Department of Education

Region VII, Central Visayas

Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 3, 2020
iPlan No.: 99 Quarter: 1 Duration: 50 min. Monday
Learning Recognize that soil, water, rocks, coal, and other fossil fuels are Earth materials S7ES-IV b-c-3
Competencies that people use as resources.

Subject Matter Identify renewable and non-renewable sources of energy

Key Concepts to Demonstrate understanding of the relation of geographical location of the Philippines to its environment
be Developed
Knowledge: Differentiate renewable from non-renewable sources of energy.
Learning Skills: Classify energy into renewable and non-renewable sources of energy.
Objectives Attitude: Cite practices of energy conservation.
Resources Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 310-311.
Activity Introductory Activity:
(Introductory) Discuss that the Philippines is still dependent on imported oil for our domestic and industrial needs. But the
presence of geologic structures or specifically the presence of volcanoes and trenches in the country and our
tropical climate also provide several possibilities to get clean and cheap energy.

Ask the following questions :

Why do we need energy?

What are our energy sources?

Where do we get energy for electricity? Or for running buses, jeeps, tractors and cars?
Activity The class will be divided into 5 groups.
(Presentation)
Each group will be assigned to report the different energy resources.

SOLAR ENERGY, GEOTHERMAL ENERGY, HYDROTHERMAL ENERGY,WIND ENERGY, FOSSIL FUELS

(coal, natural gas, crude oil)

Guide questions.

1. Identify the energy source as renewable or non-renewable.

2. Advantages and disadvantages.

3. Purpose/Uses

4. Places in the Philippines where this type of energy is used/utilized.

5. Ways of conserving this source of Energy.

RUBRICS in scoring the group performance will be posted or given by each group before the discussion.

(The teacher may provide a handout of the assigned energy resources but this will not limit the students to
research and to use other references.)

1. Based in our activity, What are the renewable sources of energy? What are the non-renewable sources of
Analysis energy?
2. What is a renewable source of energy?
3. What is a non-renewable source of energy?
Abstraction 1. Differentiate renewable from non-renewable sources of energy.

2. What are the advantages and disadvantages in the use of renewable sources of energy?

3. What are the advantages and disadvantages in the use of non-renewable sources of energy?

Application What are some ways of conserving our energy resources?

Assessment I. Classify the ff. as renewable or non-renewable resources of energy. Write R if its renewable and NR if non-
renewable.
________________1. Solar energy _______________2. Coal
________________3. Natural Gas _______________4. Geothermal Energy
________________5. Wind Farm
Assignment Make a poster showing conservation of our energy resources.
Use ¼ size of white cartolina.
Activity
(Concluding)
Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 4, 2020
iPlan No.: 100 Quarter: 1 Duration: 50 min. Tuesday
Learning Describe ways of using Earth’s resources sustainably. S7ES-IVd-4
Competencies
Subject Matter Identifying ways to conserve and protect Natural Resources
Key Concepts to Demonstrate understanding of the relation of geographical location of the Philippines to its environment
be Developed
Knowledge: List down human activities and effects on natural resources
Learning Skills: Suggest ways to reduce human activities that destroy natural resources.
Objectives Attitude: practice love and respect to our natural resources
Resources Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 310-311.
Activity Introductory Activity:
(Introductory) Different pictures of destroyed natural resources will be posted on the board. (If projector is present, a slide
show will be shown to the class)
Ask the ff. questions:

How do people destroy natural resources?

What are some human activities that destroy natural resources?

Activity Do Activity no. ____________ How do people destroy natural resources?

(Presentation) Objectives
1. Identify the effects of some human activities on natural resources.
2. Suggest ways to reduce the effects.
Procedure:
1. Study Table 2 and tell if you have observed the activities listed in your locality.
Table 2. Ways People Destroy Natural Resources

1. What are the possible effect to most of the human activities listed in the table?
Analysis 2. Why do people keep on doing this activities knowing that they can destroy natural resources?
Abstraction 1. What are some human activities that destroy our natural resources?

2. What are the effect of this human activities if they continue in a longer term? Such as turning rice fields into
residential areas?
Application How do we conserve our natural resources?
Assessment On the third column of the table in the activity, write the possible solutions that you can suggest in order to
reduce the impact of human activities.

Assignment Make an advertisement encouraging people to become sensitive and aware of the negative effect of some
human activities that destroy natural resources.
Activity Introductory Activity:
(Concluding) Different pictures of destroyed natural resources will be posted on the board. (If projector is present, a slide
show will be shown to the class)
Ask the ff. questions:

How do people destroy natural resources?

What are some human activities that destroy natural resources?

Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 5, 2020
iPlan No.: 101 Quarter: 1 Duration: 50 min. Wednesday
Learning Describe ways of using Earth’s resources sustainably. S7ES-IVd-4
Competencies
Subject Matter Identifying ways to conserve and protect Natural Resources
Key Concepts to Demonstrate understanding of the relation of geographical location of the Philippines to its environment
be Developed
Knowledge: Identify ways of conserving and protecting our natural resources.
Learning Skills: Create an action plan that will encourage people in school to conserve natural resources.
Objectives Attitude: Cite the importance of the implementation of the activities in school in conserving and protecting
natural resources.
Resources Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 310-311.
Activity Introductory Activity:
(Introductory) “The lives of future generations depend on people’s use of natural resources today.”

Discuss with the students what the statement means.

Activity Group Activity. Are you Ready for “Make-a-Difference” Day?

(Presentation)
The students will create their own action plan which involves hands-on activities that apply what
they learn in conserving and protecting natural resources.

They may include:

 reducing waste, reusing materials instead of throwing them away, recycling, composting, and
conserving natural resources and energy.

 conducting a "waste-free lunch" or building art materials out of cans, bottles, and other recyclable
trash.

 Depending on the location and nature of the school. They may also include:

river cleanup, trail maintenance, or tree planting.

 Conduct a poster making contest to be used in the campaign on non-use of plastic bags for shopping
and/or marketing.
 Make an advertisement to encourage conservation and protection of the natural resources
1. What are some possible activities that you can make in order to encourage students and people in school to
Analysis conserve natural resources?

2. How do you find the suggestions made by your members, are the possible activities suitable in school
 setting? (Suggested activities are dependent on location and nature of the school)

Abstraction During the Presentation, the plan should consider the following:

 Easy to follow
 Who will be responsible for making the plan happen
 What should be done if the people responsible for making the plan happen will not or cannot do it
 What natural resources will be conserved
 Schedule of activities to include monitoring
 Why you think this plan is the best idea

Application How did you find the implementation of the activities in the school in conserving and protecting our natural
resources?

