School PARAOIR NATIONAL HIGH SCHOOL Grade Level 7

Science Teacher HARVEY R. ASIS Learning Area Earth & Space (Earth Science)
Teaching Dates JANUARY 13 -17, 2020 Quarter Fourth

Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learners demonstrate an understanding of:
1. the relation of geographical location of the Philippines to its environment;
Content Standard 2. the different phenomena that occur in the atmosphere;
3. the relationship of the seasons and the position and of the Sun in the sky; and
4. the occurrence of eclipses.
The learners shall be able to:
Performance Standard
analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
1. Demonstrate how places on Earth may be located using a coordinate system.
Learning Competency
2. Describe the location of the Philippines with respect to the continents and oceans of the world.
S7ES-IVb-3
Code: S7ES-IVa-1 S7ES-IV-a-2
S7ES-IVb-4
To assess the prior Describe the location of the Describe the location of Recognize that soil, water, Design a procedure to
knowledge of the Philippines using latitude and the Philippines with coal, and other fossil fuels are show how a certain factor
students on the longitude. respect to the surrounding earth materials that people use affects the amount of
DAILY TASK topic. landmasses and bodies of as resources; and water that can be stored
water. underground or released
Describe ways of using earth’s by water shed
resources sustainably. to rivers, lakes and other
bodies of water.
II. CONTENT Pre-test Latitude and Longitude
III. LEARNING RESOURCES
Teacher’s Guide Part II pp.92-96 Part II p. 76
Learner’s Materials pp.81-84
IV. LEARNING TASKS
Globe presentation or Video
clip presentation of latitude
ELICIT and longitude. (if available)
https://www.youtube.com/watc
h?v=swKBi6hHHMA
Globe presentation
 What is this object? What
does it represent?
 What is the use of the
globe? What can be
seen on this object?
Video Clip
ENGAGE  What did you see on the
video clip? Do you know
how to read the latitude
and longitude in the
globe?
 Is it possible to use the
latitude and longitude in
locating places? How?
Working in groups, students
EXPLORE will follow guided activity.
Each group is given the task
Landmasses and bodies of
water
Part II p.77
pp. 84-85
What is the location of the
Philippines in the globe or map
using latitude and longitude?
Looking at the globe or map
what other ways can you use
to describe the location the
Philippines aside from its
latitude and longitude?
Working in groups, students
will follow guided activity. Each
group is given the task to
Natural resources
Part II pp.78-79
pp. 86-88
Post meta strips on the board
with the words “RESOURCES”
and
“sustainability”
1. What do you understand
with the word RESOURCES?
2. What are the examples of
resources?
3. How you relate Resources
to sustainability
Working in groups, students
will follow guided activity.
Each group is given the task
Factors affecting the
amount of water in
watersheds
Part II pp.79-81
pp. 89
Music video about water
shed
https://www.youtube.com/
watch?v=3ZP0B8PsuNU
1. What reflection did you
feel after watching the
music video?
2. What is a watershed?
Working in groups,
students will follow guided
activity. Each group is
 to describe the location of the
Philippines using latitude and
longitude (refer to LM pp. 81-
84)
Key Questions:
1. Describe the lines of
latitude.
2. Show the lines of latitude
on the globe.
3. Show the following latitudes
given: 150N; 600N; 300S;
450S.
4. The globe does not show
all lines of latitude. If you wish
EXPLAIN
to find 500N; where should
you look?
5. Describe the lines of
longitude.
6. Show the lines of longitude
on the globe.
7. Show the Prime Meridian
on the globe.
8. On your globe, find
longitude 1800. What does
this longitude represent?
describe the location of the
Philippines with respect to the
surrounding landmasses and
bodies of water. (Refer to LM
pp. 84-85)
Key Questions:
1. Which bodies of water in the
list are found to the west of the
Philippines?
2. Which body of water in the
list is located to the east of the
Philippines?
3. Which large landmass is
found to the north of the
Philippines?
to study the pictures on page ( given the tasks to design
Refer to LM pp.86-88) a procedure to determine
the factors that affect the
amount of water that can
be stored underground or
released by a watershed
to rivers, lakes, and other
bodies of water. (Refer to
LM p.89)
Key Questions: Publication and
1. What kind of natural Communicating Results
resources are shown in the
pictures? Key Questions:
2. Do you have similar Presentation and defense
resources in your area? What of each group will be
are they? focused on the following
3. What other resources do guide questions:
you have in your community? 1. What factor did you
4. How do you use these choose?
resources? 2. What variable/ factor
5. What is the importance of will you change?
these resources in your 3. What factor/s will you
community? control?
6. How can these resources 4. What are the materials
be used sustainably? will you consider in your
design?
5. Describe your
procedure.
 9. Not all lines of longitude are
shown on a globe. If you want
to find 200W, where should
you look?
10.The location of a place
may be described by using
latitude and longitude. To the
nearest degree, what is the
latitude and longitude of
Manila?
11.Compared to the size of
the world, Manila is just a tiny
spot, and its location may be
described using a pair of
latitude and longitude. But
how would you describe the
location of an “area” such as
the whole Philippines?
Key Questions: Key Questions: Key Questions: Key Questions:
1. How will you 1. What are the landmasses 1. What resources are 1. How did you come up
describe the location of the and bodies of water that available in your community? with your designed
ELABORATE Philippines? surrounds the Philippines? 2. How are they used? procedure?
2. What is the location 2. What other way can you 2. What are the difficulties
(longitude & latitude) of the describe the location of the you encountered in
Philippines? Philippines? designing the procedure?
Describe the location of the Name at least five natural The following are the
West Philippines Sea/ South China Sea
Philippines using latitude and resources utilized by the factors that can influence
EVALUATE longitude. Indian Ocean people in your community the amount of water in the
Pacific Ocean & Philippine Sea watershed: Vegetation,
Slope of the Area, Kind of
Asian Continent

Aside from describing the
location of the Philippines
using latitude and longitude,
EXTEND what are other ways of
describing the location of a
place?
Choose your answers from the
box.
1.What bodies of water are
found to the west of the
Philippines?
2.What large landmass is
found to the north of the
Philippines?
3.What bodies of water are
found to the east of the
Philippines?
What are the importance/uses
of bodies of water and land
masses in a particular place?
As a student, how can you
help conserve our natural
resources?
(optional) Make a poster and
slogan on conservation of
natural resources.
Soil and Amount of
Rainfall.
If you want to determine
the effect of the amount of
rainfall on the amount of
water in the watershed,
1. What factor will you
change?
2. What factor will you
control?
Video clip about the
importance of water shed.
https://www.youtube.com/
watch?v=1fB2N7chZlU
As a student, is it
important to keep
watersheds healthy?
Why?

