Republic of the Philippines

Department of Education
National Capital Region
Schools Division Office – Mandaluyong City
Mataas na Paaralang Neptali A. Gonzales

SCHOOL MPNAG GRADE LEVEL 7

Daily Lesson TEACHER REBECCA H. DUMLAO LEARNING AREA SCIENCE

Plan DATE & G7-MIRA QUARTER FOURTH
TIME ROOM 19-ABALOS BLDG
JUNE 14, 2023 -WED
( 9:30 AM-10:30 AM)

I. OBJECTIVES

A. Content The learners demonstrate an understanding of the relationship of the

Standards seasons and the position of the Sun in the sky
Performance The learners shall be able to: Anlyze the advantage of the location of
Standards the Philippines in relation to the climate, weather, and seasons
Using models, relate:
C. Learning 1. the tilt of the Earth to the length of daytime to the amount of energy
Competencies received
(Write the LC code 2. the position of the Earth in its orbit to the height of the Sun in the
for each) sky and to the amount of energy received
3. tilt of the Earth and the seasons (S7ES-IVh-9)
1. Describe the position of the Earth as it revolves around the sun.
2. Illustrate how the direct rays of the Sun relates to change of
Learning Objectives: seasons.
3. Recognize the significance of Earth’s tilt to the length of daytime
on the planet.
II. CONTENT TILT OF THE EARTH’S AXIS / SEASONS

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide pages

2. Learner’s Materials Science 7

pages Module 5: Behind the Length of Daytime is the Tilt of the Earth’s Axis
Module 6:The Reason for the Seasons
3. Additional Materials ADM and Front learners
from Learning Resource (LR
portal)
5. Other Learning
Materials

IV. PROCEDURES
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Mandaluyong City
Mataas na Paaralang Neptali A. Gonzales

Reviewing the LISTING OF IDEAS

previous lesson or Elicit: The teacher will conduct a short review of the lessons
presenting the new discussed in the last meeting by conducting a game
lesson entitled “GUESS THE CODE “.
In this game, the students will decode and reveal the
answer to the question being asked by the teacher.
Participnts will be the whole class, but the first to raise
their hand and placed their answer on the board and
decode it will get a chance to win the game.

The teacher will present a model of the Earth and Sun.

Establishing a
purpose for the
Engage:
lesson
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Mandaluyong City
Mataas na Paaralang Neptali A. Gonzales

She will point out to the students the representation of

the Earth, Sun and the Moon. The teacher will be asking
the learners how rotation and revolution happens. A
volunteer will come forward to show how it is happening
making use of the model.
(From G6-Science 4th Q MELC-Differentiate between
Rotation and Revolution and describing the effects of
the Earth Rotation-the teacher asks what exactly
could be the effect of this movement to the Earth.)

Then the teacher points out that we have day and night
on Earth because of the Earth’s rotation – the earth
spinning around and around. The side of the earth facing
the sun is in daylight. The other side of the earth
experiences night. If the Earth was perfectly balanced, as
it is in this animation, we wouldn’t have different seasons
and the sun would always rise and set at the same time
every day.
Every part of the Earth would receive an equal amount of
sunlight as the earth rotated. As the earth rotates,
everyone on earth experiences day and night. It takes 24
hours for the Earth to rotate once. But the Earth isn’t
perfectly balanced; it’s tilted on axis – the reason why we
have experienced seasonal changes, different length of
daytime and nighttime, and different amount of energy
received from the Sun.

PICTURE ANALYSIS
Directions: Students will analyze the pictures,
of sunrise, sunset, noon time, dusk, and dawn.

Presenting
Key Questions:
examples/instances
1. What are common in the pictures?
of the new lesson
2. Which time of the day you like the most?
3. Do you think that the daytime and nightime are
always equal?

Teacher presents another picture and let the students

understand how the tilt of the earth’s axis affects occurrences
on Earth like for instance the length of daytime.
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Mandaluyong City
Mataas na Paaralang Neptali A. Gonzales

Teacher ask the learners how is the length of daytime

affects the amount of energy received by the Earth?

Concepts: the shorter the length of ddaytime, the shorter

is the amount of sun’s rays received by the Earth. When
the daytime is longer, the higher the amount of energy
received by the Earth.

Let the students watch a video found on the link below:

https://www.youtube.com/watch?v=WgHmqv_-UbQ
Explore:
1. What are the different motions of the Earth
mentioned in the video?

2. Why do we have 4 seasons?

Show to the students the Earth and Sun model again and
Discussing new discussed the seasons: Let them describe the position of
concepts and the Earth as it revolves around the Sun.
practicing new
skills #1 Which countries experiences the four seasons?

Let them organize their ideas and after few minutes. The
teacher will assign one question for every group and let
them share their ideas:

Teacher reiterates what they learned from their AP class

G7-1st quarter about Locations of countries in the globe
especially the Phlippines.
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Mandaluyong City
Mataas na Paaralang Neptali A. Gonzales

1. In which month is the North Pole tilted toward

the sun- in June or December? What season is this?
2. In which month is the North Pole tilted away from
the sun- in June or December? What season is this?
3. When the North Pole has 24 hours of daylight, the
South Pole will have 24 hours of darkness. True or False.
Explain.
4. During which Northern Hemisphere season is
Earth closest to the Sun?

Explain to the students the following concepts:

1. North Pole is tilted toward the sun in June. That
means that the Northern Hemisphere is also
tilted toward the sun in June and that it
receives direct rays from the Sun. That is why it
is warm during this time in the Northern
Hemisphere.
2. North Pole is tilted away from the Sun in
December. That means that it is also tilted
away from the Sun in December. Therefore it
will be summer in the Southern Hemisphere in
December because Northern Hemisphere will
not receive direct rays from the Sun, hence, it
will be cold and winter will fall.
Teacher explains the following.
Change on the length of daytime changes based on the tilt of
the Earth.

Discussing new
concepts and Give emphasis on this concept:
practicing new skills # For temperate countries in the Northern Hemisphere, it
will be winter. In tropical Philippines, it is simply the cold
season, we do not experience winter in the Philippines
because we are too near the equator.
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Mandaluyong City
Mataas na Paaralang Neptali A. Gonzales

The class will be divided into groups. Each group will be given
a material to study. Each group will be given 5 minutes to
process their thoughts and will work collaboratively with each
Explain: members of the group.
Discussion of the rubrics to be use in scoring their
group work.
RUBRICS:
Let the learners present their outputs by means of
a Gallery Walk.

GROUP 1

Questions:
1. In which direction you would have to look to see the sun
rising? East or West?
Developing mastery 2. In which direction you would have to look to see the sun
(leads to Formative setting? East or West?
Assessment 3) 3. When will the sun takes a longer time to set in the
West? During summer or winter? Explain.

GROUP 2
Study the table given and answer the questions.

Q1. Compare the time of all sunrise from January, 2011

to December, 2011. What do you observe?
Q2. Compare the times of all sunsets during the same
period. What do you observe?
Q3. Compare the time of sunrise on June 22, 2011 with
that on December 22, 2011. On which day did the Sun
rise earlier?
Q4. Compare the time of sunset on June 22, 2011 with
that on December 22, 2011. On which day did the Sun
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Mandaluyong City
Mataas na Paaralang Neptali A. Gonzales

set later?
Q5. When was the length of daytime the longest?
Q6. When was the length of daytime the shortest?

GROUP 3

For the Northern Hemisphere, which position (A, B, C, or

D) of the earth represents:
1. Summer Solstice
2. Autumnal Equinox
3. Winter Solstice
4. Spring Equinox
5. The longest day of the year in Southern Hemisphere
occurs at what position?
6. The length of daylight in the northern hemisphere at
position A is _____________ than at position B (longer,
shorter, equal).
7. As the earth moves from position C to position D, does
the duration of daylight in the Northern Hemisphere get
longer, shorter or remain the same?

