West Fairview High

School Grade 7
(DLL) School
Daily Bennive M. Oliganga Learning
Teacher Earth and Space
Lesson Area
Log Teaching Dates and May 31, 2023
Quarter 4th Quarter
Time

I. OBJECTIVES
A. Content Standards
Demonstrate an understanding of the relationship between the seasons and the position of
the Sun in the sky.
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 Competencies/Objectives (Write the LC code for each)
The learners…
10.1 Infer on the effect of length of daytime and nighttime on seasons. S7ES-IVi10.1
10.2 Describe the different seasons in the Philippines. S7ES-IVi10.2

Specific Objectives
At the end of the lesson, at least 80 % of the learners should be able to
1. enumerate the different factors that affect the season;
2. infer from data about sunrise and sunset to tell when daytime is long and when
daytime is short;
3. compare the length of daytime in the Philippines from January 22, 2011, to
December 22, 2011.
4. relate the effect of the length of daytime on the seasons of the Philippines; and
5. develop the value of recognizing the advantages of the season in the Philippines to
its people.
II. CONTENT
FACTORS THAT AFFECT THE SEASON
(ACTIVITY 2: HOW DOES THE LENGTH OF DAYTIME AND NIGHTTIME AFFECT
THE SEASON?)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages:
2. Learner’s Material pages: pages 132-133
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal:

B. Other Learning Resources

IV. PROCEDURES
A. Reviewing the previous lesson or presenting the new lesson (ELICIT)
Let
the

students identify the pictures

that illustrate the Philippines’ two seasons. Write WET or DRY o
B. Establishing a purpose for the lesson (ELICIT)
Let the students observe and describe the illustration below. Let them answer the following
questions below:
  What is the amount of light Earth receives every March and September?
 What is the amount of light Earth receives every June and December?
 In which month is the North Pole tilted toward/nearer to the Sun – in June or
December?
 In which month is the North Pole tilted away/farther to the Sun – in June or
December?
 In which month will the North Pole receive more solar energy from the Sun – in June
or December?
 In which month will the North Pole receive less solar energy from the Sun – in June or
December?
 What do you call the movement of the Earth around the Sun?
 What is produced when the Earth revolves around the Sun?
C. Presenting examples/instances of the new lesson (ENGAGE)
Let the students observe and explain the given figure. Let them answer the following
questions below:
 1. In June, which hemisphere receives direct rays from the Sun – the Northern
Hemisphere or the Southern Hemisphere?
2. In June, which hemisphere receives less direct rays from the Sun – the Northern
Hemisphere or the Southern Hemisphere?
3. In June, what will be the season in the Northern Hemisphere since it receives direct
rays from the Sun?
4. In December, which hemisphere receives direct rays from the Sun – the Northern
Hemisphere or the Southern Hemisphere?
5. In December, which hemisphere receives less direct rays from the Sun – the Northern
Hemisphere or the Southern Hemisphere?
6. In December, what will be the season in the Northern Hemisphere since it receives
fewer direct rays from the Sun?
7. What can you say about the position/appearance of the Earth?
8. How many degrees the Earth is tilted?
D. Discussing new concepts and practicing new skills (ENGAGE)
Let the students perform Activity 2 – “How does the length of daytime and nighttime
affect the season?” (Please see the attached file). Let them explain their observations about
the activity and let them answer the guide questions below:
1. Compare the times of sunrise from January 22, 2011, to June 22, 2011. What do you
notice?
2. Compare the sunset times from January 22, 2011, to June 22, 2011. What do you
notice?
3. What happens to the length of the daytime from January 2011 to June 2011?
4. What is the effect on the Earth if the daytime is longer than the nighttime?
5. From January 22, 2011, to June 22, 2011, which is longer, daytime or nighttime?
6. Compare the times of sunrise from June 22, 2011, to December 22, 2011. What do
you notice?
7. Compare the sunset times from June 22, 2011, to December 22, 2011. What do you
notice?
8. What happens to the length of the daytime from June 22, 2011, to December 22,
2011?
9. From June 22, 2011, to December 22, 2011, which is longer, daytime or nighttime?
10.What is the effect on the Earth if the daytime is shorter than night time?
E. Developing mastery (Leads to Formative Assessment 3) (EXPLAIN)
Let the students watch a video clip entitled The Mechanism of Seasons that shows the
different factors that affect the seasons and let them answer the following questions below:

