item.
A. Annular solar eclipse
B. Partial solar eclipse
C. Total solar eclipse
5. The light from the Sun is seen like a “ring of fire” from the earth. -A
6. The moon, the Earth, and the Sun are not perfectly aligned. - B
7. The light from the Sun is partially covered by Moon. - B
8. It happens when the Moon is too far from the Earth. - A
II.
9. What is an eclipse? (1 point)
302 | P a g e
Answer: This happens when a planet or the moon gets in the way of the
Sun’s light
10. Differentiate the solar and lunar eclipse? (2 points)
Answer: Solar eclipse happened when the moon gets in the way of the
sun’s light and cast the shadow on earth. Earth comes between the Sun and
the Moon, blocking the sunlight falling on the Moon.
11. Illustrate how lunar eclipse occur based on your model. (4 points)
Lunar eclipse
303 | P a g e

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1323

PROTOTYPE AND CONTEXTUALIZED

LIGAO CITY DIVISION

12. Interactions in the Atmosphere and Greenhouse 95

II. CONTENT The Philippine Environment: Location of the

Latitude and Longitude

In locating places, we use the four basic directions.

Engage The students will demonstrate the basic directions based on

Instructions: Extend your right hand in front suggesting the

Let the students take their seats.

Game: Where in the World is the Philippines? (Part 1)

Note: Use a map instead on globe in this level. Approximate

(Refer to the attached Adapted Activity in Appendix B. The activity

After the game the students will be given five minutes to

Explain Presentation by Group.

Group 1 – Draw a globe and label the latitude and

Elaborate The teacher will discuss the following concepts.

There are two ways to define the location of a place.

We use the globe and map to illustrate the absolute location

Globe is three-dimensional model that is subdivided with

 What would happen if there are no latitude and

 Where can we use this concept in real life?

Note: These performance tasks will be take home activities.

(See Appendix E for the detailed rubric of the presentation.)

How to use the EXTRA-DEXTRA Board?

An Extra-Dextra Board is a feature of Brain-Based Teaching.

Level 1 : Identify the following lines on the globe:

Latitude Longitude City

Instruction: To the nearest whole degree, estimate the latitude and

City/ Country Latitude Longitude

RUBRIC FOR THE PRESENTATION OF OUTPUT

CRITERIA 5 POINTS 3 POINTS 1 POINT

CRITERIA EXCEPTIONAL GOOD AVERAGE POOR SCORE

Creativity The group The group The group The group

Organization The The The Organization

Latitude Longitude City/Country

City/ Country Latitude Longitude

Yesterday you identified the different imaginary lines that

Engage Show the map of Bicol Region.

 How many cities do you have in your province?

Using the map of the Philippines and globe, each group

Let the students perform the activity for 15-20 minutes.

Explain Students will report by group.

1. What is the absolute location of the Philippines?

Elaborate Present a table showing the different lines of latitude.

Then, demonstrate how the sun strikes these different

 What can you notice about the position of the

 How does such position affect the amount of

 What can you say about the climate in a country

The teacher will post this illustration on the board.

The teacher will discuss these concepts.

 The region between the Tropic of Capricorn and

 Temperate zone falls between two tropics namely

Evaluate Distribute or let the students put out the Anticipation-

Note: The students are expected to answer all items

Note: These are the same performance tasks given

Agreement Assignment: Draw different landmasses and bodies of

ANTICIPATION STATEMENTS REACTION

Point Latitude Longitude

2. Connect the plotted points on the map.

ANTICIPATION STATEMENTS REACTION

1. The absolute location of the Philippines is 5⁰ -21⁰ N latitude and 114⁰-127⁰E

The following statements can be used: