School BAUAN TECHNICAL HS Grade Level Grade 7

Teach
MARIA ELIZABETH Y. CUSI Learning Area Science
GRADES 1 to er
12
Teaching FEBRUARY 18, 2019
Daily Lesson
Log
Date and Quarter Fourth
Time

I. OBJECTIVES  

The learners demonstrate an understanding of:

A. Content Standards
the different phenomena that occur in the atmosphere
The learners shall be able to:
B. Performance Standards   analyze the advantage of the location of the Philippines in
relation to the climate, weather, and seasons
C. Describe the effects of certain weather systems in the
Philippines; (S7ES-IVg-8 )

Learning Competencies / Objectives 1. Interpret a map to determine the wind

Write the LC code for each movement/directions from all regions of the earth.
  2. Explain the difference of climate between December to
February
3. Infer the effect of monsoons on the amount of rainfall

Interactions in the Atmosphere

2.4. Monsoons
II. CONTENT
2.5. Intertropical convergence zone

III. LEARNING RESOURCES

A. References

  1. Teacher's Guide Pages pp.84-86

  2. Learner's Materials Pages pp. 121-124

  3. Textbook Pages  

  4.
Additional Materials from Learning
www.google.com.
Resource (LR) portal
 

B. Other Learning Resource weather map, projector, multimedia facility

IV. PROCEDURES Inquiry based approach-Cyclic

A.  At what time of the day does sea breeze and land breeze
Reviewing previous lesson or presenting occur?
the new lesson  Please draw on the board the movement of air during
  land and sea breeze.
B. Establishing a purpose for the Lesson 1. Who knows Kuya Kim? What kind of report is he sharing
to the public?
2. Can you give words that he commonly use to describe the
weather or a storm during his report?
(Answers will be written on the board for unlocking of
difficulty) use this as a spring board to connect the lesson
on the weather systems of the Phil.
 3. Or, use a printed daily weather report ( storm report) and
just the same ask questions like what words are used to
describe the weather and so on.

Do the activity” In what direction do winds blow–from high to

C. low pressure area or vice versa?

Monsoons
The monsoons are commonly mistaken for rains. But
monsoons are winds. Like the sea breeze and land breeze,
monsoons can also be explained
using the two concepts that were learned earlier: warm air rises
and the surrounding air moves in toward the place where warm air
is rising. But
while sea and land breezes alternate on a day-night cycle, the
monsoons occur from season to season. And while sea and land
breezes occur locally,
along coastal areas, the monsoons affect a much wider area,
including large bodies of water and land.
Air pressure is the weight of the air above a certain place. We do
not feel the weight of the air above us because we are used to it.
The air pressure is not the same everywhere. In places where
warm air is rising, the air pressure is low. A low-pressure area
therefore is a place where warm air is rising (where the air is ‘light’
or where the air is less dense). In contrast, a high-pressure area
is a place where cool air is sinking. In the activity, the maps that
will be used are marked with “L” and “H.” These letters refer to
“low-pressure areas”’ and “high pressure areas,” respectively.
Part I. (see module pp 138)
Study Figure 17. It shows the air pressure and direction of winds
Presenting examples / instances of the in different parts of the world in January. Low-pressure areas are
new lesson marked by L and high-pressure areas are marked by H. Broken
 
lines with arrowheads show the direction of the wind.

 Present the diagram using the projector or

multimedia facility for bigger and better viewing. Or have
them their own weather map.

Part II. (see module pp.139)

Study Figure 18. It shows the air pressure and direction of
winds in different parts of the world in July.

Discussing new concepts and practicing  Pairing activity

D. new skills #1  Analysis:
  Part I.
1. Choose a low-pressure area and study the direction of
the winds around it. Do the winds move toward the low-
pressure area or away from it?
2. Choose a high-pressure area and study the direction of
the winds around it. 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-
 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. Study the wind direction near the Philippine area. From
what direction does the wind blow near the Philippines in
January?
E. Discussing new concepts and
practicing
  new skills #2

F.
Developing mastery
(Leads to Formative Assessment 3)
 

G. Finding practical applications of  Why fisher folk are not so happy about monsoons?
concepts  Why do farmers welcome the monsoons? Why are
  and skills in daily living  How do the monsoons affect your own town?

H.  Why we have cold weather during December till early

Making generalizations and
February?
abstractions
 How would you describe the movement of air from the
  about the lesson
different regions of the earth?
1. What is the other term used in describing a generally circular
weather low pressure area?
a. cyclone b. storm c. ITCZ d. monsoon 2. Which
of the following is described by a mass of cold air that usually
brings fair weather?
a. low pressure area b. amihan c. high
pressure area d. habagat
3. What kind of air mass below brings stormy weather?
a. low pressure area b. amihan c. high
pressure area d. habagat
4. Which of the following does NOT describe the amihan?
a. Brings lots of rain
I. Evaluating Learning
b. Brings cold weather
c. Comes around July to September
d. Comes from the northeast and moves
southward
5. What is FALSE about ITCZ?
a. It results in thunderstorms.
b. It occurs in countries near the equator.
c. It occurs in the Philippines all year round.
d. It is a place where winds in the tropics
meet, rise, and form clouds.
Answer:
1. c 2. b 3. a. 4. c 5. d
J.
Additional activities for application or
remediation
 

V. REMARKS  

VI. REFLECTION
 
No. of learners who earned 80% in the
A. evaluation  
B. No. of learners who require additional
activities for remediation who scored below  
  80%

C. Did the remedial lessons work? No. of

learners
  who have caught up with the lesson  

D.
No. of learners who continue to require
 
remediation
 

E.
Which of my teaching strategies worked
 
well? Why did these worked?
 