The Make a Difference Day will engage us in a variety of environmental activities that help foster not only a
appreciation for the environment and the resources it provides but also develop a lifelong stewardship among
age group.
Assessment Rubrics in scoring their conducted activities will be provided.

Assignment The plan should be conducted within 5 days.

Documentation should be gathered and properly organized.

A written letter should be signed by the school head.

Activity Introductory Activity:

(Concluding) “The lives of future generations depend on people’s use of natural resources today.”

Discuss with the students what the statement means.

Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 6, 2020
iPlan No.: 102 Quarter: 1 Duration: 50 min. Thursday
Learning Describe ways of using Earth’s resources sustainably. S7ES-IVd-4
Competencies
Subject Matter Identifying ways to conserve and protect Natural Resources
Key Concepts to Demonstrate understanding of the relation of geographical location of the Philippines to its environment
be Developed
Knowledge: Identify ways of conserving and protecting our natural resources.
Learning Skills: Create an action plan that will encourage people in school to conserve natural resources.
Objectives Attitude: Cite the importance of the implementation of the activities in school in conserving and protecting
natural resources.
Resources Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 310-311.
Activity Introductory Activity:
(Introductory) “The lives of future generations depend on people’s use of natural resources today.”

Discuss with the students what the statement means.

Activity Group Activity. Are you Ready for “Make-a-Difference” Day?

(Presentation)
The students will create their own action plan which involves hands-on activities that apply what
they learn in conserving and protecting natural resources.

They may include:

 reducing waste, reusing materials instead of throwing them away, recycling, composting, and
 conserving natural resources and energy.

 conducting a "waste-free lunch" or building art materials out of cans, bottles, and other recyclable
trash.

 Depending on the location and nature of the school. They may also include:

river cleanup, trail maintenance, or tree planting.

 Conduct a poster making contest to be used in the campaign on non-use of plastic bags for shopping
and/or marketing.
 Make an advertisement to encourage conservation and protection of the natural resources
1. What are some possible activities that you can make in order to encourage students and people in school to
Analysis conserve natural resources?

2. How do you find the suggestions made by your members, are the possible activities suitable in school
setting? (Suggested activities are dependent on location and nature of the school)

Abstraction During the Presentation, the plan should consider the following:

 Easy to follow
 Who will be responsible for making the plan happen
 What should be done if the people responsible for making the plan happen will not or cannot do it
 What natural resources will be conserved
 Schedule of activities to include monitoring
 Why you think this plan is the best idea

Application How did you find the implementation of the activities in the school in conserving and protecting our natural
resources?

The Make a Difference Day will engage us in a variety of environmental activities that help foster not only a
appreciation for the environment and the resources it provides but also develop a lifelong stewardship among
age group.
Assessment Rubrics in scoring their conducted activities will be provided.

Assignment The plan should be conducted within 5 days.

Documentation should be gathered and properly organized.

A written letter should be signed by the school head.

Activity Introductory Activity:

(Concluding) “The lives of future generations depend on people’s use of natural resources today.”

Discuss with the students what the statement means.

Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 7, 2020
iPlan No.: 103 Quarter: 1 Duration: 50 min. Friday
Learning Describe ways of using Earth’s resources sustainably. S7ES-IVd-4
Competencies
Subject Matter Identifying ways to conserve and protect Natural Resources
Key Concepts to Demonstrate understanding of the relation of geographical location of the Philippines to its environment
be Developed
Knowledge: Identify ways of conserving and protecting our natural resources.
Learning Skills: Create an action plan that will encourage people in school to conserve natural resources.
Objectives Attitude: Cite the importance of the implementation of the activities in school in conserving and protecting
natural resources.
Resources Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 310-311.
Activity Introductory Activity:
(Introductory) “The lives of future generations depend on people’s use of natural resources today.”

Discuss with the students what the statement means.

Activity Group Activity. Are you Ready for “Make-a-Difference” Day?

(Presentation)
The students will create their own action plan which involves hands-on activities that apply what
they learn in conserving and protecting natural resources.

They may include:

 reducing waste, reusing materials instead of throwing them away, recycling, composting, and
conserving natural resources and energy.

 conducting a "waste-free lunch" or building art materials out of cans, bottles, and other recyclable
trash.

 Depending on the location and nature of the school. They may also include:

river cleanup, trail maintenance, or tree planting.

 Conduct a poster making contest to be used in the campaign on non-use of plastic bags for shopping
and/or marketing.
 Make an advertisement to encourage conservation and protection of the natural resources
1. What are some possible activities that you can make in order to encourage students and people in school to
Analysis conserve natural resources?

2. How do you find the suggestions made by your members, are the possible activities suitable in school
setting? (Suggested activities are dependent on location and nature of the school)

Abstraction During the Presentation, the plan should consider the following:

 Easy to follow
 Who will be responsible for making the plan happen
 What should be done if the people responsible for making the plan happen will not or cannot do it
 What natural resources will be conserved
 Schedule of activities to include monitoring
 Why you think this plan is the best idea

Application How did you find the implementation of the activities in the school in conserving and protecting our natural
resources?

The Make a Difference Day will engage us in a variety of environmental activities that help foster not only a
appreciation for the environment and the resources it provides but also develop a lifelong stewardship among
age group.
Assessment Rubrics in scoring their conducted activities will be provided.

Assignment The plan should be conducted within 5 days.

Documentation should be gathered and properly organized.

A written letter should be signed by the school head.

Activity Introductory Activity:

(Concluding) “The lives of future generations depend on people’s use of natural resources today.”

Discuss with the students what the statement means.

Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head
 Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 10, 2020
iPlan No.: 104 Quarter: 1 Duration: 50 min. Monday
Learning Discuss howenergy from the Sun interacts with the layers o S7ES-IVe-5
Competencies
the atmosphere
Subject Matter Identifying the Layers of the atmosphere
Key Concepts to More than three quarters of Earth’s atmosphere is made up of nitrogen while one
be Developed
fifth is oxygen.
Knowledge: Identify the five layers of the atmosphere.
Learning
Objectives Skills: Interpret the relationship between height(altitude) and temperature as the
basis in dividing the layers of the Earth’s atmosphere.
Attitude: Discuss the importance of the atmosphere as a shield in protecting living
organisms on Earth.
Resources Learners’ Manual pages 209-212
Ruler, pencil, scotch tape, manila paper
Activity Sheets
Activity Introductory Activity:
(Introductory)
What do you think is the role of the atmosphere to out Planet?
What will happen to us in the absence of the atmosphere?
Activity (first day)
(Presentation)
Do Activity No. __________
What is the basis for dividing Earth’s
atmosphere into layers?
Objectives:
You will be able to gather information about
Earth’s atmosphere based on a graph.
Specifically, you will:
1. describe the features of each of the five
layers;
2. compare the features of the five layers;
and
3. explain the basis for the division of the
layers of the atmosphere.