1. Based on the video, what are the different factors that affect the season?
2. Are the position/location of a certain place affects the season that it has? Why?
F. Finding practical applications of concepts and skills in daily living (EXTEND)
Let the students enumerate some advantages of having just two seasons in the Philippines.
 In the fashion industry, how do people use the knowledge about seasons on the type
of clothes they will sell in a certain period?
G. Making generalizations and abstractions about the lesson (ELABORATE)
 What are the different factors that affect season?
H. Evaluating learning (EVALUATE)
DIRECTIONS: Read the questions carefully and choose your answer from the choices below.
Write your answer in the space before the number.
1. What basis was used to measure the length of daytime in the activity?
a. sunrise
b. sunset
c. both sunrise and sunset
 d. neither sunrise nor sunset
2. How many degrees does the Sun is tilted?
a. 27.3°
b. 25.3°
c. 23.5°
d. 23.7°
3. What will be the relationship of the length of daytime to seasons?
a. the longer the daytime, the greater the amount of solar energy that warms up a
certain place will experience, resulting in a summer season.
b. the shorter the length of daytime, the greater the amount of solar energy that
warms up a certain place will experience, resulting in a summer season.
c. the longer the length of daytime, the lesser the amount of solar energy that
warms up a certain place will experience, resulting in a summer season.
d. the longer the length of daytime, the lesser the amount of solar energy that
warms up a certain place will experience, resulting in a winter season.
4. In December, which hemisphere will experience a longer length of daytime?
a. Northern hemisphere
b. Southern hemisphere
c. both Northern and Southern hemisphere
d. neither the Northern and Southern hemisphere
5. In June, which hemisphere will experience a longer length of daytime?
a. Northern hemisphere
b. Southern hemisphere
c. both Northern and Southern hemisphere
d. neither the Northern and Southern hemisphere
I. Additional activities for application or remediation (EXTEND)
 Bring the following materials tomorrow:
o 1 big ball (plastic or Styrofoam ball)
o 1 small ball (diameter must be about ¼ of the big ball)
o Flashlight or other light source
o 2 pieces barbecue stick (about one ruler long)
o Any white paper or cardboard larger than the big ball
o Styrofoam block or block of wood as a base
V. REMARKS

AGONCILLO
A. No. of Learners Who Earned 80% in
the Evaluation
B. No. of Learners Who Require
Additional Activities for Remediation Who
Scored below 80%
C. No. of Learners who continue to
require remediation
D. Did the Lessons work? No. of Learners
who catch up with the Lesson

VI. REFLECTION
E. Which of my teaching strategies worked well? Why did this work?

F. What difficulties did I encounter that my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover that I wish to share with other
teachers?

Prepared by: Submitted to:

BENNIVE M. OLIGANGA NING0NING E. GONATISE

Teacher II Head Teacher II, Science Department
 AVELORDALIZA G. DULDULAO
Principal II

MODULE 3
ACTIVITY 2
HOW DOES THE LENGTH OF DAYTIME AND NIGHTTIME AFFECT THE SEASON?
Objectives
After performing this activity, you should be able to:
 Interpret data about sunrise and sunset to tell when daytime is long and when
daytime is short;
 Infer the effect of the length of daytime and nighttime on seasons; and
 Summarize the reasons why seasons change based on Activity 1 and Activity 2
Materials Needed:
 Table 1
Procedure:
 Study the table below. It shows sunrise and sunset times on one day of each month.

Table 1. Sunrise and sunset in Manila on selected days of 2011

LENGTH OF
SUNRISE SUNSET
DAY DAYTIME
(PAGSIKAT NG (PAGLUBOG NG
(ARAW) (HABA NG
ARAW) ARAW)
ARAW)
January 22, 2011 6.25 AM 5:50 PM 11h 25m
February 22, 2011 6:17 AM 6:02 PM 11h 45 m
March 22, 2011 5:59 AM 6:07 PM 12h 08m
April 22, 2011 5:38 AM 6:11 PM 12h 33m
May 22, 2011 5:27 AM 6:19 PM 12h 52m
June 22, 2011 5:28 AM 6:28 PM 13h 00m
July 22, 2011 5:36 AM 6:28 PM 12h 52m
August 22, 2011 5:43 AM 6:15 PM 12h 32m
September 22, 2011 5:45 AM 5:53 PM 12h 08m
October 22, 2011 5:49 AM 5:33 PM 11h 44m
November 22, 2011 6:00 AM 5:24 PM 11h 24m
December 22, 2011 6:16 AM 5:32 PM 11h 16m

GUIDE QUESTIONS:
1. Compare the times of sunrise from January 22, 2011, to June 22, 2011. What do you
notice?

2. Compare the sunset times from January 22, 2011, to June 22, 2011. What do you notice?
3. What happens to the length of the daytime from January 2011 to June 2011?

4. From January 22, 2011, to June 22, 2011, which is longer, daytime or nighttime?

5. What is the effect on the Earth if the daytime is longer than the nighttime?

6. Compare the times of sunrise from June 22, 2011, to December 22, 2011. What do you
notice?

7. Compare the sunset times from June 22, 2011, to December 22, 2011. What do you notice?

8. What happens to the length of the daytime from June 22, 2011, to December 22, 2011?

9. From June 22, 2011, to December 22, 2011, which is longer, daytime or nighttime?

10. What is the effect on the Earth if the daytime is shorter than the nighttime?