Teacher explains Time Difference between cities in

different time zones. Comparing the timezone of the Philippines
to other countries.

Finding practical
applications of
concepts and skills Elaborate
in daily living

• https://24timezones.com/difference/manila/sweden
In the Manila, Philippines, the longest day of the year is 12
hours and 51 minutes and the shortest day is 11 hours and 43
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Mandaluyong City
Mataas na Paaralang Neptali A. Gonzales

minutes.
In Tokyo, Japan, the longest day of the year is 14 hours and 25
minutes and the shortest day is 9 hours and 34 minutes.
In Paris, France, the longest day of the year is 15 hours and 57
minutes and the shortest day is 8 hours and 6 minutes.
In Moscow, Russia, the longest day of the year is 18 hours and
20 minutes and the shortest day is 5 hours and 39 minutes.
In Sydney, Australia, the longest day of the year is 14 hours
and 15 minutes and the shortest day is 9 hours and 44
minutes.

Since the learners already know the tilting of the Earth

and its rotation and revolution that causes the changes in
seasons, the teacher will ask a question for the learners
Generalizing and to answer.
abstractions about 1.What do you think will happen to the seasons if the
the lesson Earth’s tilt changed?
2. What do you think will happen to the seasons in the
Philippines if the Earth was not tilted on its axis?

Right Choice Matters! Choose the letter of the best answer.

Write the chosen letter on a separate sheet of paper. (1-5)
Evaluatio 1. What happens when the area in which you live tilts
n: away from the sun?
a. Days will be longer than nights.
b. Nights will be longer than days.
c. The length of days and nights will be the same.
d. There will be alternating longers days and longer
nights.
2. How does longer daytime affects the amount of solar
energy received by the Earth?
a. The longer the day, the more energy received.
b. The longer the day, the less energy received.
c. The length of daytime does not affect the amount of
energy received.
Evaluating learning d. The length of daytime does affect the amount of
energy received.
3. What effect does the tilting of the earth cause?
a. When the earth is tilted away from the sun we have
day.
b. When the earth is tilted away from the sun we have
night.
c. It changes the angle than the sun strikes the earth in
different land areas.
d.It causes the earth to be farther away from the sun at
different times of the year.
4. What is the effect of the length of daytime and night
time on Seasons?
a. The longer is the daytime, the colder is the season.
b. The longer the night time, the hotter the season.
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Mandaluyong City
Mataas na Paaralang Neptali A. Gonzales

c. The longer the daytime the hotter; and the longer

the night time, the colder the season.
d. The length of daytime and nighttime will not affect
the seasons.
5. Seasons are the result of the following;
a. The direction and inclination of the Earth’s axis
around the Sun
b. The changes in the orientation of the Earth’s axis
with respect to the Sun, as it travels around the sun
give rise to the phenomenon.
c. The direction and motion have nothing to do with
seasons.
d. Seasons changes as its own.

Answers: 1. B 2. A 3. C 4. C 5. B
Additional activities Extend: Each group must download a video about a country with
for application or unique time of the day for sunrise and sunset.
remediation
V. REMARKS

VI. REFLECTION
No. of learners who earned 80%
in the evaluation
No. of learners who require
additional activities for
remediation
Did the remedial lessons work?
No. of learners who have caught
up with the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter
that my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/discover that
I wish to share with other
teachers?

Prepared by:

REBECCA H. DUMLAO
Grade 7 – Science Teacher
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Mandaluyong City
Mataas na Paaralang Neptali A. Gonzales

Checked and Reviewed by:

JOCELYN N. CRUZ MARITES O.NACHOR

Master Teacher 1 – Science ASTP-Academics / Head Teacher IV -SCIENCE