(second day)
Group Activity
The class will be divided into 5 groups.
Each group will work the given task.

STRIPS of words and phrases are posted on the board. They will choose one
representative to get the strips that describes their assigned layer.

After 5 minutes, another representative will discuss their output to the class.
 (These are sample strips only, you may add more descriptions)

1. What are the five layers? Estimate the height of each layer.
Analysis

2. Describe the graph for each layer.

3. In which layer is temperature increasing with increasing altitude?

4. In which layer is temperature decreasing with increasing altitude?

Abstraction 1. What is the relationship between temperature and height in the - troposphere?

- stratosphere? - mesosphere? - thermosphere? - exosphere?

2. What happens to the ray coming from the sun as it penetrates through the layers
of the atmosphere?
Application What is the importance of the different layers of the atmosphere?

How does it protect us from harmful rays coming from the sun?
Assessment Identification/Enumeration. Identify the correct answer.
_______________1. It is the layer of the Earth where weather phenomena take
place.
_______________2. It is the layer where aircraft fly.
_______________3-7. Give the five layers of the atmosphere arrange from the
layer closest to Earth surface up to the uppermost layer.

 
Assignment

Activity Two-day activity

(Concluding)
Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head
 Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 11, 2020
iPlan No.: 105 Quarter: 1 Duration: 50 min. Tuesday
Learning Discuss howenergy from the Sun interacts with the layers o S7ES-IVe-5
Competencies
the atmosphere
Subject Matter Identifying the Layers of the atmosphere
Key Concepts to More than three quarters of Earth’s atmosphere is made up of nitrogen while one
be Developed
fifth is oxygen.
Knowledge: Identify the five layers of the atmosphere.
Learning
Objectives Skills: Interpret the relationship between height(altitude) and temperature as the
basis in dividing the layers of the Earth’s atmosphere.
Attitude: Discuss the importance of the atmosphere as a shield in protecting living
organisms on Earth.
Resources Learners’ Manual pages 209-212
Ruler, pencil, scotch tape, manila paper
Activity Sheets
Activity Introductory Activity:
(Introductory)
What do you think is the role of the atmosphere to out Planet?
What will happen to us in the absence of the atmosphere?
Activity (first day)
(Presentation)
Do Activity No. __________
What is the basis for dividing Earth’s
atmosphere into layers?
Objectives:
You will be able to gather information about
Earth’s atmosphere based on a graph.
Specifically, you will:
1. describe the features of each of the five
layers;
2. compare the features of the five layers;
and
3. explain the basis for the division of the
layers of the atmosphere.

(second day)
Group Activity
The class will be divided into 5 groups.
Each group will work the given task.

STRIPS of words and phrases are posted on the board. They will choose one
representative to get the strips that describes their assigned layer.
 After 5 minutes, another representative will discuss their output to the class.

(These are sample strips only, you may add more descriptions)

1. What are the five layers? Estimate the height of each layer.
Analysis

2. Describe the graph for each layer.

3. In which layer is temperature increasing with increasing altitude?

4. In which layer is temperature decreasing with increasing altitude?

Abstraction More than three quarters of
Earth’s atmosphere is made up of nitrogen while one fifth is oxygen. The
remaining 1% is a mixture of carbon dioxide, water vapour, and ozone.
These gases not only produce important weather features such as cloud and
rain, but also have considerable influence on the overall climate of the
Earth, through the greenhouse effect and global warming.
Application What is the importance of the different layers of the atmosphere?

How does it protect us from harmful rays coming from the sun?
Assessment Identification/Enumeration. Identify the correct answer.
_______________1. It is the layer of the Earth where weather phenomena take
place.
_______________2. It is the layer where aircraft fly.
_______________3-7. Give the five layers of the atmosphere arrange from the
layer closest to Earth surface up to the uppermost layer.

 
Assignment

Activity Two-day activity

(Concluding)
Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head
 Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 12, 2020
iPlan No.: 106 Quarter: 1 Duration: 50 min. Wednesday
Learning Discuss howenergy from the Sun interacts with the layers o S7ES-IVe-5
Competencies
the atmosphere
Subject Matter Identifying the Layers of the atmosphere
Key Concepts to More than three quarters of Earth’s atmosphere is made up of nitrogen while one
be Developed
fifth is oxygen.
Knowledge: Identify the five layers of the atmosphere.
Learning
Objectives Skills: Interpret the relationship between height(altitude) and temperature as the
basis in dividing the layers of the Earth’s atmosphere.
Attitude: Discuss the importance of the atmosphere as a shield in protecting living
organisms on Earth.
Resources Learners’ Manual pages 209-212
Ruler, pencil, scotch tape, manila paper
Activity Sheets
Activity Introductory Activity:
(Introductory)
What do you think is the role of the atmosphere to out Planet?
What will happen to us in the absence of the atmosphere?
Activity (first day)
(Presentation)
Do Activity No. __________
What is the basis for dividing Earth’s
atmosphere into layers?
 Objectives:
You will be able to gather information about
Earth’s atmosphere based on a graph.
Specifically, you will:
1. describe the features of each of the five
layers;
2. compare the features of the five layers;
and
3. explain the basis for the division of the
layers of the atmosphere.

(second day)
Group Activity
The class will be divided into 5 groups.
Each group will work the given task.

STRIPS of words and phrases are posted on the board. They will choose one
representative to get the strips that describes their assigned layer.

After 5 minutes, another representative will discuss their output to the class.

(These are sample strips only, you may add more descriptions)

1. What are the five layers? Estimate the height of each layer.
Analysis

2. Describe the graph for each layer.

3. In which layer is temperature increasing with increasing altitude?

4. In which layer is temperature decreasing with increasing altitude?

Abstraction More than three quarters of
Earth’s atmosphere is made up of nitrogen while one fifth is oxygen. The
remaining 1% is a mixture of carbon dioxide, water vapour, and ozone.
These gases not only produce important weather features such as cloud and
rain, but also have considerable influence on the overall climate of the
Earth, through the greenhouse effect and global warming.
Application What is the importance of the different layers of the atmosphere?