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
 Prepared by: Checked by:
Grade 7, Quarter 4
Teacher: HARVEY R. ASIS School Head: JOEY O. NIGOS
Daily Lesson Log Week
No. 1 Signature: Signature:
Date:
 Science School PARAOIR NATIONAL HIGH SCHOOL Grade Level 7
Teacher HARVEY R. ASIS Learning Area Earth & Space (Earth Science)
Teaching Dates JANUARY 20 -24, 2020 Quarter Fourth

Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard Demonstrate an understanding of geographical location of the Philippines to its environment.
Performance Standard Analyze the advantage of the location of the Philippines in relation to climate, weather and seasons.
Recognize that soil, water, rocks coal and other fossil fuels are Earth Describe ways of using Earth’s resources sustainably.
Learning Competency
materials that people use as resources.
Code: S7ES-IVb-3/ S7ES-IVb-4
Trace the formation of soil Locate the metallic mineral Identify the effects of some Suggest ways to reduce the SUMMATIVE
from rocks; and deposits across the country; human activities on natural effects of some human ASSESSMENT
resources. activities on natural
Identify factors acting Find out the geologic features resources; and
together on rocks to form which are common in areas
soil. where the mineral deposits are Involve students in
DAILY TASK found; hands-on activities that
help you learn more
Give a possible reason for the about:
association between metallic  reducing waste
mineral deposits and geologic  reusing material
features in the country; and  recycling
 composting
 conserving natural
resources and
energy.
 Infer why an area or region
is rich or not rich in mineral
deposits.
II. CONTENT The Philippine Environment
III. LEARNING RESOURCES
Teacher’s Guide page 62 pp. 63-67 pp.67-69 pp. 68-70
Learner’s Materials pp. 90-92 pp. 92-101 pp.101-103 pp. 103-104
IV. LEARNING TASKS
What are the three types of What are minerals? What is meant by resources? What are the effects of
ELICIT rocks? How do you classify them? human activities on our
natural resources?
Where do rocks come from? How are minerals being Identify some resources that How can we recover from
ENGAGE classified? we have in the country. this destruction of nature
due to human activities?
Perform Activity 4 Perform Activity 5 Perform the following: Perform Activity 7
“How are soils formed from “Where are the mineral Activity 6 LM- pp. 103-104
EXPLORE rocks?” deposits in the Philippines?” LM- “How do people destroy
LM- pp. 90-91 pp. 92-101 natural resources?”
LM- pp. 92-103
Discuss questions 1 and 2, LM Discuss- Table 1: -page 93 Discuss Table 2. As a youth/student what can
page 90 Metallic minerals in the Ways People Destroy you contribute for the
EXPLAIN Philippines and their Location Natural Resources protection and preservation
-Questions 1 to 8 of our natural resources?
LM- page 97
How are soils formed from Where are the mineral Why do people destroy How would you do it?
rocks? deposits in the Philippines? natural resources? (Make a group plan on the
ELABORATE protection and preservation
Give the relevance of the How would you protect and of our natural resources)
geologic features of a place to conserve resources?
 the abundance of its mineral
deposits.
Give the different factors of soil List down the 5 most
formation. (5 points) abundant METALS in the
country.
EVALUATE
Enumerate at least 3 factors
that determine the abundance
of minerals in a certain
place/locality.
Differentiate “ROCKS” from Write at least 5 ways or
“SOIL”. means to protect and
conserve our Philippine
EXTEND natural- resources.
Write a short essay about: Write an essay: “Plan your
“Too much is taken from Earth work. Work your plan.”
and too much is put into
Earth!” (10 points) Use one
whole sheet pad paper.
Explain the following on your Prepare a short skit on
science notebook, to be protection and preservation
checked next meeting: of our natural resources.
(Group Presentation to be
The 5 R’s of presented next meeting)
ENVIRONMENTAL
PRESERVATION.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
 Prepared by: Checked by:
Grade 7, Quarter 4
Teacher: HARVEY R. ASIS School Head: JOEY O. NIGOS
Daily Lesson Log Week
No. 2 Signature: Signature:
Date Submitted: Date:
 Science School PARAOIR NATIONAL HIGH SCHOOL Grade Level 7
Teacher HARVEY R. ASIS Learning Area Earth & Space (Earth Science)
Teaching Dates JANUARY 27 – 31, 2020 Quarter Fourth

Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard
Performance Standard
Learning Competency
Code:
DAILY TASK
II. CONTENT
II. LEARNING RESOURCES
Teacher’s Guide
Learner’s Materials
Additional Materials
III. LEARNING TASKS
ELICIT
Demonstrate an understanding of the different phenomena that occur in the atmosphere.
Analyze the advantage of the location of the Philippines in relation to the weather, climate and seasons.
Discuss how energy from the Sun interacts with the layers of the atmosphere. Explain how
some human activities affect the atmosphere.
S7ES-IVd-5/ S7ES-IVd-6
Describe and compare the Explain the basis for the Construct a model Relate the concept of Summative
features of the five layers of the division of the layers of the greenhouse; and greenhouse to the increasing Assessment
atmosphere. atmosphere. temperature of Earth’s
Find out if your model atmosphere.
greenhouse retains heat.
Interactions in the Atmosphere: Greenhouse Effect and Global Warming
pp. 76-78 pp. 76-78 pp. 78-79 pp. 78-80
pp. 105-107 pp. 105-107 pp. 108-113 pp. 108-113
What are the three layers or What is the coldest layer of the What are the different gases or Does greenhouse retains heat
spheres of the Earth? Earth’s atmosphere? elements that made up the Earth’s or release heat?
Why? atmosphere?
 What layer maintains the What is the layer of the Is this mixture of gases pure? What is the difference
ENGAGE existence of life? Earth’s atmosphere that Why? Why not? between GREENHOUSE
merges into outer space? EFFECT and GLOBAL
Why? WARMING? Explain.
Perform Activity 1 Do activity on TG p. 78 on A Perform Activity 2: Discuss:
What is the basis for dividing Sample Table of Data about Does a greenhouse retain or What is the
EXPLORE Earth’s atmosphere into layers? LM the Earth’s Atmosphere release heat? GREENHOUSE EFFECT?
pp. 105-107 LM pp. 108-113 LM page 107- Figure 2.
TM- page 79
Discuss questions 1 – 8 Discuss: What is the basis for Discuss questions 1 to 9 Discuss: “Analogy of a Car” TG
EXPLAIN LM page 106 dividing Earth’s atmosphere LM page 109 page 80
into layers?
What are the different elements Why does temperature Questions Questions:
or gases that the Earth’s decreases with altitude? 1. Why are greenhouse 1. Does greenhouse
atmosphere contains? gases like the glass in retains or release
the greenhouse? heat?
2. What gas is present in 2. How is greenhouse
ELABORATE Venus that explains its related to the
high surface increasing
temperature? temperature of
3. Is Earth getting Earth’s
warmer? Cite the atmosphere?
evidences.
Answer in ½ crosswise the Answer the following Answer the following questions Answer the following
following question: (5 pts.) questions in ½ crosswise: in ½ crosswise: questions in ½ crosswise:
List down the five layers of the 1. What is the most 1. What layer of Earth’s 1. Which layer of the
EVALUATE Earth’s atmosphere according to its abundant element in atmosphere contains Earth’s
increasing temperature. the Earth’s ozone layer? atmosphere
atmosphere? 2. What are the two major contains the ozone
2. How about the least? greenhouse gases? layer?

Answer the following question
in your science notebook, to be
checked next meeting :( 5 pts.)
EXTEND
Give the characteristics of each
atmospheric layer
3. . What are the bases
for dividing Earth’s
atmosphere into
layers? (3 points)
Search for other information
about Earth’s atmosphere to be
shared and discussed with
the class on the meeting.
(5 points)
3. Why are scientists 2. Why is the
concerned about the presence of ozone
greenhouse effect? above the
Explain (3 points) troposphere
important for the
survival of living
things on Earth?
Explain. (3 points)
Questions, to be answered and What is the impact of
checked next meeting. Write greenhouse Effect to life on
down in your science notebook: Earth as well as the
 Why is the average environment?
temperature of Venus
very much higher than
that of Earth? Explain

IV. REMARKS

V. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
 Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 7, Quarter 4
Teacher: HARVEY R. ASIS School Head: JOEY O. NIGOS
Daily Lesson Log Week
No. 3 Signature: Signature:
Date Submitted: Date:
 Science School PARAOIR NATIONAL HIGH SCHOOL Grade Level 7
Teacher HARVEY R. ASIS Learning Area Earth & Space (Earth Science)
Teaching Dates FEBRUARY 3 – 7, 2020 Quarter Fourth

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The learners demonstrate an understanding of the different phenomena that occur in the atmosphere
Performance Standard The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons
Learning Competency The learners should be able to account for the occurrence of land and sea breezes, monsoons, and intertropical convergence zone (ITCZ)
Code: S7ES-IVe-7
Explain what happens when air Explain what happens to the air Compare which warms up Use the results of the Summative
DAILY TASK is heated. in the surroundings as warm air faster: sand or water; Compare activity to explain sea Test
rises. which cools faster: breeze and land breeze.
sand or water
What Happens When Air is What Happens to the Air in Which Warms Up Faster Sea Breeze and Land Breeze
II. CONTENT Heated the Surrounding as Warm Air
Rises
III. LEARNING RESOURCES
Teacher’s Guide TG p. 105-106 TG p. 107-108 TG p. 108 TG p.109
LM p. 128-129 LM p. 130-131 LM p. 132-133 LM p. 134-135
Learner’s Materials
(1st Edition, 2013) (1st Edition, 2013) (1st Edition, 2013) (1st Edition, 2013)
Balloon, glass bottle, hot water Internet source on Sea Breeze
Additional Materials and Land breeze
https://www.youtube.com/watch
?v= L1QJlrneJUw
IV. LEARNING TASKS
Predict – Observe – Explain Review on what happens when Right after the review on the Brainstorming
ELICIT Materials: air is heated. previous lesson, Begin by a short
Balloon, glass bottle, hot water discourse or informal debate.
 Key Questions:
1. If I insert this deflated balloon
in the glass bottle what do
you think will happen?
2. Gather students’ prediction.
3. Perform the activity (Insert
the deflated balloon on the
glass bottle and let them
observe).
ENGAGE 4. Record students’ responses.
5. What happens to the balloon
as it was placed in the glass
bottle with hot water?
6. Why does the balloon inflate?
Essential Question:
What happens when air is heated?
Perform Activity No. 3, pp. 128-
129 – What Happens When Air
EXPLORE is Heated?
Answer questions in the activity.
Key Questions:
1. What does the candle flame
do to the air in the bag?
Key Question:
As warm air rises, what
happens to the air in the
surrounding?
Essential Question:
What happens to the air in the
surroundings as warm air rises?
Activity No. 4, LM pp. 130-131
– What Happens to the Air in
the Surroundings as Warm Air
Rises?
Key Questions:
1. What do you think will
happen if you place a
Key Question:
Issue to discuss: Which warms
faster: sand or water?
In five minutes let the group
prepare their stand and be able
to present their basis.
Essential Question:
Which warms and cools faster,
land or water?
Activity No. 5 – Which Warms
Up Faster?
Key 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
Key Questions:
1. How often you go
to the beach? What do
you do there?
2. When is the time you
go to the beach, day time
or night time? Why?
3. What do you feel if
you swim at day time?
Night time? Why do you
say so?
4. During day time at
the beach, how does your
hair go about with the
wind? To what direction
does your hair being
blown? Towards the sea
or away from the sea?
5. What about the night
time? 6.How would you
explain
these observations?
Essential Question:
What is sea breeze and land
breeze?
No Activity but instead activity
no. 4 result will serve as basis
for discussion on sea breeze
and land breeze.
Key Questions:
1.From the previous activity,
you learned that sand heats
up faster than water. In the
 2. What happens when air is
heated?
3. If the air expands, where will
the expanding air go?
4. When the air goes out of the
bag, does it become lighter or
heavier?
5. Will the bag sink or rise?
Explain.
Students will present their
observation.
Key Questions:
1. What happens when air is
heated?
EXPLAIN 2. As warm air rises, what is its
effect in the surroundings?
smoke source near the
hole?
2. Was your prediction
accurate?
3. What happened?
4. Can you explain why?
Presentation of Group’s
output follows.
Key Questions:
1. What makes the air move?
2. What happens to the air in
the surroundings?
3. How can you tell that the
air is moving?
the increase in the
temperature of the water? Of
the sand?
3. Based on the graph, which is
heated faster, water or sand?
4. What happened to the
temperature of the 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?
Presentation of group’s output. Key Processing of students’
Questions:
1. Which from the two heats up on sea breeze and land
faster?
2. Which cools down faster?
3. What makes the sand heats 1. Based on what you learned
up and cools down faster
than water?
same way, when land
surfaces are exposed to
the Sun during the day,
they heat up faster than
bodies of water. At night,
when the Sun has set,
the land loses heat faster
than bodies of water.
How does this affect the air
in the surroundings?
2. When does sea
breeze occur?
3. What will happen at
night, when the Sun is
gone?
4. When does land
breeze occur?
response and do a Lecturette
breeze.
Key Questions:
so far, in what direction
does air move, from a low-
pressure area to a high
pressure area or the other
way around? Expand.
2. What causes the sea
breeze and the land
breeze?
 Key Questions: Key Questions:
1. What is the result if air is 1. What happens to the warm
heated? air?
2. Why does hot air rise? 2. How is the air in the
surroundings affected?
ELABORATE
True or False True or False
1. Warm air is heavier than cool 1. The constant changes of
air so it sinks while cooler air warm air in the atmosphere
rises. (F) causes changing weather
2. Cool air is heavier than warm condition. (T)
air so it sinks while warm air 2. As warm air rises, it
rises. (T) becomes warmer. (F)
EVALUATE 3. As air becomes heated
Answer this question briefly: near the surface of the
Explain what happens when air Earth, air molecules
is heated. (3 pts.) expand, thus making the air
denser than the cooler air
layers on top of it. (F)
4. Warm air rises and air
moves toward the place
where warm air is rising. (T)
Key Questions: Right after students will have
1. If we relate the activity witha grasp on the process
the sun’s rays, what can you infer
involve in sea breeze and land
with the heating of the water breeze let them watch a video
and the sand? presentation for them to
2. Do they heat up as fast as understand better the
each other? process.
3. Do land and water absorb Sea Breeze and Land Breeze:
heat from the Sun in the https://www.youtube.com/watc
same way? h?v=L1QJlrneJUw
Process students’ responses. Key Question:
1. What is sea breeze? Land
breeze?
Deepening of the lesson
follows.
True or False Multiple Choice
1. The sand cools faster 1. Which is the best answer
than water. (T) for which breezes blow?
2. The water cools faster a.High pressure to low
than sand. (F) pressure*
3. The sand heats faster b.West to east
than water. (T) c. Low pressure to high
4. The water heats faster pressure
than sand. (F) d.North to south
5. The temperature of the 2. What type of breeze forms
sand increases faster when the land cools faster
than water. (T) than the ocean?
a.Sea breeze*
b.Valley breeze
c. Mountain breeze
d.Land breeze
 5. Wind refers to the air in the 3. It is also called as offshore.
surroundings moving a.Sea breeze
toward the place where b.Land breeze*
warm air is rising. (T) c. Mountain breeze
d.Valley breeze

You already know that warm air
rises, what is then the effect of
EXTEND this to the surrounding?
What is/are the importance of
understanding the effect of
warm air and its effect to the
surroundings?
What is the effect of fast
warming and cooling of land to
us? List ways that people do to
minimize the effect of heat
absorbed by land during day
time especially summer time.
Essay:
Explain sea breeze and land
breeze When these occur?
Make a creative drawing
showing the direction of wind
during the sea breeze and
land breeze.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
 Prepared by: Checked by:
Grade 7, Quarter 4 Daily
Teacher: HARVEY R. ASIS School Head: JOEY O. NIGOS
Lesson Log Week No. 4
Signature: Signature:
Date Submitted: Date:
 Science School PARAOIR NATIONAL HIGH SCHOOL Grade Level 7
Teacher HARVEY R. ASIS Learning Area Earth & Space (Earth Science)
Teaching Dates FEBRUARY 10 – 14, 2020 Quarter Fourth

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The different phenomena that occur in the atmosphere.
Performance Standard Analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
Learning Competency Describe the effects of certain weather systems in the Philippines.
Code: S7ES-IVd-7
Interpret a map to determine Describe the occurrence Illustrate why habagat brings Describe the occurrence of Summative
direction of wind movement; monsoons. lots of rain; and ITCZ. Assessment
and
DAILY TASK Give examples how monsoons
Explain why it is cold around (amihan and habagat) affect
in December to February and people.
warm around July.

II. CONTENT Monsoons Intertropical

Convergence Zone (ITCZ)

III. LEARNING RESOURCES

Teacher’s Guide Part II pp. 109-111 Part II pp.112-113
Learner’s Materials Part II pp.120-124 Part II pp.125-126
Additional Materials
IV. LEARNING TASKS
Video Clip presentation of low Show the picture of Amihan Recall the lesson on Habagat Show a video clip:
pressure and high pressure from Encantadia. Napapanahong Kaalaman:
area ITCZ
ELICIT https://www.youtube.com/wat
https://www.youtube.com/watc
h?v=rjODDPznqNM ch?v=xd4aafr1eVY

1. What does the 1. Do you know her? Let the students sing the song “ Rain, What is ITCZ?
video clip show? 2. What is her power? rain go away”
ENGAGE 2. What is low pressure What does the song tell ?
area? High pressure area?

Group Activity:
Perform Activity 6:
Refer to LM pp.121-124.
EXPLORE
Activity: Watch and study the
Video Clips
Nakapanahong Kaalaman:
northeast Monsoon/ Amihan
https://www.youtube.com/watc
h?v=I7kBKWTBtmg
Southwest Monsoon/ Habagat
https://www.youtube.com/watc
h?v=gCO8bCu_b2U
Watch and study the video Study Figures 19 & 20.
clip: Part II LM p.125.
The monsoon effects
https://www.youtube.com/watc Guide Questions:
h?v=uePm96AFV4Y Figure19.
1. When do you observe
the direct rays of the sun?
at the equator? Or at a
higher altitude?
2. Where do you think will it
be warmer?

Figure 20
3. Where will this warm air
move?
4. How about the air away
from the equator, will it be
warm or cold?
5. Where will this air
move?
 Group Presentation
Key Questions:
1. Do the winds move toward
the low-pressure area or away
from it?
2. Do the winds move toward
the high-pressure area or
away from it?
3. In what direction do winds
blow? Do winds blow from
high-pressure areas to low-
pressure areas? Or, from low-
EXPLAIN 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. From what direction does
the wind blow near the
Philippines in January?
7. From what direction does
the wind blow in the vicinity of
the Philippines in July?
Key Questions:
Based from the video clips:
Video 1
1. What is northeast
monsoons?
2. What is its local name?
3. Where is it compared to?
4. How does it occur?
5. When does it occur?
Video 2
1. When is southwest
monsoon?
2. What is its local name?
3. Where is it compared to?
4. How does it occur?
5. When does it occur?
Lecturette:
Discuss further monsoons:
Habagat and Amihan (with the
aid of Figures 17 & 18)
Key Questions:
1. What does amihan bring?
2. What does Habagat bring?
3. Why does Habagat bring a
lot of rain?
Group Presentation
Key Questions:
Figure19.
1. When do you observe
the direct rays of the sun?
at the equator? Or at a
higher altitude?
2. Where do you think will it
be warmer?
Figure 20
3. Where will this warm air
move?
4. How about the air away
from the equator, will it be
warm or cold?
5. Where will this air move?
6. Where do the two rising
air from the northern and
southern hemispheres
meet?
(This is what we call ITCZ)
 1. How do winds move? Is it How does monsoon occur? How do monsoons affect How does ITCZ occur?
from HPA to LPA or LPA to people?
ELABORATE HPA?
2. Why is it cold during
December to February and
warm July?
Answer the following Multiple Choice: 1. Illustrate why habagat Explain how ITCZ occurs?
questions: 1. Notheast monsoon is brings lots of rains. (3pts) (5pts)
locally known as 2. Give at least 2
1.How do winds move?(3pts) a. Amihan examples of the effects of Rubrics:
2.Explain why is it cold in b. Habagat habagat to people. 5 - Explain the concept
December to February and c. Bagyo completely .
warm in July? (3pts) d. Tag-ulan Rubrics: 4 - One concept was not
2. Habagat is a local name of 3- All concepts were included.
Rubrics: the monsoon wind explained.. 3 - Two concepts were not
3 - Explain completely the a.Northeast 2 - Lacking 1-2 concepts in the included.
concepts of LPA & HPA. b.Southwest explanation. 2 - Three or more concepts
EVALUATE 2 - Lacking either 1 of the c.Typhoon 1- unrelated answer. were not included.
concepts. d. Trade wind 1 - Unrelated answer.
1 - Unrelated answer. 3. Amihan occurs in the
following months EXCEPT
a.December
b.July
c.February
d.January
4.Habagat occurs in
a.December
b.January
c.February
d.July

In what months of the year do
EXTEND we experience heavy rains?
5. Which following statement/s
describe/s how monsoon
occurs?
a. Habagat occurs when the
wind moves from the high
pressure area in Australia
to low-pressure area in the
Asian continent.
b. Amihan occurs when the
wind blows from high-
pressure area in Asian
continent toward low
pressure area south of the
Philippines.
c. Habagat occurs when the
wind blows from low-
pressure area in Asian
continent toward low
pressure area south of the
Philippines.
d. a & b
What effects do monsoons What must people do to How does ITCZ affect
bring? prepare for the coming people?
habagat? Give at least 5
precautions.

V. REMARKS
 VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
 80% and Above:
 Below 80%:
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?

Prepared by: Checked by:

Grade 7, Quarter 4
Teacher: HARVEY R. ASIS School Head: JOEY O. NIGOS
Daily Lesson Log Week
No. 5 Signature: Signature:
Date Submitted: Date:
 Science School PARAOIR NATIONAL HIGH SCHOOL Grade Level 7
Teacher HARVEY R. ASIS Learning Area Earth & Space (Earth Science)
Teaching Dates FEBRURAY 17 – 21, 2020 Quarter Fourth

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The learners demonstrate an understanding of the relationship of the seasons and the position of the sun in the sky.
Performance Standard The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
9. Using models, relate:
9.1the tilt of the Earth to the length of daytime;
Learning Competency 9.2the length of daytime to the amount of energy received;
9.3the position of the Earth in its orbit to the height of the Sun in the sky;
9.4the height of the Sun in the sky to the amount of energy received;
9.5the latitude of an area to the amount of energy the area receives;
Code: S7ES-IVe-9 and S7ES-IVe-10
Assess the prior Relate the position of the Earth Describe the relationship Identify the different seasons of Summative
knowledge of the to the amount of heat/ energy it between latitude and the amount a specific locations on earth. Assessment
DAILY TASK students on the receives; and of heat/energy received by an
topic. area.
Trace the position of the Earth
around the sun every quarter.
Seasons in the Philippines
II. CONTENT Pre-assessment
(3.1 relation of the Seasons to the positions of the sun in the sky)
III. LEARNING RESOURCES
Teacher’s Guide TG pp.93
Learner’s Materials LM pp. 262- 265
www.livescience.com/25202-
Additional Materials
seasons.html
IV. LEARNING TASKS
Ask students: What is the effect of the tilting of Ask students about yesterday’s activity. 1. Describe the different tilting of
Why don’t we have the Earth to the amount of heat Allow them to recall the tilting of the Earth at different positions
snow in the received by different the Earth, the direction of around the sun.
ELICIT Philippines? Elicit hemispheres? revolution and the position of the 2. Which hemisphere receives
different answers/ Earth at different months of the more heat when the N-pole is
reasons from students year. tilted towards the sun? tilted
away?
What is good/ bad Ask students: Based on your Ask a few volunteers to give their Using Fig. 2 and 3 on p. 263,
about not having snow experience, how would you answers to the question:What do allow students to explain why
in the Philippines? compare the heat early in the you think will be the effect if the some parts of the earth receive
ENGAGE (Open discussion with morning (just after sunrise), at Earth is not tilting on its axis? direct rays while others receive
students) noon time and late in the oblique rays of the sun.
afternoon (just before sunset)?
Elicit answers from students.
Ask students Perform Activity 1: Continue Activity 1: Continue Activity1:
individually to answer Why do Seasons Change? LM Figure 2 and 3,LM p.263 Figure 4 and 5, LM p. 264
the following questions pp 262 ( figure 1)
on a 1 whole sheet of
paper.
a. How many
degrees is the tilt
EXPLORE of the earth?
b. What is the effect
of the tilt of the
earth?
c. What are the
different regions
on earth having
different seasons
 Group sharing Discuss guide questions:
(refer to questions 1. In which month is the north
posted on the explore pole tilted toward the sun- in
stage) June or December?
2. In which month is the north
pole tilted away from the sun- in
June or December?
EXPLAIN
Teacher presents a Teacher focuses on the figure 1,
general information page 128, showing the tilting of
on the topics to be the Earth at different positions
undertaken. around the Sun.
ELABORATE
Allow each group to present the
answers to guide questions 3-4.
Guide Questions:
#3. In June, which hemisphere
receives direct rays from the
Sun- the Northern hemisphere or
Southern hemisphere?
#4. In December, which
hemisphere receives direct rays
from the sun- the northern
hemisphere or southern
hemisphere?
Teacher focuses discussion to
figure 2, showing the tilting of the
Earth and the hemisphere
receiving the direct rays of the
sun.
Discuss with students the effect
of the heat of direct rays and
oblique rays of the sun to certain
areas
Discuss with students the effect
of the heat of direct rays and
oblique rays of the sun to
certain areas.
Guide Questions:
1. What do you think will happen
to the temperature of the place
receiving direct rays from the
sun? What will be its effect to
the season?
2. Compare the atmospheric
condition of a certain place
receiving direct rays of the sun
to a certain place receiving
oblique rays from the sun?
Points of emphasis during
discussion:
 Countries receiving direct
rays from the sun are
having warmer season
during those months.
 Countries receiving oblique
rays are having colder
season.
 The more oblique rays
received by a place, the
colder is the atmospheric
temperature which affects
the season.
  Countries near the equator
receive almost direct rays
of the sun for the entire
year. These countries have
dry and wet seasons.
 Countries in the temperate
areas sometimes receive
the direct rays or
sometimes receive the
oblique rays of the sun. As
a result, they experience
four different seasons.
Multiple Choice: Identification: With the world map on hand,
1. In which month is the north 1. In June, which identify whether the following
pole tilted towards the Sun? hemisphere receives countries have 2 or 4 seasons:
a. June direct rays from the Sun? 1. Indonesia
b. December 2. In December, which 2. Thailand
c. March hemisphere receives 3. Peru
2. In which month is the north direct rays from the sun? 4. Philippines
pole tilted away from the sun? 3. In which month is the 5. North Korea
a. June north pole tilted towards
EVALUATE
b. December the sun?
c. September 4. In which month is the
True or False south pole tilted towards
3. The Earth is always tilting the sun?
towards the sun. 5. How many degrees is
4. The Earth revolves on its orbit the tilt of the Earth?
in a counter clockwise direction.
5. In March, the North and South
poles are equally distant from the
sun.
 Prepare to discuss your answer
to the question:
What do you think will be the
EXTEND effect if the Earth is not tilting on
its axis?
Identify at least 5 countries Do we experience 4 seasons in
having snow. Locate their the Philippines? Why? Why not?
position on the map. Bring a (Prepare for summative test)
world map for the next lesson.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
 What innovation or
localized materials did
I use/ discover which I
wish to share with
other teachers?