F. What difficulties did I encounter which

my principal or supervisor can help me  
  solve?

G. What innovation or localized materials

did I
 
Use or discover which I wish to share
  with other teachers? 

 
 School Grade Level Grade 7
GRADES 1 to 12
Teache
Learning Area Science
Daily Lesson Log r

Teaching
Quarter Fourth
Date and Time

I. OBJECTIVES  

The learners demonstrate an understanding of:

A. Content Standards
the relationship of the seasons and the position of the Sun in the sky
The learners shall be able to:
B. Performance Standards  analyze the advantage of the location of the Philippines in
relation to the climate, weather, and seasons
C. using models, relate:
 the tilt of the Earth to the length of daytime;
 the length of daytime to the amount of energy received;
(S7SES-IVh-9)
Learning Competencies / Objectives
Write the LC code for each
  1. Explain the effects of the tilt of the earth on the length of day and
night.
2. Relate the tilt axis to the amount of energy received.
3. Name and compare the two major movements of the Earth.

4. Seasons in the Philippines

II. CONTENT Relation of seasons to the position of the Sun in the sky

III. LEARNING RESOURCES

A. References

  1. Teacher's Guide Pages pp. 92 and 95

Learner's Materials
  2. pp. 128
Pages

  3. Textbook Pages  
  4. Additional Materials
from Learning www.google.com
  Resource (LR) portal

B. Other Learning Resource pictures

IV. PROCEDURES Collaborative-Jigsaw

A.
Reviewing previous lesson or presenting
the new lesson
 

 What can you say about the two pictures of the sun and the
earth below?
 Are they the same? Why?
 Explain your answer.

B. Establishing a purpose for the Lesson

C. Presenting examples / instances of the Do the activity “Why do the seasons change”? Part I
new lesson
 Part I- Analyze the diagram below then answer all the questions below
it.

Part II
1. Study the table below. It shows the times of sunrise and sunset on
one day of each month.

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

  Day Sunrise Sunset Length of

daytime

Jan 22, 2011` 6:25 am 5:50 pm 11h 25m

Feb 22, 2011 6:17 am 6:02 pm 11h 45m

Mar 22, 2011 5:59 am 6:07 pm 12h 08m

Apr 22, 2011 5:38 am 6:11 pm 12h 33m

May 22,2011 5:27 am 6:19 pm 12h 52m

Jun 22,2011 5:28 am 6:28 pm 13h 00m

Jul 22,2011 5:36 am 6:28 pm 12h 52m

Aug 22,2011 5:43 am 6:15 pm 12h 32m

Sep 22,2011 5:45 am 5:53 pm 12h 08m

Oct 22,2011 5:49 am 5:33 pm 11h 44m

Nov 22,2011 6:00 am 5:24 pm 11h 24m

Dec 22,2011 6:16 am 5:32 pm 11h 16m

Discussing new concepts and practicing  Pairing activity

D. new skills #1  Analysis:
 
Part I
1. What are the different motions of the earth?
2. What motion of the Earth causes day and night? A year?
3. How do the earth stands/position as it is moving around the sun?
4. What do you call the path that the earth takes as it moves around
the sun?
5. Name the part of the Earth that receives light directly from the sun.
6. Name the part/s that does not receive enough energy from the sun.

Part II
Compare the times of sunrise from January, 2011 to December, 2011.
What do you notice?
2. Compare the times of sunset during the same period. What do you
notice?
3. Compare the time of sunrise on June 22, 2011 with that on
December 22, 2011. On which day did the Sun rise earlier?
4. Compare the time of sunset on June 22, 2011 with that on
December 22, 2011. On which day did the sun set later?

5 When was daytime the longest?

 6 When was daytime the shortest?
E.
Discussing new concepts and practicing
new skills #2
 

F.
Developing mastery
(Leads to Formative Assessment 3)
 

G
. Finding practical applications of
If you were given the chance to choose where to live, where
concepts
would you choose? North. South or equator? Why?
  and skills in daily living

 Northern, Southern Hemispheres, and Equator are the regions

H.
of the world. Why north and south do not receive as much
Making generalizations and abstractions
sunlight as the equator?
about the lesson
   What factor affects the tilting of the earth on its axis?
 Differentiate rotation from revolution.
Direction: Choose the letter of the best answer.
1. What causes a year
a. Revolution of the earth around the sun
b. Rotation of the earth on its axis
c. Inclination of the earth as it revolves around the sun
d. Axis of the earth running from north to south
2. What region of the earth has an uneven length of day and night?
I. North II. South III. Equator IV. Polar region
a. I and II b. II and IV c. I and III d. I and IV
3. What causes day and night?
a. Axis b. revolution
I. Evaluating Learning
b. rotation d. orbit
4. What causes the uneven length of day and night at the northern
and southern hemispheres?
a. revolution b. rotation
c. eclipse c. Tilt of the earth
5. Which of the following months has the longest time of day?

a. April b. May
c. June d. July
Answer:
1. A 2. A 3. B 4. C 5. C
J.
Additional activities for application or
remediation
 

V. REMARKS  

VI. REFLECTION
 
No. of learners who earned 80% in the
A.
evaluation  

B. No. of learners who require additional

activities for remediation who scored below  
  80%

C. Did the remedial lessons work? No. of

learners
  who have caught up with the lesson  

D. No. of learners who continue to require  

remediation
  

E.
Which of my teaching strategies worked
 
well? Why did these worked?
 

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

G
.
What innovation or localized materials did I
  Use or discover which I wish to share with  
other teachers?