How does it protect us from harmful rays coming from the sun?
Assessment Identification/Enumeration. Identify the correct answer.
_______________1. It is the layer of the Earth where weather phenomena take
place.
_______________2. It is the layer where aircraft fly.
_______________3-7. Give the five layers of the atmosphere arrange from the
layer closest to Earth surface up to the uppermost layer.
  
Assignment

Tabulate the data you gathered from the activity.

Activity Two-day activity

(Concluding)
Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 13, 2020
iPlan No.: 106 Quarter: 1 Duration: 50 min. Thursday
Learning Discuss howenergy from the Sun interacts with the layers o S7ES-IVe-5
Competencies
the atmosphere
Subject Matter Identifying the Greenhouse Effect
Key Concepts to The ‘greenhouse effect’ is a natural process and it warms the Earth.
be Developed Without the greenhouse effect, Earth would be very cold, too cold for living
things, such as plants and animals.
Knowledge: Explain the greenhouse effect.
Learning
Objectives Skills: Demonstrate the effects of greenhouse gases to the temperature of the
atmosphere.
Attitude: Recognize the advantages and disadvantages of greenhouse effect on
Earth.
Resources Learners’ Manual pages 209-212
Ruler, pencil, scotch tape, manila paper
Activity Sheets
Activity Introductory Activity:
(Introductory)
What do you think is the role of the atmosphere to out Planet?
What will happen to us in the absence of the atmosphere?
Activity (first day)
(Presentation)
Do Activity no. __________ Does a greenhouse retain or release heat?
Objectives
The activity will enable you to
 1. construct a model greenhouse.
2. find out if your model greenhouse retains heat
3. relate the concept of greenhouse to the increasing temperature of Earth’s
atmosphere.

Materials
· 2-liter plastic soft drink bottle
· 2-plastic containers to serve as base of the bottles
· knife or scissors
· transparent tape
· two alcohol thermometers
· one reading lamp (if available), otherwise
bring the setups under the Sun

Procedure:
Constructing the model greenhouse
For each model greenhouse you will need a two-liter plastic soft drink container
(with cap) and a shallow plastic container for the base.
1. Remove the label of the soft drink bottle but keep the cap attached.

2. Cut off carefully, the end of the bottle approximately 5-6 cm from the bottom.
Dispose of the bottom piece.

3. Place the bottle with cap in the plastic base. This is your model greenhouse.
Label it Bottle A.

4. Use scissors or knife to cut several elongated openings or vents (1.5 x 5.0 cm)
on the sides of Bottle B. Leave Bottle A intact.

5. Tape a thermometer onto a piece of cardboard. Make sure that the cardboard is
longer than the thermometer so that the bulb will not touch the plastic base. Make
two thermometer setups, one for Bottle A and another for Bottle B. Place one
thermometer setup in each bottle.

1. Predict which bottle will get hotter when you turn on the light or when they are
Analysis
exposed to the Sun.

2. How will you know that one bottle is hotter than the other?

3. Write down your prediction and the reason why you predicted that way.

Abstraction The ‘greenhouse effect’ is a natural process and it warms the Earth.
Without the greenhouse effect, Earth would be very cold, too cold for living
things, such as plants and animals.

Earth’s atmosphere contains trace gases such

as carbon dioxide, water vapor, methane, and ozone. Like the glass in a
greenhouse, the trace gases have a similar effect on the Sun’s rays. They
allow sunlight to pass through, resulting in the warming up of the Earth’s
surface. But they absorb the energy coming from the Earth’s surface,
keeping the Earth’s temperature suitable for life on Earth. The process by
which the Earth’s atmosphere warms up is called ‘greenhouse effect,’ and
the trace gases are referred to as ‘greenhouse gases.’
Application What are the advantages and disadvantages of greenhouse effect to Earth and its
 inhabitant?
Assessment List down human activities that contributed to high level amount of greenhouse
gases in the atmosphere.
Assignment
Activity
(Concluding)
Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 14, 2020
iPlan No.: 107 Quarter: 1 Duration: 50 min. Friday
Learning show what causes change in the seasons in the Philippines using S7ES-IVi-10
Competencies models;

Subject Matter Identifying the Greenhouse effect

Key Concepts to The ‘greenhouse effect’ is a natural process and it warms the Earth.
be Developed
Without the greenhouse effect, Earth would be very cold, too cold for living
things, such as plants and animals.
Knowledge: identify the greenhouse gases
Learning
Objectives Skills: explain the effects of greenhouse gases to the temperature of the
atmosphere.
Attitude: Recognize the advantages and disadvantages of greenhouse effect on
Earth.
Resources Learners’ Manual pages 209-212
Ruler, pencil, scotch tape, manila paper
Activity Sheets
Activity Introductory Activity:
(Introductory)
What do you think is the role of the atmosphere to out Planet?
What will happen to us in the absence of the atmosphere?
Activity (first day)
(Presentation)
Do Activity no. __________ Does a greenhouse retain or release heat?
Objectives
The activity will enable you to
1. construct a model greenhouse.
2. find out if your model greenhouse retains heat
3. relate the concept of greenhouse to the increasing temperature of Earth’s
atmosphere.

Materials
· 2-liter plastic soft drink bottle
· 2-plastic containers to serve as base of the bottles
· knife or scissors
· transparent tape
· two alcohol thermometers
 · one reading lamp (if available), otherwise
bring the setups under the Sun

Procedure:
Constructing the model greenhouse
For each model greenhouse you will need a two-liter plastic soft drink container
(with cap) and a shallow plastic container for the base.
1. Remove the label of the soft drink bottle but keep the cap attached.

2. Cut off carefully, the end of the bottle approximately 5-6 cm from the bottom.
Dispose of the bottom piece.
3. Place the bottle with cap in the plastic base. This is your model greenhouse.
Label it Bottle A.
4. Use scissors or knife to cut several elongated openings or vents (1.5 x 5.0 cm)
on the sides of Bottle B. Leave Bottle A intact.
5. Tape a thermometer onto a piece of cardboard. Make sure that the cardboard is
longer than the thermometer so that the bulb will not touch the plastic base. Make
two thermometer setups, one for Bottle A and another for Bottle B. Place one
thermometer setup in each bottle.

1. Predict which bottle will get hotter when you turn on the light or when they are
Analysis
exposed to the Sun.

2. How will you know that one bottle is hotter than the other?

3. Write down your prediction and the reason why you predicted that way.

Abstraction The ‘greenhouse effect’ is a natural process and it warms the Earth.
Without the greenhouse effect, Earth would be very cold, too cold for living
things, such as plants and animals.

Earth’s atmosphere contains trace gases such

as carbon dioxide, water vapor, methane, and ozone. Like the glass in a
greenhouse, the trace gases have a similar effect on the Sun’s rays. They
allow sunlight to pass through, resulting in the warming up of the Earth’s
surface. But they absorb the energy coming from the Earth’s surface,
keeping the Earth’s temperature suitable for life on Earth. The process by
which the Earth’s atmosphere warms up is called ‘greenhouse effect,’ and
the trace gases are referred to as ‘greenhouse gases.’
Application What are the advantages and disadvantages of greenhouse effect to Earth and its
inhabitant?
Assessment List down human activities that contributed to high level amount of greenhouse
gases in the atmosphere.

Assignment
Activity
(Concluding)
Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 17, 2020
iPlan No.: 108 Quarter: 1 Duration: 50 min. Monday
Learning Review previous lessons about
Competencie
s
Subject
SUMMATIVE EXAM
Matter
Key Concepts
to be
Developed
Knowledge: Recall previous lesson
Learning Skills: Analyze the questions properly
Objectives Attitudes: Answer the examination honestly
Resources TEST QUESTIONNAIRE
Activity Routine Activities
(Introductory) Arrange seats one sit-apart

Activity ________________________________________________________________________
(Presentation)

______________________________________________________________________
Analysis
Abstraction ________________________________________________________________________

Application Review previous lessons about

Assessment

Assignment
Activity
(Concluding)
Remarks

Checked/Inspected by:
 KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 18, 2020
iPlan No.: 109 Quarter: 1 Duration: 50 min. Tuesday
Learning 4TH MID-PERIODICAL EXAM
Competencie
s
Subject
4TH MID-PERIODICAL EXAM
Matter
Key Concepts
to be
Developed
Knowledge: Recall previous lesson
Learning Skills: Analyze the questions properly
Objectives Attitudes: Answer the examination honestly
Resources TEST QUESTIONNAIRE
Activity Routine Activities
(Introductory) Arrange seats one sit-apart

Activity
(Presentation) _____________________________________________________________

______________________________________________________________
Analysis
Abstraction _____________________________________________________________

Application
Assessment

Assignment
Activity
(Concluding)
Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head
 Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 19, 2020
iPlan No.: 110 Quarter: 1 Duration: 50 min. Wednesday
Learning 4TH MID-PERIODICAL EXAM
Competencie
s
Subject
4TH MID-PERIODICAL EXAM
Matter
Key Concepts
to be
Developed
Knowledge: Recall previous lesson
Learning Skills: Analyze the questions properly
Objectives Attitudes: Answer the examination honestly
Resources TEST QUESTIONNAIRE
Activity Routine Activities
(Introductory) Arrange seats one sit-apart

Activity
(Presentation) _____________________________________________________________

______________________________________________________________
Analysis
Abstraction _____________________________________________________________

Application
Assessment

Assignment
Activity
(Concluding)
Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head
 Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 20, 2020
iPlan No.: 111 Quarter: 1 Duration: 50 min. Thursday
Learning show what causes change in the seasons in the Philippines using S7ES-IVi-10
Competencies models;

Subject Matter Identifying the Greenhouse effect

Key Concepts to The ‘greenhouse effect’ is a natural process and it warms the Earth.
be Developed
Without the greenhouse effect, Earth would be very cold, too cold for living
things, such as plants and animals.
Knowledge: identify the greenhouse gases
Learning
Objectives Skills: explain the effects of greenhouse gases to the temperature of the
atmosphere.
Attitude: Recognize the advantages and disadvantages of greenhouse effect on
Earth.
Resources Learners’ Manual pages 209-212
Ruler, pencil, scotch tape, manila paper
Activity Sheets
Activity Introductory Activity:
(Introductory)
What do you think is the role of the atmosphere to out Planet?
What will happen to us in the absence of the atmosphere?
Activity (first day)
(Presentation)
Do Activity no. __________ Does a greenhouse retain or release heat?
Objectives
The activity will enable you to
1. construct a model greenhouse.
2. find out if your model greenhouse retains heat
3. relate the concept of greenhouse to the increasing temperature of Earth’s
atmosphere.

Materials
· 2-liter plastic soft drink bottle
· 2-plastic containers to serve as base of the bottles
· knife or scissors
· transparent tape
· two alcohol thermometers
· one reading lamp (if available), otherwise
bring the setups under the Sun

Procedure:
Constructing the model greenhouse
For each model greenhouse you will need a two-liter plastic soft drink container
(with cap) and a shallow plastic container for the base.
 1. Remove the label of the soft drink bottle but keep the cap attached.

2. Cut off carefully, the end of the bottle approximately 5-6 cm from the bottom.
Dispose of the bottom piece.
3. Place the bottle with cap in the plastic base. This is your model greenhouse.
Label it Bottle A.
4. Use scissors or knife to cut several elongated openings or vents (1.5 x 5.0 cm)
on the sides of Bottle B. Leave Bottle A intact.
5. Tape a thermometer onto a piece of cardboard. Make sure that the cardboard is
longer than the thermometer so that the bulb will not touch the plastic base. Make
two thermometer setups, one for Bottle A and another for Bottle B. Place one
thermometer setup in each bottle.

1. Predict which bottle will get hotter when you turn on the light or when they are
Analysis
exposed to the Sun.

2. How will you know that one bottle is hotter than the other?

3. Write down your prediction and the reason why you predicted that way.
Abstraction The ‘greenhouse effect’ is a natural process and it warms the Earth.
Without the greenhouse effect, Earth would be very cold, too cold for living
things, such as plants and animals.

Earth’s atmosphere contains trace gases such

as carbon dioxide, water vapor, methane, and ozone. Like the glass in a
greenhouse, the trace gases have a similar effect on the Sun’s rays. They
allow sunlight to pass through, resulting in the warming up of the Earth’s
surface. But they absorb the energy coming from the Earth’s surface,
keeping the Earth’s temperature suitable for life on Earth. The process by
which the Earth’s atmosphere warms up is called ‘greenhouse effect,’ and
the trace gases are referred to as ‘greenhouse gases.’
Application What are the advantages and disadvantages of greenhouse effect to Earth and its
inhabitant?
Assessment List down human activities that contributed to high level amount of greenhouse
gases in the atmosphere.

Assignment
Activity
(Concluding)
Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City
 District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 21, 2020
iPlan No.: 112 Quarter: 1 Duration: 50 min. Friday
Learning using models, relate: S7ES-IVh-9
Competencies
9.1 the tilt of the Earth to the length of daytime;

9.2 the length of daytime to the amount of energy received;

9.3 the position of the Earth in its orbit to the height of the Sun in the
sky;

9.4 the height of the Sun in the sky to the amount of energy
received;

9.5 the latitude of an area to the amount of energy the area

receives;

Subject Matter Identifying the effects of the tilt of the Earth

Key Concepts to Earth's seasons—the annual climate changes that different locations experience—
be Developed
result from a combination of Earth's orbit around the Sun and the tilt of Earth's axis.
Knowledge: Describe why seasons change
Learning
Objectives Skills: Demonstrate the effects of greenhouse gases to the temperature of the
atmosphere.
Attitude: Recognize the advantages and disadvantages of greenhouse effect on
Earth.
Resources Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 308-310.

Activity Show pictures of the different seasons.

(Introductory)
Questions:
1. Can you describe the four pictures?
2. What do you call them?
3. Why do you think there are seasons?

Activity
(Presentation)

The drawing shows the location of the Earth at

different times of the year. Note that the axis of Earth is not
vertical; it is tilted. (Not drawn to scale)

Q1. In which month is the North Pole tilted toward the Sun– in June or
Analysis
December?
Q2. In which month is the North Pole tilted away from the Sun– in June
or December?

Q3. In June, which hemisphere receives direct rays from the Sun– the
Northern Hemisphere or Southern Hemisphere?
Abstraction In June, the North Pole is tilted toward the Sun. Naturally, the
Northern Hemisphere will also be tilted toward the Sun. The Northern
Hemisphere will then receive direct rays from the Sun (Fig. 2). When the
Sun’s rays hit the ground directly, the place will become warmer than when
 the rays are oblique (Figures 4 and 5). This is why it is summer in the
Northern Hemisphere at this time.
But the Earth is not stationary. The Earth goes around the Sun. What
happens when the Earth has moved to the other side of the Sun?
After six months, in December, the North Pole will be pointing away
from the Sun (Figure 1). The Northern Hemisphere will no longer receive
direct rays from the Sun. The Northern Hemisphere will then experience a
time of cold. For temperate countries in the Northern Hemisphere, it will be
 winter. In tropical Philippines, it is simply the cold season.
Application From your experience, what seasons do we experience in the Philippines?
What happens during these seasons?
What are the proper ways should we practice during each season?
Assessment The students are asked to demonstrate with either a drawing, poster, or model how
and why the seasons change.
Assignment Answer the questions below and write it in your notebook.
1. What is your favorite season?
2. Why is it your favorite?
Activity
(Concluding)
Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
 (8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 24, 2020
iPlan No.: 113 Quarter: 1 Duration: 50 min. Monday
Learning show what causes change in the seasons in the S7ES-IVi-10
Competencie Philippines using models;
s
Subject Identifying the Seasons of the Earth
Matter
Key Concepts Earth's seasons—the annual climate changes that different locations experience—result
to be from a combination of Earth's orbit around the Sun and the tilt of Earth's axis.
Developed
Knowledge: Describe why seasons change
Learning Skills: Demonstrate the effects of greenhouse gases to the temperature of the atmosphere.
Objectives Attitude: Recognize the advantages and disadvantages of greenhouse effect on Earth.
Resources Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 308-310.

Activity Show pictures of the different seasons.

(Introductory) Questions:
1. Can you describe the four pictures?
2. What do you call them?
3. Why do you think there are seasons?

Activity
(Presentation)

Where is the Northern Hemisphere pointed? (It is pointed toward the sun.)
Analysis Do you think the Northern Hemisphere is warmer during this time of the year? (Yes,
because sunlight is hitting it directly. Be sure that students don’t think it is because that part
of earth is closer to the sun.)
When the Northern Hemisphere points away from the sun, then what? (Now, the
Northern Hemisphere gets cooler.)
Why does the Northern Hemisphere get cooler? (Again it is important for them to
realize that it is the sunlight falling less intensely that causes it to be cooler. )
What about the Southern Hemisphere? (The Southern Hemisphere receives direct
rays and is now warmer than it usually is.)

Abstraction  Earth's orbit brings it closer to the Sun in summer and farther away in winter. This
idea neglects the fact that at any given time, the Northern and Southern
Hemispheres experience opposite seasons. In fact, Earth's orbit is actually nearly
circular, and so variations in distance from the Sun have very little effect compared
to the effects of changes in the angle of incoming sunlight.
 Earth is tilted 23.5 degrees on its axis and the hemisphere that is tilted toward the
Sun experiences summer because it is closer to the Sun . Actually, Earth is so
small compared to the Sun, and so far away from it, that the difference in distance
between the two hemispheres and the Sun is inconsequential. However, the tilt of
Earth's axis does affect the angle at which the Sun's rays strike Earth—called the
angle of incidence—this is what causes the seasons.

Application From your experience, what seasons do we experience in the Philippines?

 What happens during these seasons?
What are the proper ways should we practice during each season?
Assessment The students are asked to demonstrate with either a drawing, poster, or model how and
why the seasons change.
Assignment Answer the questions below and write it in your notebook.
1. What is your favorite season?
2. Why is it your favorite?
Activity
(Concluding)
Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 25, 2020
iPlan No.: 114 Quarter: 1 Duration: 50 min. Tuesday
Learning The relationships of the seasons and the position of the sun in S7ES-IVi-09
Competencies the sky

Subject Matter Describing the effect of direct rays from the sun on the seasons of the Earth

Key Concepts Earth's seasons—the annual climate changes that different locations experience—result from a
to be combination of Earth's orbit around the Sun and the tilt of Earth's axis.
Developed
Knowledge: Describe the latitude of an area to the amount of energy the area received
Learning Skills: estimate the time in Manila during sunrise and sunset
Objectives Attitude: Recognize the advantages and disadvantages of greenhouse effect on Earth.
Resources Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 308-310.

