Department Of Education

Region VI – Western Visayas

SDO - Bacolod City

B
SCIENCE

L
A
S Teacher’s Guide

Level: GRADE 7 Earth and Space

Topic: Greenhouse Effect
Cultural Icon: Philippines on Earth

T
Writer: Christy Ann G. Banguanga
Illustrators: Raymond Michael A. Gayatin
Raymond L. Temporosa
Photo Credits: Christy Ann G. Banguanga
 Copyright Page

Published by the
LEARNING RESOURCES MANAGEMENT AND DEVELOPMENT SYSTEM (LRMDS)
Department of Education
Region VI – Western Visayas
SDO - Bacolod City
Bacolod City

Copyright 2018

Section 9 of Presidential Decree No. 49 provides

“No copyright shall subsist in any work of the Government of the Republic of the
Philippines. However, prior approval of the government agency of office wherein work
is created shall be necessary for exploitation of such work for profit.”

This material has been developed by the Curriculum and Instruction Division (CID) of the
Department of Education, Division of Bacolod City. It can be reproduced for educational
purposes only. Derivatives of the work including creating an edited version, an enhancement
or a supplementary work are permitted provided all original work is acknowledged and the
copyright is attributed. No work may be derived from this material for commercial purposes
and profit.

Written by: CHRISTY ANN G. BANGUANGA

Illustrated by: RAYMOND MICHAEL A. GAYATIN
RAYMOND L. TEMPOROSA
Photos by: CHRISTY ANN G. BANGUANGA

Quality Assured by:

DepEd-Bacolod City LRMDS TEAM
SHIELA V. QUIRINO, MT II, BCNHS
EDNA ROSE P. GUECO, OIC-EPSVR - SCIENCE
ELLEN G. DE LA CRUZ, PhD - EPSVR-LRMDS

Recommending Approval:
JANALYN B. NAVARRO, PhD – CID Chief

Approved by:
CYNTHIA G. DEMAVIVAS, CESO V
Schools Division Superintendent

This first digital edition has been produced for print and online distribution within the
Department of Education, Philippines via the Learning Resources (LR) Portal by the Division
of Bacolod City, https:depedbacolodcity.info

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 Teacher’s Guide
Grade 7 Earth and Space

Learning Competency: Discuss how energy from the sun interacts with the
layers of the atmosphere (S7ES-IVd-5)

Topic: Greenhouse Effect

Reference: Department of Education Science Learner’s Material pp. 314-318

Activity No: 10

Modeling the Greenhouse Effect

Task 1: Pre-Activity Instructions (given 1-2 days before the activity)

The teacher asks the learners to do the following:
 Choose identical soda cans in terms of brand, size and color. Different
colored cans may affect the heat absorbing capacities of the container. For
faster absorption of heat, black-colored cans are recommended.

 Look for resealable plastic bag large enough for one soda can to be
placed inside and zipper closed.

Note: When measuring the initial and final temperature of water, remind
the students that the thermometer should not touch the bottom part of the
tin can or else, the can’s temperature will be recorded and not the water’s
temperature.

Task 2: Review/ Background Information

Note: In order for the learners to understand the greenhouse effect, they
should be able to first understand how a real greenhouse works so the
teacher will review the following concepts:

 In temperate countries, a greenhouse is used to grow seedlings in the

late winter and early spring and later, planted in the open field when the
weather is warmer. Greenhouses also protect plants from weather
phenomena such as snowstorm or dust storms.

 In tropical countries, greenhouses are used by commercial plant

growers to protect flowering and ornamental plants from harsh weather
conditions and insect attack.

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Task 3: Main Activity Using the Learner’s Material

Earth and Space

Modeling the Greenhouse Effect

I. Objectives
After the activity, the learners will be able to:
1. demonstrate how the greenhouse effect happen;
2. explain why the greenhouse effect is necessary for life; and
3. infer what will happen if the concentration of greenhouse gases
increase in the atmosphere.

II. Materials
2 laboratory thermometers
1 re-sealable plastic storage bag or any transparent plastic bag that
can be sealed
2 identical empty soda cans preferably black
100 mL of water
1 Graduated cylinder (to measure water)

III. Procedure
1. Fill two (2) identical soda cans with 50 mL of water.
2. Using a laboratory thermometer measure the temperature of the
water in the two cans. Make sure that the thermometer does not touch the
bottom of the cans. Record the temperature of the water in each can on your
data table. This is the initial temperature.

Figure 1. Getting the Initial Temperature of Water

3. Place the two cans under the heat of the sun for seven (7) minutes.

Figure 2. Equal Heating of Both Setups under the Sun

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 4. After eight minutes, place one can in a resealable plastic bag and
close the plastic bag. Leave the other soda can with water as it is.
5. Put both cans next to each other in a sunny spot and leave them
there for another seven (7) minutes.

Figure 3. Modeling Greenhouse Effect in the Second Setup

7. Using a laboratory thermometer measure the temperature of water in

the two cans simultaneously.

Figure 4. Getting the Final Temperature of Water

8. Record the temperature of the thermometer in each can on your

data table. This is the final temperature.
9. Subtract the final temperature from the initial temperature to find the
change in temperature. Record this in your data table.

Table 1. Changes in the Initial and Final Temperature of Water

Setup Initial Final Change in
Temperature Temperature Temperature
With bag (answers may (value higher than (answers may
Without bag vary) Initial temperature) vary)

IV. Analysis Questions

1. Was there a difference in the final temperature between the can with
the bag around it and the can with no bag?
Yes. The water in the can with bag has higher temperature than with no bag.
2. What do you think caused the difference?
The plastic bag prevented the heat from escaping.

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 3. What do you think will happen to the final temperature if you used a
thicker plastic bag?
The final temperature will be higher.
4. What does the plastic bag represents? Explain.
The plastic bag represents greenhouse gases (including carbon dioxide,
methane, water vapor, etc) surrounding the earth.
5. Explain why the greenhouse effect is necessary for life on earth.
Greenhouse effect is necessary for keeping the earth’s temperature warm
otherwise the planet would freeze.
6. What do you think will happen if the concentration of greenhouse
gases increase in the atmosphere?
The temperature on the earth’s surface will continue to increase that will lead
to global warming.

V. Conclusion
How does the greenhouse effect happen? What are its adverse effects
when not controlled?
Greenhouse effect happens when greenhouse gases in the atmosphere
absorb heat and traps it in the atmosphere. Uncontrolled greenhouse effect
can lead to a decrease in the earth’s reflectivity and global warming.

Task 4: Application

Most people do not realize that without the greenhouse effect, we

would not have weather. Without greenhouse gases, the atmosphere would
not be able to cool down and would warm to a vertically-uniform temperature.
This would prevent the formation of vertical air currents which drive most of
the clouds, precipitation, wind, etc. Instead, the different layers of the
atmosphere absorbing and emitting radiation cause a disruption of the
atmosphere, with strong warming of the lower atmosphere, and strong cooling
of the upper atmosphere. This drives vertical air currents, and causes
weather.

 In the Philippines, greenhouses are used by commercial plant growers

to protect flowering and ornamental plants from harsh weather conditions and
insect attack.

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