Prepared by: Checked by:

Grade 7, Quarter 4
Teacher: HARVEY R. ASIS School Head: JOEY O. NIGOS
Daily Lesson Log Week
No. 6 Signature: Signature:
Date Submitted: Date:
 Science School PARAOIR NATIONAL HIGH SCHOOL Grade Level 7
Teacher HARVEY R. ASIS Learning Area Earth & Space (Earth Science)
Teaching Dates FEBRUARY 24 – 28, 2020 Quarter Fourth

Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The learners demonstrate an understanding of the relationship of the seasons and the position of the Sun in the sky.
Performance Standard The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate, weather, and seasons.
9. Using models, relate:
9.1The tilt of the Earth to the length of daytime;
Learning Competency 9.2The length of daytime to the amount of energy received;
9.3The position of the Earth in its orbit to the height of the Sun in the sky;
9.4The height of the Sun in the sky to the amount of energy received;
9.5The latitude of an area to the amount of energy the area receives;
Code: S7es-IV-e-10
Interpret data about sunrise Infer the effect of length of Give the reasons why seasons Enumerate the seasons in Summative
DAILY TASK and sunset to tell when daytime and nighttime on change. different locations in the Assessment
daytime is long and when seasons. hemispheres.
daytime is short.
II. CONTENT Seasons in the Philippines (3.2 Causes of seasons in the Philippines)
III. LEARNING RESOURCES
Teacher’s Guide TG, 1st ed.Part 2 p.114-115 TG, 1st ed.Part 2 p.114-115 TG, 1st ed.Part 2 p.114-115
Learner’s Materials LM pp266- 267 LM pp266- 267 LM pp. 262- 267
Internet
website:www.livescience.co
Additional Materials m/25202-seasons.html
https://www.youtube.com/wat
ch?v=10jzw1hjov4
IV. LEARNING TASKS
What is the effect of the Earth
tilt to the amount of heat
ELICIT received by different
hemispheres on Earth?
Is the tilt affecting the length of
daytime and night time that we
experience?
ENGAGE
Refer to LM p.266, Table 1:
1. What day has the longest
daytime? Shortest daytime?
2. What time is the earliest
sunrise? latest sunset?
Try to elicit students’ ideas by
asking them: What do you
think is the effect of length of
daytime and nighttime to the
seasons?
Based on the discussion Recall the past discussion on
yesterday, who can explain the factors that affect the
how the length of day time and changing of seasons.
night time affect the seasons in
certain places?
Simple Game: Let the students identify the
(HOT SEAT: Quick Questions) different seasons.
Ask at least 3 students to
answer the same set of
questions. The student who
can finish answer the questions
quickly and correctly, wins.
Direction: Answer the given
situation.
1. North axis tilts toward the
sun, what’s the season in the
north hemisphere?
2. North axis tilts away from the
sun, what’s the season in
northern hemisphere?
3. Longer daytime results
to more heating or less
heating?
4. Longer night time results
to more heating or less
heating?
5. Longer heating results to
what season?
 Peform Activity 2:“How does the
length of daytime and night
time affect the season?” LM pp.
266- 267.
EXPLORE
Guide Questions:
1. Compare the times of
sunrise from Jan. 2011-
December, 2011. What have
you noticed?
EXPLAIN 2. Compare the times of
sunset during the same period.
What do you notice?
Teacher emphasizes that the
times of sunrise and sunset
vary. The length of daytime
also varies.
ELABORATE
Students continue the activity
by reading the LM p.267
Discuss the following Guide
Questions:
1. When the north pole is tilted Factors affecting seasons are:
towards the sun, what
happens to the length of
daytime? Night time?
2. What happens when
daytime is longer than night
time?
Discuss the following points of
emphasis:
When the north pole is tilted
away from the sun, the north
hemisphere experiences
shorter daytime and longer
night time, while the south
hemisphere experiences the
opposite.
Group Discussion:
Students must identify all the
factors that affect the changing
of seasons.
Students will present their
answers to the class.
 the Earth’s tilt;
 Revolution;
 length of day and night;
 latitude of the place;
 angle of the rays of the
sun.
Points to emphasize during
discussion:
 Due to the tilt and
revolution, different
regions on Earth receive
different amounts of heat
from the sun.
 The length of daytime and
night time that a certain
Teacher shows different
pictures showing different
seasons (summer, autumn,
winter, spring) Allow students
to have small group
discussions. Students have
to describe each photo and
infer the atmospheric condition
whether it’s cold or warm based
on the clues that
can be seen in each photo.
The representative of each
group will present their
answer to the class.
The teacher will sum
up/consolidate the answers
Points of emphasis during
discussion:
 Earth is divided into three
different regions in terms
of seasons: tropical, *
temperate and polar.
 Tropical areas have two
seasons, rainy and
summer.

