Department of Education

National Capital Region

Schools Division Office of Quezon City
ERNESTO RONDON HIGH SCHOOL
Road 3 Project 6, Quezon City

SUBJECT Science 7 GRADE 7

DAILY TEACHING DATE MODULE 4
LESSON PLAN AND TIME QUARTER Fourth

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of the different phenomena that occur in
the atmosphere

B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
The learners shall be able to analyze the advantage of the location of the Philippines in
relation to the climate, weather, and seasons.
Account for the occurrence of land and sea breezes, monsoons, and intertropical
convergence zone (ITCZ)
(S7ES-IVf-7)

At the end of the lesson, the students should be able to:

1. Identify which warms faster land or water

2. Differentiate Sea breeze from Land breeze.

D. Specific Objectives
3. Appreiate the importane of breezes

4. Trae the wind direction on sea breeze and landbreeze

E. Integration Across Coordinate Geometry in Mathematics

Curriculum

TOPIC Sea Breeze and Land Breeze

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Science Teacher’s Guide. 2012. pp. 307-319

2. Learner’s Materials pages Science 7 Learner’s Material. Asuncion, Alvie J. Et al. 2017. Pp. 321-333

3. Textbook pages You and the Natural World Science 7. Pavico, Josefina ., F. Et al. 2013. pp. 362-374

4. Additional Materials from Learning

https://drive.google.com/drive/folders/1pGutLbuU5Mcx__ahgPpIiXli62Wm5YY5
Resource (LR) portal

https://www.youtube.com/watch?v=dz6keC9Pn1Q
B. Other Learning Resources https://www.pagasa.dost.gov.ph/
https://www.eslprintables.com/vocabulary_worksheets/the_weather_/
weather_phenomena_and_disaster_55182/
III. PROCEDURES

Label the Layers of the Atmosphere

A. Reviewing previous lesson or
presenting the new lesson

B. Establishing a purpose for the Post a PROBLEM SCENARIO to the students and allow them to express their ideas
lesson on how the problem can be solved.

C. Presenting  What happens when air is heated?

examples/instances of the
 new lesson
 What happens to the surroundings as Warm air rises?

Applying the two concepts to explain common atmospheric phenomena.

D. Discussing new concepts and Present a data gathered in the activity on which warms up faster?
practicing new skills #1
Ask the students to study the data in the tables and answer the following questions.

GUIDE QUESTIONS :

1. Which has a higher temperature after 25 minutes in the sun water or

land?
E. Discussing new concepts and 2. After 25 minutes, how many degree elius was the increase in the
practicing new skills #2 temperature of the water? or sand?

3. Based on the data, which beame hot faster?

4. What happened to the temperature of the water and sand when

brought to the shade?

5. How many degree elsius was the derease in temperature of the

water after 25 minutes? Or the sand
Ask the students about their experience when they go to the beach.
F. Developing mastery (leads to
Formative Assessment 3)

G. Finding practical applications

of concepts and skills in daily  SEA BREEZE happens during day time, the land heats up faster than
living water in the sea
 ool air sinks along a sea (high pressure)

H. Making generalizations and

abstractions about the lesson

I. Evaluating learning
 J. Additional activities for
application or remediation

IV. REMARKS

V. REFLECTION

A. No. of learners who earned 80% in the evaluation

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 these works?

F. What difficulties did I encounter which my principal or supervisor can help

me solve?

G. What innovation or localized materials did I use/discover which I wish to

share with other teachers?

Prepared by:

JOSEFA P. MANMANO
Teacher I

Checked by:

NELIZA G. REYES
Head Teacher III

Noted by:

DR. ANITA S. BOHOL

Principal
RUBRIC ON ASSESSING THE PERFORMANCE OF GROUP
ACTIVITY