Activity Students will be asked the following questions:

(Introductory) 1. What causes seasons in earth?
Activity
(Presentation)

As can be seen, the closer the height of the Sun is to 90 degrees, the “warmer” the month. We feel
the oppressive heat in April, when the altitude of the Sun is 87.4 degrees. (Note: this is not the
temperature of the surroundings. This is the angle between the horizon and
the Sun.) It is cooler in December, when the Sun is much lower in the sky at 52 degrees.

What do direct rays mean? Direct rays mean that the rays of the Sun hit the ground at 90 degrees.
Analysis The rays are vertical or perpendicular to the ground. When the Sun’s rays strike the ground at a high
angle, each square meter of the ground receives a greater amount of solar energy than when the
rays are inclined. The result is greater warming.

Abstraction The warm season is brought on by the direct rays of the Sun. But since the Earth is tilted, only one
hemisphere receives direct rays at any one time and that hemisphere will experience summer at that
time. Since the Earth goes around the Sun, there will come a time when the other hemisphere will
receive the Sun’s direct rays and that hemisphere will experience summer at that time. When one
hemisphere of the Earth is experiencing summer, the other hemisphere experiences winter.
Application Why don’t we experience winter in the Philippines? We do not experience winter in the Philippines
because we are too near the equator. But we are happy nonetheless to experience a cold
December, January and
February.
Assessment 1. What is the relationship of the seasons and the position of the Sun in the sky?

Assignment Activity notebook: Research on the meaning of the acronym PAGASA.

Activity
(Concluding)
Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
 Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 26, 2020
iPlan No.: 115 Quarter: 1 Duration: 50 min. Wednesday
Learning Relate the height of the sun in the sky to the amount of S7ES-IVi-10
Competencie energy received
s
Subject Identifying the time in Manila during sunrise and sunset
Matter
Key Concepts Earth's seasons—the annual climate changes that different locations experience—result
to be from a combination of Earth's orbit around the Sun and the tilt of Earth's axis.
Developed
Knowledge: Describe why is it hotter during certain months of the year
Learning Skills: estimate the time in Manila during sunrise and sunset
Objectives Attitude: Recognize the advantages and disadvantages of greenhouse effect on Earth.
Resources Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 308-310.

Activity Students will be asked the following questions:

(Introductory) 1. Why does it become hot during summertime and gets cold during winter time?
2. This morning, what time was the sunrise?
3. Do you think the sun rises every day at the same time?
Activity
(Presentation)

Q1. Compare the times of sunrise from January, 2011 to December,

Analysis 2011. What do you notice? From January to December, the time of sunrise changes from
being late (6:25 am), then becoming earlier (5:27 am), then becoming late again (6:16 am).
(The teacher must see to it that the students will realize that the Sun does not rise at the
same time the whole year round.)

Q2. Compare the times of sunset during the same period. What do you
notice? From January to December, the time of sunset changes from being early (5:50
pm), then becoming late (6:28 pm), then becoming early again (5:32 pm).

Q3. Compare the time of sunrise on June 22, 2011 with that on
December 22, 2011. On which day did the Sun rise earlier? The Sun rose earlier on June
22, 2011.

Abstraction Longer hours of daylight mean that the Sun is in the sky for a longer time. Thus, there is a
longer time to heat up the surface of the Earth. And a short night means the time to cool
down is less. So the heat adds up day after day. The result is summer. In contrast, a short
day means a shorter time that the Sun is in the sky and there is less time for the surface of
the Earth to warm up. And a long night means there is more time to cool down. This leads
to the cold months that we are familiar with.
Application How does the length of daytime and nighttime affect the season?
Assessment 1. Compare the time of sunset on June 22, 2011 with that on December 22, 2011. On
 which day did the Sun set later? The Sun set later on December 22, 2011.

2. When was daytime the longest? Daytime was longest on June 22, 2011.

3. When was daytime the shortest? Daytime was shortest on December 22, 2011.
Assignment Activity notebook: Observe the sunset tonight and take note of what time it set.
Activity
(Concluding)
Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head

Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 27, 2020
iPlan No.: 116 Quarter: 1 Duration: 50 min. Thursday
Learning The relationships of the seasons and the position of the sun in S7ES-IVi-09
Competencies the sky

Subject Matter Describing the effect of direct rays from the sun on the seasons of the Earth

Key Concepts Earth's seasons—the annual climate changes that different locations experience—result from a
to be combination of Earth's orbit around the Sun and the tilt of Earth's axis.
Developed
Knowledge: Describe the latitude of an area to the amount of energy the area received
Learning Skills: estimate the time in Manila during sunrise and sunset
Objectives Attitude: Recognize the advantages and disadvantages of greenhouse effect on Earth.
Resources Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 308-310.

Activity Students will be asked the following questions:

(Introductory) 2. What causes seasons in earth?
Activity
(Presentation)

As can be seen, the closer the height of the Sun is to 90 degrees, the “warmer” the month. We feel
the oppressive heat in April, when the altitude of the Sun is 87.4 degrees. (Note: this is not the
temperature of the surroundings. This is the angle between the horizon and
the Sun.) It is cooler in December, when the Sun is much lower in the sky at 52 degrees.

What do direct rays mean? Direct rays mean that the rays of the Sun hit the ground at 90 degrees.
Analysis The rays are vertical or perpendicular to the ground. When the Sun’s rays strike the ground at a high
angle, each square meter of the ground receives a greater amount of solar energy than when the
rays are inclined. The result is greater warming.

Abstraction The warm season is brought on by the direct rays of the Sun. But since the Earth is tilted, only one
hemisphere receives direct rays at any one time and that hemisphere will experience summer at that
time. Since the Earth goes around the Sun, there will come a time when the other hemisphere will
receive the Sun’s direct rays and that hemisphere will experience summer at that time. When one
hemisphere of the Earth is experiencing summer, the other hemisphere experiences winter.
Application Why don’t we experience winter in the Philippines? We do not experience winter in the Philippines
because we are too near the equator. But we are happy nonetheless to experience a cold
December, January and
February.
Assessment 1. What is the relationship of the seasons and the position of the Sun in the sky?

Assignment Activity notebook: Research on the meaning of the acronym PAGASA.

Activity
(Concluding)
Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head
 Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 February 28, 2020
iPlan No.: 117 Quarter: 1 Duration: 50 min. Friday
Learning Relate the height of the sun in the sky to the amount of S7ES-IVi-10
Competencie energy received
s
Subject Identifying the time in Manila during sunrise and sunset
Matter
Key Concepts Earth's seasons—the annual climate changes that different locations experience—result
to be from a combination of Earth's orbit around the Sun and the tilt of Earth's axis.
Developed
Knowledge: Describe why is it hotter during certain months of the year
Learning Skills: estimate the time in Manila during sunrise and sunset
Objectives Attitude: Recognize the advantages and disadvantages of greenhouse effect on Earth.
Resources Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 308-310.

Activity Students will be asked the following questions:

(Introductory) 4. Why does it become hot during summertime and gets cold during winter time?
5. This morning, what time was the sunrise?
6. Do you think the sun rises every day at the same time?
Activity
(Presentation)

Q1. Compare the times of sunrise from January, 2011 to December,

Analysis 2011. What do you notice? From January to December, the time of sunrise changes from
being late (6:25 am), then becoming earlier (5:27 am), then becoming late again (6:16 am).
(The teacher must see to it that the students will realize that the Sun does not rise at the
same time the whole year round.)

Q2. Compare the times of sunset during the same period. What do you
notice? From January to December, the time of sunset changes from being early (5:50
pm), then becoming late (6:28 pm), then becoming early again (5:32 pm).

Q3. Compare the time of sunrise on June 22, 2011 with that on
December 22, 2011. On which day did the Sun rise earlier? The Sun rose earlier on June
 22, 2011.

Abstraction Longer hours of daylight mean that the Sun is in the sky for a longer time. Thus, there is a
longer time to heat up the surface of the Earth. And a short night means the time to cool
down is less. So the heat adds up day after day. The result is summer. In contrast, a short
day means a shorter time that the Sun is in the sky and there is less time for the surface of
the Earth to warm up. And a long night means there is more time to cool down. This leads
to the cold months that we are familiar with.
Application How does the length of daytime and nighttime affect the season?
Assessment 1. Compare the time of sunset on June 22, 2011 with that on December 22, 2011. On
which day did the Sun set later? The Sun set later on December 22, 2011.

2. When was daytime the longest? Daytime was longest on June 22, 2011.

3. When was daytime the shortest? Daytime was shortest on December 22, 2011.
Assignment Activity notebook: Observe the sunset tonight and take note of what time it set.
Activity
(Concluding)
Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head
 Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 March 2, 2020
iPlan No.: 118 Quarter: 1 Duration: 50 min. Monday
Learning discuss how energy from the Sun interacts with the layers of the S7ES-IVd-5
Competencies atmosphere;

Subject Matter Identifying the Fossil Fuels that contribute to the Ozone Depletion

Key Concepts to Carbon dioxide is naturally produced when people and animals
be Developed breathe.
K- enumerate the fossil fuels that emit greenhouse gases
Learning S- identify the sources of the different greenhouse gases
Objectives A-Practice environmental care
Resources Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 310-311.

Activity Pictures of the different fossil fuels will be shown and the class will be asked what can they say about the
(Introductory) pictures.
Activity
(Presentation)

1. Are we contributing to the increase in carbon dioxide

Analysis concentration in the atmosphere? Why or why not?
Yes. Carbon dioxide comes from the burning of fossil fuel such as coal, crude oil and natural gas. Cutting down
and burning of trees releases
carbon dioxide. Methane can also be released from buried waste. For
example, the left-over food, garden wastes, and animal wastes collected from our homes are thrown into
dumpsites. When lots of wastes are compressed and packed together, they produce methane. Coal mining also
produces
methane.
2. Which fossil fuel has the highest contribution to carbon dioxide
concentration in the atmosphere?
Carbon dioxide
Abstraction There are natural processes in the atmosphere that protect and sustain life on Earth. For example, the
greenhouse effect keeps temperature on Earth just right for
living things. For as long as the concentration of greenhouse gases are controlled, we will have no problem.
Application What human activities use this fuel?
Burning of fossil fuels, for example, has increased levels of carbon dioxide thus trapping more heat, increasing
air temperature, and causing global warming.
Assessment In a ½ crosswise paper, enumerate the different fossil fuels and write how people use them.

Assignment
Activity
(Concluding)
Remarks

Checked/Inspected by:

KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
 School Head
Department of Education
Region VII, Central Visayas
Division of Lapu-Lapu City

District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN
(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 March 3, 2020
iPlan No.: 119 Quarter: 1 Duration: 50 min. Tuesday
Learning The relationships of the seasons and the position of the sun in S7ES-IVi-09
Competencies the sky

Subject Matter Describing the effect of direct rays from the sun on the seasons of the Earth

Key Concepts Earth's seasons—the annual climate changes that different locations experience—result from a
to be combination of Earth's orbit around the Sun and the tilt of Earth's axis.
Developed
Knowledge: Describe the latitude of an area to the amount of energy the area received
Learning Skills: estimate the time in Manila during sunrise and sunset
Objectives Attitude: Recognize the advantages and disadvantages of greenhouse effect on Earth.
Resources Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 308-310.

Activity Students will be asked the following questions:

(Introductory) 1. What causes seasons in earth?
Activity
(Presentation)

As can be seen, the closer the height of the Sun is to 90 degrees, the “warmer” the month. We feel
the oppressive heat in April, when the altitude of the Sun is 87.4 degrees. (Note: this is not the
temperature of the surroundings. This is the angle between the horizon and
the Sun.) It is cooler in December, when the Sun is much lower in the sky at 52 degrees.

What do direct rays mean? Direct rays mean that the rays of the Sun hit the ground at 90 degrees.
Analysis The rays are vertical or perpendicular to the ground. When the Sun’s rays strike the ground at a high
angle, each square meter of the ground receives a greater amount of solar energy than when the
rays are inclined. The result is greater warming.

Abstraction The warm season is brought on by the direct rays of the Sun. But since the Earth is tilted, only one
hemisphere receives direct rays at any one time and that hemisphere will experience summer at that
time. Since the Earth goes around the Sun, there will come a time when the other hemisphere will
receive the Sun’s direct rays and that hemisphere will experience summer at that time. When one
hemisphere of the Earth is experiencing summer, the other hemisphere experiences winter.
Application Why don’t we experience winter in the Philippines? We do not experience winter in the Philippines
because we are too near the equator. But we are happy nonetheless to experience a cold
December, January and
February.
Assessment 1. What is the relationship of the seasons and the position of the Sun in the sky?

Assignment Activity notebook: Research on the meaning of the acronym PAGASA.

Activity
(Concluding)
Remarks
Checked/Inspected by:
KATHRINA TISOY
Subject Area Coordinator, Science

MITCHEL F. MISA
School Head