Based on the table 1 of the
activity:
1. What day has the longest
length of daytime?
2. Which day has the shortest
daytime?
3. Do the sunrises always
EVALUATE happen at the same exact
time?
4. Do the sunsets occur
exactly at the same time?
5. What could be generally
experienced if the length of
daytime is short-Colder or
warmer night?
Shorter daytime results to
colder atmospheric
temperature and results to
winter, while longer daytime
results to warmer atmospheric
temperature and results to
summer.
Answer the following:
1. When the north axis is tilted
towards the sun, what is
experienced by the northern
hemisphere- longer or shorter
daytime?
2. What is experienced by the
southern hemisphere- longer
or shorter daytime?
3. When daytime is longer,
what would be the resulting
season?
4. When daytime is shorter,
what would be the resulting
season?
place receives depend
also on the tilt and earth’s
revolution.
*Varied amounts of heat
received by different regions on
Earth result to different
seasons.
Identify the following:
1-2 Cite two factors affecting
seasons.
(3-5 answer with a Yes or No.)
3. If the earth is not tilting,
would there be a change in
season?
4. If the Earth is not tilting,
would there be a change in the
length of daytime and night
time?
5. If the earth revolves in a
perfect circular orbit, would
there be a change in seasons?
 Temperate areas have
four seasons, winter,
spring, summer and
autumn.
 Polar areas have two
seasons, summer and
winter.
 The equinox is time when
the length of daytime and
night time are equal.
 Solstice is the time when
the length of day and
night is not equal. (Either
longer daytime or longer
night time).
1-2. What are the two
reasons why we have
different seasons on Earth?
3. How do we call the region
on Earth that experiences
four seasons?
4. It refers to equal length of
day and night
5. It refers to the unequal
length of daytime and night
time.

If the North pole is tilted
towards the sun, what is its
effect to the length of daytime
EXTEND in the Northern hemisphere?
Southern Hemisphere?
5. If the Philippines is having
cold season, what is being
experienced by the southern
hemisphere- winter or
summer?
Bring a world map Differentiate: tropical, Prepare for summative test.
temperate and polar regions on
Earth?

V. REMARKS

VI. REFLECTIONS
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
 What difficulties did I
encounter which my
Principal/ Supervisor
can help me solve?
What innovation or
localized materials did
I use/ discover which I
wish to share with
other teachers?
Prepared by: Checked by:
Grade 7, Quarter 4 Daily
Teacher: HARVEY R. ASIS School Head: JOEY O. NIGOS
Lesson Log Week No. 7
Signature: Signature:
Date Submitted: Date:
 Science School PARAOIR NATIONAL HIGH SCHOOL Grade Level 7
Teacher HARVEY R. ASIS Learning Area Earth & Space (Earth Science)
Teaching Dates MARCH 2 – 6, 2020 Quarter Fourth

Week No. 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The learners demonstrate an understanding of the occurrence of eclipse.
Performance Standard Construct model of eclipses (solar and lunar eclipses).
Learning Competency 1. Explain how solar and lunar eclipses occur.
2. Collect, record, and report data on beliefs and practices of the community in relation to eclipses.
Code: S7ES – IVj – 12 and S7ES – IVj – 13
Explain how shadows are Demonstrate understanding of Illustrate how lunar and Discuss whether or not beliefs SUMMATIVE
formed in space. the occurrence of eclipse. solar eclipses occur. and practices about eclipses TEST
DAILY TASK Identify the types of eclipse. have scientific basis.

II. CONTENT Solar Eclipse and Lunar Eclipse

III. LEARNING RESOURCES
Teacher’s Guide TG pp.134-135 TG pp. 136-139 TG pp. 136-138 TG pp. 139-140
Learner’s Materials LM pp.153-154 LM pp.155-158 LM 156-158 LM pp.158-160
Additional Materials
IV. LEARNING TASKS
In your experience, what do you 1. What is formed on the Mystery box (video clip of El 1. Where is the moon in relation
ELICIT usually observe during brown surface of the earth? Gamma Penumbra) to the sun and earth during
outs? 2. What is formed on the solar eclipse?
white paper?

Video Presentation (How
shadows are formed in space.)
ENGAGE
Activity 3: Are there Shadows
in Space? (Refer to L.M pp.
268 – 270)
3. What happens to the
moon’s shadow as you move
the moon around the earth?
Video Presentation (Solar and 1. What can you say about the
Lunar Eclipse)
How do eclipses happen?
(Refer to L.M pp. 270 –273)
video clip?
2. What images did you see in
the video clip?
3. How did the performers
form the images?
Working in groups, students
will design an activity/follow
guided activity simulating the
occurrence of lunar and solar
eclipses using the following
materials.
2. Where is the earth in
relation to the sun and moon
during a lunar eclipse?
Video presentation (Eclipses:
Facts, Myths, and
superstitions.
Activity 4: Does a Bakunawa
cause eclipse? (Refer to L.M
pp. 270 – 273

Refer to Activity 3: Are there

EXPLORE
1. Base from your activity,
what is formed on the other
EXPLAIN side of the moon?
2. What is formed on the
surface of the earth?
Shadows in Space?
(LM pp.134-135)
Use the following materials:
a. flashlight
b. large ball
c. small ball (1/4 the size of
the large ball)
d. 2 barbecue sticks
e. clay
1. Based on the figures that Student will present their 1. Which beliefs and practices
are presented to you (refer to diagram. have scientific bases? Why do
the figures in module), Where you say so?
does the shadow of the moon
 3. What is formed on the white
paper?
4. What happens to the
Moon’s shadow as you move the
moon around the earth?
The planets and their satellites
are opaque bodies in space.
As they travel around the sun,
they sometimes block the path
of light coming from the sun
and their shadows are formed.
The shadow formation
happens when the earth or the
ELABORATE moon intercepts the path of
light coming from the sun as
they revolve in their respective
orbits.
The formation and darkening
is exactly the same as the
formation of shadows
commonly seen around you.
fall? Where does the shadow
of the earth fall?
2. When does the shadow of
the moon fall on earth?
3. When does earth cast a
shadow on the moon?
4. Where is the moon in
relation to the sun and the
earth during a solar eclipse?
5. Where is the earth in
relation to the sun and the
moon during a lunar eclipse?
The shadow of the moon
cannot be noticed until it falls
on the earth. When it does,
people in the place where the
shadow falls experience an
eclipse of the sun or a solar
eclipse.
A solar eclipse occurs when
the moon comes directly
between the sun and the
earth.
In areas where the umbra of
the moons falls. The eclipse is
called a total solar eclipse.
Key Questions.
1. Based on the diagram, how
do solar and lunar eclipses
occur?
2. At what phase of the moon
will solar and lunar eclipse
occur?
Key Questions:
1. Is it possible for solar
eclipse to happen every new
moon phase?
2. Is it possible for lunar
eclipse to happen every full
moon phase?
3. Will all places on earth
experience total solar and
lunar eclipses at the same
time? Why? Why not?
2. Which beliefs and practices
have no specific bases?
Support your answer.
Superstitious beliefs about the
occurrence of an eclipse:
 In many regions, it was
believed that eclipse
occurs when evil
mythological creature
attack the sun: a giant
turtle (Vietnam), a jaguar
(Latin America), a
dragon (Asia), or a
werewolf (Romania).
 In Tahiti, eclipses have
been interpreted as the
lovemaking of the sun
and the moon. So,
people in Tahiti find the
event to be something to
look forward to, since
eclipse seems to be the
When shadows are formed on
astronomical objects, a
darkening effect is observed.
In places where the penumbra
falls. The eclipse is called
partial solar eclipse.
When the moon is at apogee;
consequently, a ring of light
(called antumbra) surrounds
the umbra, the eclipse is
called annular eclipse.
A lunar eclipse occurs when
the moon is directly on the
opposite of the earth as the
sun.
In a lunar eclipse the shadow
of the earth also darkens the
moon.
Lunar eclipse happens during
full moon. But just like in solar
eclipse, it does not happen
every full moon because of
the tilting of the moon’s orbit.
Total eclipse of the moon
happens when the moon
crosses the umbra of the
earth’s shadow.
harbinger of a divine
blessing.
Practices and Rituals that are
followed during an eclipse:
 During an eclipse,
impure gases circulate in
the environment. These
gases are also absorbed
by our food and water,
so people should avoid
eating and drinking
during the eclipse phase.
Water can be made pure
by adding basil leaves.
The cooked food should
be eaten before the
eclipse begins. Pregnant
woman should strictly
observe these tips.
Practices and rituals that
counteract the negative
effects of eclipses:
 Chinese people shoot
fireworks in the sky and
make a brighter
hullabaloo by shaking
bells or beating in gongs,
pots, and drums to chase
away the dragon that

Read the following questions
carefully. Pick out the letter of
the correct answer.
1. Which of the following
statement is true on how
shadows are formed in space.
a. When shadows are formed
on astronomical objects, a
EVALUATE darkening is observed.
b. The shadows formation
happens when the earth or the
stars intercepts the path of
light coming from the sun as
they revolved in their
respective orbits.
c. The planets and their
satellites, as they travel
around the sun, sometimes
The moon frequently passes guzzled the piece of the
the earth’s penumbra, but the sun.
shadow cast by the earth on
the moon’s surface is hardly In science, explanations are
visible. supported with evidence.
Beliefs related to eclipse, such
as the increase off harmful
microorganisms during an
eclipse, are passed on by
adults to young children. Until
now, no proof has been
offered to show that they are
true.
Supply the missing word or Draw and explain the position With the practices and rituals
group of words to complete of the moon, sun, and earth that we have discussed,
the sentences. during: select at least one and
1. The darkest part of a 1. Solar eclipse evaluate. Make a simple
shadow cast by an opaque 2. Lunar eclipse explanation if it is possible to
object is called ? happen.(5 pts.)
2. Lunar eclipse can happen
during phase?
3. Solar eclipse can happen
during phase?
4. During annular eclipse, the
ring of light that surrounds the
umbra is called _?
5. In areas where the umbra
of the moon falls, eclipse is
called _?
 block the path of light coming
from the sun and their
shadows are formed.
d. The shadows formation
happens when the earth or the
moon intercepts the path of
light coming from the sun as
they revolved in their
respective orbits.
e. When shadows are formed
on astronomical objects, a
brighter effect is observed.
How do eclipses happen? Why do we not experience Gather 5 beliefs in your Using the latest eclipse as
solar and lunar eclipse every community about eclipses. basis, discuss how you were
month? Which beliefs have scientific able to observe the
EXTEND bases? Why do you think so? phenomenon. Were you able
to observe some changes in
the environment?

V. REMARKS

VI. REFLECTIONS
From the evaluation,
No. of Learners who:
 80% and Above:
 Below 80%
 Did the remedial lessons
work? No. of learners who:
 Have caught up with
the lesson
 Continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/Supervisor can help
me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 7, Quarter 4 Daily
Teacher: HARVEY R. ASIS School Head: JOEY O. NIGOS
Lesson Log Week No. 8
Signature: Signature:
Date Submitted: Date:
 Science School PARAOIR NATIONAL HIGH SCHOOL Grade Level 7
Teacher HARVEY R. ASIS Learning Area Earth & Space (Earth Science)
Teaching Dates MARCH 9 – 13, 2020 Quarter Fourth

Week No. 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard Demonstrate understanding of the occurrence of eclipses.
Performance Standard Construct model of eclipses (solar and lunar eclipses).
Learning Competency Collect, record, and report data on the beliefs and practices of the community in relation to eclipses.
Code: S7ES-IVj-13
Collect beliefs and practices about eclipses; and Preparation for the Actual Presentation of Review for the Summative
DAILY TASK Evaluate beliefs and practices about eclipses with presentation the Role play on the summative and final Assessment
scientific basis. beliefs and practices exam
about eclipses.
II. CONTENT Beliefs and Practices about Eclipses
III. LEARNING RESOURCES
Teacher’s Guide Part II p. 127
Learner’s Materials Part II pp. 139-140
Additional Materials
IV. LEARNING TASKS
ELICIT What are the different atmospheric phenomena?
Watch a video clip:Filipino myths about eclipse
https://www.youtube.com/watch?v=ryqTVrtGKIA
ENGAGE
What are the beliefs and practices you have seen
in the video clip?
 Do Activity 4: Students will be given
EXPLORE Does a Bakunawa cause eclipses? time to prepare for their
Refer to Part II LM pp139-140. presentation.
1. Which among the beliefs you have collected
do you consider true? Why do you say so?
2. Do all the beliefs you have collected have
EXPLAIN scientific basis?
3. 3. Are the explanations of the occurrences of
eclipses related to these beliefs?
4. Are there any proofs that tell you they are
true?
1. Are all beliefs and practices about eclipses
ELABORATE have scientific basis? Why do you say so?
2. What have you realized about beliefs and
practices on eclipses
Tell whether beliefs and practices about eclipses Criteria for scoring:
have scientific basis or no scientific basis. Content - 60%
Teamwork - 30%
Write ( √ ) if it has scientific basis while ( x ) if it has Props - 10%
no scientific basis. Total - 100%
1. Eclipse occur because the sun and the
moon were beaten by Bakunawa.
EVALUATE 2. During lunar eclipse many “aswang”
appear at night to have their victims.
3. The pregnant woman should not go out
during eclipse to avoid having delivered an
abnormal baby.
4. It is not advisable to look at the sun
without any eye protector during solar
eclipse because the spirit of the sun will
punish you.
 5. The Bakunawa gets irritated with the
noise and spews out the sun and the moon
back to the people.
Prepare a presentation on how you are going to
EXTEND educate people in the community about beliefs
and practices on eclipses.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
 What innovation or
localized materials did
I use/ discover which I
wish to share with
other teachers?

Grade 7, Quarter 4 Prepared by: Checked by:

Daily Lesson Log Week Teacher: HARVEY R. ASIS School Head: JOEY O. NIGOS
No. 9 Signature: Signature:
Date Submitted: Date: