Grade 7, Quarter 4

Department of Education
Negros Island Region

DIVISION OF NEGROS OCCIDENTAL
Grade 7 School Grade Level 7
Daily Lesson Log
Teacher Learning Area Earth & Space (Earth Science)
Junior HS Science
Teaching Dates Quarter Fourth
Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Content Standard The learners demonstrate an understanding of:

1. the relation of geographical location of the Philippines to its environment;
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.
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 1. Demonstrate how places on Earth may be located using a coordinate system.
2. Describe the location of the Philippines with respect to the continents and oceans of the world.
Code: S7ES-IVa-1 S7ES-IV-a-2 S7ES-IVb-3

S7ES-IVb-4
DAILY TASK To assess the Describe the location of the Describe the location Recognize that soil, water, Design a procedure
prior knowledge Philippines using latitude of the Philippines with coal, and other fossil fuels to show how a
of the students and longitude. respect to the surrounding are earth materials that certain
on the topic. landmasses and bodies of people use as resources; factor affects the
water. and amount of water
that can be stored
Describe ways of using underground or
earth’s resources released by water
sustainably. shed to rivers, lakes
and
other bodies of water.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Grade 8 Quarter 4 Page 1
II. CONTENT Pre-test Latitude and Longitude Landmasses and bodies of Natural resources Factors affecting
water the amount of
water in
watersheds
III. LEARNING RESOURCES
Teacher’s Guide Part II pp.92-96 Part II p. 76 Part II p.77 Part II pp.78-79 Part II pp.79-81
Learner’s Materials pp.81-84 pp. 84-85 pp. 86-88 pp. 89
IV. LEARNING TASKS
ELICIT Globe presentation or What is the location of the Post meta strips on the Music video about
Video clip presentation of Philippines in the globe or board with the words water shed
latitude and longitude. (if map using latitude and “RESOURCES” and https://
available) longitude? “sustainability” www.youtube.com/
https://www.youtube.com/w watch?
atc h?v=swKBi6hHHMA v=3ZP0B8PsuNU
ENGAGE Globe presentation Looking at the globe or 1. What do you 1. What reflection did
∙ What is this object? What map what other ways can understand with the word you feel after watching
does it represent? you use to describe the RESOURCES? 2. What the music video?
∙ What is the use of the location the Philippines are the examples of 2. What is a watershed?
globe? What can be aside from its resources?
seen on this object? latitude and longitude? 3. How you relate
Video Clip Resources to
∙ What did you see on the sustainability
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?
EXPLORE Working in groups, Working in groups, students Working in groups, Working in groups,
students will follow will follow guided activity. students will follow students will follow
guided activity. Each Each group is given the task guided activity. Each guided activity. Each
group is given the task to group is given the task group is
to describe the location of describe the location of the to study the pictures on given the tasks to
the Philippines using Philippines with respect to page ( Refer to LM pp.86- design a procedure to
latitude and longitude the surrounding 88) determine the factors
(refer to LM pp. 81- 84) landmasses and bodies of that affect the amount
water. (Refer to LM pp. 84- of water that can be
85) stored underground or
released by a
watershed
to rivers, lakes, and
other bodies of water.
(Refer to LM p.89)
EXPLAIN Key Questions: Key Questions: Key Questions: Publication and

1. Describe the lines of 1. Which bodies of water in 1. What kind of natural Communicating Results
latitude. the list are found to the west resources are shown in
2. Show the lines of of the Philippines? the pictures? Key Questions:
latitude on the globe. 2. Which body of water in 2. Do you have similar Presentation and
3. Show the following the list is located to the east resources in your area? defense of each group
latitudes given: 150N; 600N; of the Philippines? What are they? will be
300S; 450S. 3. Which large landmass 3. What other resources focused on the
4. The globe does not show is found to the north of do you have in your following guide
all lines of latitude. If you the community? 4. How do questions:
wish to find 500N; where Philippines? you use these resources? 1. What factor did
should you look? 5. What is the importance you choose?
5. Describe the lines of of these resources in 2. What variable/
longitude. your factor will you
6. Show the lines of community? change?
longitude on the globe. 6. How can these 3. What factor/s will
7. Show the Prime resources be used you control?
Meridian on the globe. sustainably? 4. What are the
8. On your globe, find materials will you
longitude 1800. What consider in your
design?
does this longitude
represent? 5. Describe your
procedure.
Grade 8
Quarter
4 Page 3
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?
ELABORATE Key Questions: Key Questions: Key Questions: Key Questions:

1.How will you describe 1. What are the 1. What resources are 1. How did you come
the location of the landmasses and bodies available in your up with your
Philippines? 2. What is of water that community? 2. How are designed
the location surrounds the they used? procedure?
(longitude & latitude) of Philippines? 2. What 2. What are the
the Philippines? other way can you difficulties you
describe the location of encountered in
the Philippines? designing the
procedure?
EVALUATE Describe the location of West Philippines Sea/ South China Name at least five The following are the
the Philippines using Sea Indian Ocean natural resources factors that can
latitude and longitude. utilized by the influence the amount of
Pacific Ocean & Philippine Sea
people in your community water in the watershed:
Asian Continent
Vegetation, Slope of
the Area, Kind of
Grade 8
Quarter
4 Page 4
Choose your answers from Soil and Amount of
the box. Rainfall.
1.What bodies of water If you want to determine
are found to the west of the effect of the amount
the of rainfall on the
Philippines? amount of water in the
2.What large landmass watershed, 1. What
is found to the north factor will you change?
of the 2. What factor will
Philippines? you control?
3.What bodies of water
are found to the east of
the
Philippines?
EXTEND Aside from describing the What are the As a student, how can Video clip about the
location of the Philippines importance/uses of bodies you help conserve our importance of water
using latitude and of water and land masses natural resources? shed.
longitude, what are other in a particular place? (optional) Make a poster https://www.youtube.co
ways of and slogan on m/ watch?
describing the location of conservation of natural v=1fB2N7chZlU As a
a place? resources. 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%:
Grade 8
Quarter
4 Page 5
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 No. 1 Teacher: School Head:
Signature: Signature:
Date Submitted: Date:
Daily Lesson Log
Junior HS Science
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.
Learning Competency Recognize that soil, water, rocks coal and other fossil fuels Describe ways of using Earth’s resources sustainably.
are Earth materials that people use as resources.
Code: S7ES-IVb-3/ S7ES-IVb-4

DAILY TASK Trace the formation of soil Locate the metallic mineral Identify the effects of some Suggest ways to SUMMATIV
from rocks; and deposits across the human activities on natural reduce the effects of E
country; resources. some ASSESSME
Identify factors acting human activities on NT
together on rocks to form Find out the geologic natural resources; and
soil. features which are common
in areas where the mineral Involve students in
deposits are found; hands-on activities that
help you learn more
Give a possible reason for about:
the association between ∙ reducing waste
metallic mineral deposits ∙ reusing material
and geologic features in the ∙ recycling
country; and ∙ 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

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
ELICIT What are the three types What are minerals? What is meant by What are the effects
of rocks? resources? How do you of human activities
classify them? on our natural
resources?
ENGAGE Where do rocks come from? How are minerals being Identify some resources How can we recover
classified? that we have in the from this destruction of
country. nature due to human
activities?
EXPLORE Perform Activity 4 Perform Activity 5 Perform the following: Perform Activity 7
“How are soils formed “Where are the mineral Activity 6 LM- pp. 103-104
from rocks?” deposits in the “How do people
LM- pp. 90-91 Philippines?” LM- pp. 92- destroy natural
101 resources?”
LM- pp. 92-103
EXPLAIN Discuss questions 1 and 2, Discuss- Table 1: -page Discuss Table 2. As a youth/student what
LM page 90 93 Metallic minerals in Ways People Destroy can you contribute for the
the Natural Resources protection and
Philippines and their preservation of our
Location -Questions 1 to 8 natural resources?
LM- page 97
ELABORATE How are soils formed Where are the mineral Why do people destroy How would you do it?
from rocks? deposits in the Philippines? natural resources? (Make a group plan on
the protection and
Give the relevance of the How would you protect preservation of our
geologic features of a place and conserve natural resources)
to resources?
Grade 8
Quarter
4 Page 8
the abundance of its
mineral deposits.
EVALUATE Give the different factors of List down the 5 most Write a short essay Write an essay: “Plan
soil formation. (5 points) abundant METALS in about: “Too much is your work. Work your
the country. taken from Earth and too plan.”
much is put into Earth!”
Enumerate at least 3 (10 points) Use one
factors that determine the whole sheet pad paper.
abundance of minerals in a
certain
place/locality.
EXTEND Differentiate “ROCKS” Write at least 5 ways or Explain the following on Prepare a short skit on
from “SOIL”. means to protect and your science notebook, to protection and
conserve our Philippine be checked next meeting: preservation of our
natural- resources. natural resources.
The 5 R’s of (Group Presentation to
ENVIRONMENTAL be presented next
PRESERVATION. meeting)
V. REMARKS
VI. REFLECTION
No. of Learners who
earned: ∙ 80% and
Above:
∙ Below 80%:
Grade 8
Quarter
4 Page 9
work? No. of Learners who:
∙ have caught up with the
lesson
remediation
strategies worked well?
Why did these work?

encounter which my
Principal/ Supervisor can
help me
solve?
What innovation or
teachers?

Daily Lesson Log

Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standard Demonstrate an understanding of the different phenomena that occur in the atmosphere.
Performance Standard Analyze the advantage of the location of the Philippines in relation to the weather, climate and seasons.
Learning Competency Discuss how energy from the Sun interacts with the layers of the atmosphere.
Explain how some human activities affect the atmosphere.
Code: S7ES-IVd-5/ S7ES-IVd-6
DAILY TASK Describe and compare the Explain the basis for the Construct a model Relate the concept Summative
features of the five layers of division of the layers of the greenhouse; and of greenhouse to Assessment
the atmosphere. atmosphere. the
Find out if your model increasing temperature of
greenhouse retains heat. Earth’s atmosphere.
II. CONTENT Interactions in the Atmosphere: Greenhouse Effect and Global Warming
II. LEARNING RESOURCES
Teacher’s Guide pp. 76-78 pp. 76-78 pp. 78-79 pp. 78-80
Learner’s Materials pp. 105-107 pp. 105-107 pp. 108-113 pp. 108-113
Additional Materials
III. LEARNING TASKS
ELICIT What are the three layers What is the coldest layer What are the different gases Does greenhouse
or spheres of the Earth? of the Earth’s or elements that made up retains heat or release
atmosphere? Why? the Earth’s atmosphere? heat?
ENGAGE What layer maintains the What is the layer of the Is this mixture of gases What is the difference
existence of life? Earth’s atmosphere that pure? Why? Why not? between
merges into outer GREENHOUSE
space? Why? EFFECT and GLOBAL
WARMING? Explain.
EXPLORE Perform Activity 1 Do activity on TG p. 78 on Perform Activity 2: Discuss:

What is the basis for dividing A Sample Table of Data Does a greenhouse retain What is the
Earth’s atmosphere into about the Earth’s or release heat? GREENHOUSE
layers? LM pp. 105-107 Atmosphere LM pp. 108-113 EFFECT? LM page
107- Figure 2. TM-
page 79
EXPLAIN Discuss questions 1 – 8 Discuss: What is the basis Discuss questions 1 to 9 Discuss: “Analogy of a
LM page 106 for dividing Earth’s LM page 109 Car” TG page 80
atmosphere into layers?
ELABORATE What are the different Why does temperature Questions Questions:
elements 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
Venus that explains greenhouse related
its to the
high surface increasing
temperature? temperature of
3. Is Earth getting Earth’s
warmer? Cite the atmosphere?
evidences.
EVALUATE Answer in ½ crosswise the Answer the following Answer the following Answer the following
following question: (5 pts.) questions in ½ questions in ½ crosswise: questions in ½
List down the five layers of crosswise: 1. What 1. What layer of Earth’s crosswise: 1. Which
the Earth’s atmosphere is the most atmosphere contains layer of the
according to its increasing abundant element in ozone layer? ____ Earth’s
temperature. the Earth’s 2. What are the two atmosphere
atmosphere? major greenhouse contains the ozone
2. How about the least? gases? layer? ____
Grade 8
Quarter
4 Page 12
3. . What are the 3. Why are scientists 2. Why is the
bases for dividing concerned about the presence of ozone
Earth’s greenhouse effect? above the
atmosphere into Explain (3 points) troposphere
layers? (3 points) important for the
survival of living
things on Earth?
Explain. (3 points)
EXTEND Answer the following Search for other information Questions, to be answered What is the impact of
question in your science about Earth’s atmosphere and checked next meeting. greenhouse Effect to life
notebook, to be checked to be shared and Write down in your science on Earth as well as the
next meeting :( 5 pts.) discussed with the class on notebook: ∙ Why is the environment?
the meeting. (5 points) average
Give the characteristics of temperature of Venus
each atmospheric layer very much higher than
that of Earth? Explain
IV. REMARKS
V. REFLECTION
No. of Learners who
earned: ∙ 80% and
Above:
∙ Below 80%:
Grade 8
Quarter
4 Page 13
lesson
remediation
Why did these work?

encounter which my
help me
solve?
What innovation or
teachers?

Daily Lesson Log
Daily Lesson Log
Junior HS Science
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
DAILY TASK Explain what happens when Explain what happens to the Compare which warms up Use the results of the Summativ
air is heated. air in the surroundings as faster: sand or water; activity to explain sea e Test
warm air rises. Compare which cools faster: breeze and land breeze.
sand or water
II. CONTENT What Happens When Air What Happens to the Air in Which Warms Up Faster Sea Breeze and Land
is Heated the Surrounding as Warm Breeze
Air Rises
Teacher’s Guide TG p. 105-106 TG p. 107-108 TG p. 108 TG p.109
Learner’s Materials LM p. 128-129 LM p. 130-131 LM p. 132-133 LM p. 134-135

(1st Edition, 2013) (1st Edition, 2013) (1st Edition, 2013) (1st Edition, 2013)
Additional Materials Balloon, glass bottle, hot water Internet source on Sea
Breeze and Land breeze
https://www.youtube.com/
watch?v= L1QJlrneJUw
IV. LEARNING TASKS
ELICIT Predict – Observe – Explain Review on what happens Right after the review on the Brainstorming
Materials: when air is heated. previous lesson, Begin by a
Balloon, glass bottle, hot water short discourse or informal
debate.
ENGAGE Key Questions: Key Question: Key Question: Key Questions:
1. If I insert this deflated As warm air rises, what Issue to discuss: Which 1.How often you go to
balloon in the glass bottle happens to the air in the warms faster: sand or the beach? What do
what do you think will surrounding? water? you do
happen? there?
2. Gather students’ In five minutes let the group 2.When is the time you go
prediction. 3. Perform the prepare their stand and be to the beach, day time or
activity (Insert the deflated able to present their basis. night time? Why?
balloon on the glass bottle 3.What do you feel if
and let them you swim at day
observe). time? Night
4. Record students’ time? Why do you say
responses. 5. What happens so? 4.During day time at
to the balloon as it was the
placed in the glass bottle with beach, how does your
hot water? hair go about with the
6. Why does the balloon inflate? 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?
EXPLORE Essential Question: Essential Question: Essential Question: Essential Question:

What happens when air is heated? What happens to the air in Which warms and cools What is sea breeze and
the surroundings as warm faster, land or water? land breeze?
air rises?
Perform Activity No. 3, pp. Activity No. 4, LM pp. 130- Activity No. 5 – Which No Activity but instead
128- 129 – What Happens 131 – What Happens to the Warms Up Faster? activity no. 4 result will
When Air is Heated? Air in the Surroundings as Key Questions: serve as basis for
Answer questions in the activity. Warm Air Rises? 1. Which has a higher discussion on sea breeze
Key Questions: temperature after 25 minutes and land breeze.
Key Questions: 1. What do you think in the Sun, water or sand? 2. Key Questions:
1. What does the candle will happen if you After 25 minutes, how many 1.From the previous
flame do to the air in the place a Celsius degrees was activity, you learned that
bag? sand heats up faster than
water. In the
Grade 8
Quarter
4 Page 16
2. What happens when air smoke source near the the increase in the same way, when land
is heated? hole? temperature of the water? surfaces are exposed to
3. If the air expands, where 2. Was your prediction Of the sand? the Sun during the day,
will the expanding air go? accurate? 3. Based on the graph, which they heat up faster than
4. When the air goes out of 3. What happened? is heated faster, water or bodies of water. At
the bag, does it become 4. Can you explain why? sand? 4. What happened to night, when the Sun
lighter or heavier? the temperature of the water has set,
5. Will the bag sink or and sand when brought to the land loses heat faster
rise? Explain. the shade? than bodies of water.
5. How many Celsius How does this affect the
degrees was the decrease air in the surroundings?
in 2.When does sea
temperature of the water breeze occur?
after 25 minutes? Of the 3.What will happen at
sand? 6. Based on the night, when the Sun is
graph, which cooled down gone?
faster, water or sand? 4.When does land
breeze occur?
EXPLAIN Students will present their Presentation of Group’s Presentation of group’s Processing of students’
observation. output follows. output. Key Questions: response and do a
Key Questions: Key Questions: 1. Which from the two heats Lecturette on sea breeze
1. What makes the air up faster? and land
1. What happens when air move? 2. What happens to 2. Which cools down faster? breeze.
is heated? the air in the 3. What makes the sand Key Questions:
2. As warm air rises, what is surroundings? heats up and cools down 1. Based on what you
its effect in the 3. How can you tell that faster than water? learned so far, in what
surroundings? the air is moving? 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?
Grade 8
Quarter
4 Page 17
ELABORATE Key Questions: Key Questions: Key Questions: Right after students will
1. What is the result if air 1. What happens to the 1. If we relate the activity have a grasp on the
is heated? warm air? with the sun’s rays, what process
2. Why does hot air rise? 2. How is the air in the can you infer with the involve in sea breeze and
surroundings affected? heating of the water and land breeze let them watch
the sand? a video presentation for
2. Do they heat up as fast them to
as each other? understand better the
3. Do land and water process.
absorb heat from the Sun Sea Breeze and Land
in the Breeze:
same way? https://www.youtube.com/w
Process students’ responses. atc h?v=L1QJlrneJUw
Key Question:
1. What is sea breeze?
Land breeze?
Deepening of the lesson
follows.
EVALUATE True or False True or False True or False Multiple Choice
1. Warm air is heavier than 1. The constant changes of 1. The sand cools 1. Which is the best
cool air so it sinks while warm air in the faster than water. (T) answer for which breezes
cooler air rises. (F) atmosphere causes 2. The water cools blow?
2. Cool air is heavier than changing weather faster than sand. (F) a.High pressure to low
warm air so it sinks while condition. (T) 3. The sand heats pressure*
warm air rises. (T) 2. As warm air rises, it faster than water. (T) b.West to east
becomes warmer. (F) 4. The water heats c.Low pressure to high
Answer this question briefly: 3. As air becomes faster than sand. (F) pressure
Explain what happens when heated near the 5. The temperature of d.North to south
air is heated. (3 pts.) surface of the the sand increases 2. What type of breeze
Earth, air molecules faster forms when the land
expand, thus making the than water. (T) cools faster than the
air denser than the ocean?
cooler air layers on top of a.Sea breeze*
it. (F) b.Valley breeze
4. Warm air rises and air c.Mountain breeze
moves toward the d.Land breeze
place
where warm air is rising. (T)
Grade 8
Quarter
4 Page 18
5. Wind refers to the air in 3. It is also called as
the surroundings moving offshore. a.Sea breeze
toward the place where b.Land breeze*
warm air is rising. (T) c.Mountain breeze
d.Valley breeze
Essay:
Explain sea breeze and
land breeze When these
occur?
EXTEND You already know that warm What is/are the importance What is the effect of fast Make a creative drawing
air rises, what is then the of understanding the effect warming and cooling of land showing the direction of
effect of this to the of warm air and its effect to to us? List ways that people wind during the sea
surrounding? the surroundings? do to minimize the effect of breeze and land breeze.
heat absorbed by land
during day time especially
summer time.
V. REMARKS
VI. REFLECTION
No. of Learners who
earned: ∙ 80% and
Above:
∙ Below 80%:

lesson
remediation
Grade 8
Quarter
4 Page 19
Why did these work?

encounter which my
help me solve?
What innovation or
teachers?
Grade 7, Quarter Prepared by: Checked by:

4 Daily Lesson
Log Teacher: School Head:
Week No. 4

Daily Lesson Log
Junior HS Science
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
DAILY TASK Interpret a map to determine Describe the Illustrate why habagat brings Describe the Summative
direction of wind occurrence monsoons. lots of rain; and occurrence of ITCZ. Assessment
movement; and
Give examples how
Explain why it is cold monsoons (amihan
around in December to and habagat) affect
February and warm around people.
July.
II. CONTENT Monsoons Intertropical

Convergence Zone (ITCZ)
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
IV.LEARNING TASKS
ELICIT Video Clip presentation of Show the picture of Recall the lesson on Habagat Show a video clip:
low pressure and high Amihan from Napapanahong
pressure area Encantadia. Kaalaman: ITCZ
https://www.youtube.com/ https://
watc h?v=rjODDPznqNM www.youtube.com/wat
ch?v=xd4aafr1eVY
ENGAGE 1.What does the video 1. Do you know her? Let the students sing the What is ITCZ?
clip show? 2. What is her power? song “ Rain, rain go away”
2.What is low pressure What does the song tell ?
area? High pressure
area?
EXPLORE Group Activity: Activity: Watch and study Watch and study the Study Figures 19 &
the Video Clips video clip: 20. Part II LM
Perform Activity 6: The monsoon effects p.125.
Refer to LM pp.121-124. Nakapanahong Kaalaman: https://www.youtube.com/
northeast Monsoon/ watc h?v=uePm96AFV4Y Guide Questions:
Amihan Figure19.
https://www.youtube.com/w 1. When do you
observe the direct rays
atc h?v=I7kBKWTBtmg of the sun? at the
equator? Or at a
Southwest Monsoon/ higher altitude?
Habagat 2. Where do you think will
https://www.youtube.com/w it be warmer?
atc h?v=gCO8bCu_b2U
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?
EXPLAIN Group Presentation Key Questions: Key Questions: Group Presentation
Key Questions: Based from the video clips: 1. What does amihan Key Questions:
1. Do the winds move bring? 2. What does
toward the low-pressure Video 1 Habagat bring? 3. Why Figure19.
area or away from it? 1. What is northeast does Habagat bring a lot 1. When do you
monsoons? of rain? observe the direct rays
2. Do the winds move 2. What is its local of the sun? at the
toward the high-pressure name? 3. Where is it equator? Or at a
area or away from it? compared to? 4. How higher altitude?
does it occur? 2. Where do you think will
3. In what direction do 5. When does it occur? it be warmer?
winds blow? Do winds
blow from high-pressure Video 2 Figure 20
areas to low pressure 1. When is southwest 3. Where will this warm
areas? Or, from low monsoon? air move?
pressure areas to high 2. What is its local 4. How about the air
pressure areas? name? 3. Where is it away from the equator,
compared to? 4. How will it be warm or cold?
4. Where is North in the does it occur? 5. Where will this air
map? South? West? East? 5. When does it occur? move? 6. Where do the
Write the directions on the two rising air from the
map. northern and southern
Lecturette: hemispheres meet?
5. Where is the Philippines Discuss further monsoons: (This is what we call
on the map? Encircle it. Habagat and Amihan (with ITCZ)
the aid of Figures 17 & 18)
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?
Grade 8
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ELABORATE 1. How do winds move? How does monsoon occur? How do monsoons affect How does ITCZ occur?
Is it from HPA to LPA or people?
LPA to HPA?
2. Why is it cold during
December to February
and warm July?
EVALUATE Answer the following Multiple Choice: 1.Illustrate why habagat Explain how ITCZ
questions: 1.Notheast monsoon is brings lots of rains. (3pts) occurs? (5pts)
locally known as 2.Give at least 2 examples
1.How do winds move? a. Amihan of the effects of habagat to Rubrics:
(3pts) 2.Explain why is it b. Habagat people. 5 - Explain the
cold in December to c. Bagyo concept
February and warm in d. Tag-ulan Rubrics: completely .
July? (3pts) 2. Habagat is a local name 3- All concepts were 4 - One concept was
of the monsoon wind explained.. not included.
Rubrics: a.Northeast 2 - Lacking 1-2 concepts in 3 - Two concepts were
3 - Explain completely b.Southwest the explanation. not included.
the concepts of LPA & c.Typhoon 1- unrelated answer. 2 - Three or more
HPA. d. Trade wind concepts were not
2 - Lacking either 1 of 3. Amihan occurs in the included.
the concepts. following months 1 - Unrelated answer.
1 - Unrelated answer. EXCEPT
a.December
b.July
c.February
d.January
4.Habagat occurs in
a.December
b.January
c.February
d.July
Grade 8
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4 Page 24
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
EXTEND In what months of the year What effects do What must people do to How does ITCZ affect
do we experience heavy monsoons bring? prepare for the coming people?
rains? habagat? Give at least 5
precautions.
V. REMARKS
Grade 8
Quarter
4 Page 25
VI. REFLECTION
No. of Learners who
earned: ∙ 80% and
Above:
∙ Below 80%:

∙ have caught up with
the lesson
remediation
Why did these work?

encounter which my
help me solve?
What innovation or localized

materials did I use/ discover
which I wish to share with
other teachers?

Daily Lesson Log
Daily Lesson Log
Junior HS Science
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.
Learning Competency 9. Using models, relate:

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;
Code: S7ES-IVe-9 and S7ES-IVe-10
DAILY TASK Assess the prior Relate the position of the Describe the relationship Identify the different seasons Summative
knowledge of the Earth to the amount of between latitude and the of a specific locations on Assessment
students on the heat/ energy it receives; amount of heat/energy earth.
topic. and received by an area.
Trace the position of the Earth

around the sun every quarter.
II. CONTENT Pre-assessment Seasons in the Philippines

(3.1 relation of the Seasons to the positions of the sun in the sky)
Teacher’s Guide TG pp.93
Learner’s Materials LM pp. 262- 265
Additional Materials www.livescience.com/

25202- seasons.html
IV. LEARNING TASKS
ELICIT Ask students: What is the effect of the tilting Ask students about yesterday’s 1. Describe the different tilting
Why don’t we of the Earth to the amount of activity. Allow them to recall the of the Earth at different
have snow in heat received by different tilting of the Earth, the direction positions around the sun.
the hemispheres? of revolution and the position 2. Which hemisphere
Philippines? Elicit of the Earth at different months receives more heat when
different answers/ of the year. the N-pole is tilted towards
reasons from students the sun? tilted away?
ENGAGE What is good/ bad Ask students: Based on your Ask a few volunteers to give Using Fig. 2 and 3 on p.
about not having experience, how would you their answers to the 263, allow students to
snow in the compare the heat early in question:What do you think explain why some parts of
Philippines? the morning (just after will be the effect if the Earth is the earth receive direct rays
(Open discussion sunrise), at noon time and not tilting on its axis? while others receive oblique
with students) late in the rays of the sun.
afternoon (just before
sunset)? Elicit answers
from students.
EXPLORE Ask students Perform Activity 1: Continue Activity 1: Continue Activity1:

individually to Why do Seasons Change? Figure 2 and 3,LM p.263 Figure 4 and 5, LM p. 264
answer the LM pp 262 ( figure 1)
following questions
on a 1 whole sheet
of paper.
a. How many
degrees is the tilt
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
Grade 8
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4 Page 28
EXPLAIN Group sharing Discuss guide questions: Allow each group to present Discuss with students the
(refer to questions 1. In which month is the the answers to guide effect of the heat of direct
posted on the north pole tilted toward the questions 3-4. rays and oblique rays of the
explore stage) sun- in June or sun to
December? Guide Questions: certain areas.
2. In which month is the north #3. In June, which hemisphere
pole tilted away from the sun- receives direct rays from the Guide Questions:
in June or December? Sun- the Northern hemisphere 1. What do you think will
or Southern hemisphere? happen to the temperature of
the place receiving direct rays
#4. In December, which from the sun? What will be its
hemisphere receives direct effect to the season?
rays from the sun- the 2. Compare the atmospheric
northern condition of a certain place
hemisphere or southern receiving direct rays of the
hemisphere? sun to a certain place
receiving oblique rays from
the sun?
ELABORATE Teacher presents Teacher focuses on the figure Teacher focuses discussion to Points of emphasis
a general 1, page 128, showing the figure 2, showing the tilting of during discussion:
information on tilting of the Earth at different the Earth and the hemisphere ∙ Countries receiving
the topics to be positions around the Sun. receiving the direct rays of direct rays from the sun
undertaken. the sun. are
having warmer season
Discuss with students the during those months.
effect of the heat of direct ∙ Countries receiving
rays and oblique rays of the oblique rays are having
sun to certain areas colder
season.
∙ The more oblique rays
received by a place, the
colder is the atmospheric
temperature which
affects the season.
Grade 8
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4 Page 29
∙ 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.
EVALUATE Multiple Choice: Identification: With the world map on

1. In which month is the 1. In June, which hand, identify whether the
north pole tilted towards hemisphere receives following countries have 2
the Sun? a. June direct rays from the Sun? or 4 seasons: 1. Indonesia
b. December 2. In December, which 2. Thailand
c. March hemisphere receives 3. Peru
2. In which month is the direct rays from the sun? 4. Philippines
north pole tilted away from 3. In which month is the 5. North Korea
the sun? a. June north pole tilted towards
b. December the sun?
c. September 4. In which month is the
True or False south pole tilted towards
3. The Earth is always the sun?
tilting towards the sun. 5. How many degrees is
4. The Earth revolves on its the tilt of the Earth?
orbit in a counter clockwise
direction. 5. In March, the
North and South poles are
equally distant from the sun.
Grade 8
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4 Page 30
EXTEND Prepare to discuss your Identify at least 5 Do we experience 4 seasons
answer to the question: countries having snow. in the Philippines? Why?
What do you think will be the Locate their Why not? (Prepare for
effect if the Earth is not tilting position on the map. Bring summative test)
on its axis? a world map for the next
lesson.
V. REMARKS
VI. REFLECTION
No. of Learners who
earned: ∙ 80% and
Above:
∙ Below 80%:

lesson
remediation
Why did these work?

encounter which my
help me
solve?
Grade 8
Quarter
4 Page 31
What innovation or
teachers?

Daily Lesson Log

Daily Lesson Log
Junior HS Science
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.
Learning Competency 9. Using models, relate:

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;
Code: S7es-IV-e-10
DAILY TASK Interpret data about sunrise Infer the effect of length of Give the reasons why Enumerate the seasons Summative
and sunset to tell when daytime and nighttime on seasons change. in different locations in Assessment
daytime is long and when seasons. the hemispheres.
daytime is short.
II. CONTENT Seasons in the Philippines (3.2 Causes of seasons in the Philippines)
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
Additional Materials Internet

website:www.livescience.
co m/25202-
seasons.html
https://
www.youtube.com/wat ch?
v=10jzw1hjov4
IV. LEARNING TASKS
ELICIT What is the effect of the Refer to LM p.266, Table Based on the discussion Recall the past discussion
Earth tilt to the amount of 1: 1. What day has the yesterday, who can explain on the factors that affect
heat longest daytime? how the length of day time the changing of seasons.
received by different Shortest daytime? and night time affect the
hemispheres on Earth? 2. What time is the seasons in certain places?
earliest sunrise? latest
sunset?
ENGAGE Is the tilt affecting the length Try to elicit students’ ideas Simple Game: Let the students identify
of daytime and night time by asking them: What do (HOT SEAT: Quick the different seasons.
that we experience? you think is the effect of Questions) Ask at least 3
length of daytime and students to answer the
nighttime to the seasons? 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?
Grade 8
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4 Page 34
EXPLORE Peform Activity 2: “How does Students continue the Group Discussion: Teacher shows different
the length of daytime and activity by reading the LM Students must identify all the pictures showing different
night time affect the p.267 factors that affect the seasons (summer, autumn,
season?” LM pp. 266- 267. changing of seasons. 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.
EXPLAIN Guide Questions: Discuss the following Students will present The representative of
1. Compare the times of Guide Questions: their answers to the each group will present
sunrise from Jan. 2011- 1. When the north pole is class. their
December, 2011. What tilted towards the sun, what Factors affecting seasons answer to the class.
have you noticed? happens to the length of are: ∙ the Earth’s tilt;
2. Compare the times of daytime? Night time? ∙ Revolution; The teacher will sum
sunset during the same 2. What happens when ∙ length of day and up/consolidate the answers
period. What do you notice? daytime is longer than night; ∙ latitude of the
night time? place;
∙ angle of the rays of
the sun.
ELABORATE Teacher emphasizes that Discuss the following points Points to emphasize Points of emphasis *
the times of sunrise and of emphasis: during discussion: during discussion:
sunset vary. The length of When the north pole is ∙ Due to the tilt and ∙ Earth is divided into
daytime also varies. tilted away from the sun, revolution, different three different regions in
the north hemisphere regions on Earth receive terms of seasons:
experiences shorter different amounts of heat tropical,
daytime and longer night from the sun. temperate and polar.
time, while the south ∙ The length of daytime ∙ Tropical areas have
hemisphere experiences and night time that a two seasons, rainy and
the opposite. certain summer.
Grade 8
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4 Page 35
Shorter daytime results place receives depend ∙ Temperate areas
to colder atmospheric also on the tilt and have four seasons,
temperature and results to earth’s revolution. winter,
winter, while longer daytime *Varied amounts of heat spring, summer and
results to warmer received by different regions autumn.
atmospheric temperature on Earth result to different ∙ Polar areas have two
and results to summer. seasons. 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).
EVALUATE Based on the table 1 of Answer the following: Identify the following: 1-2. What are the two
the activity: 1. When the north axis is 1-2 Cite two factors reasons why we have
1. What day has the tilted towards the sun, what affecting seasons. different seasons on
longest length of is experienced by the (3-5 answer with a Yes or Earth? 3. How do we call
daytime? northern hemisphere- No.) 3. If the earth is not the region on Earth that
2. Which day has the longer or shorter daytime? tilting, would there be a experiences four
shortest daytime? 2. What is experienced by change in season? seasons?
3. Do the sunrises the southern hemisphere- 4. If the Earth is not tilting, 4. It refers to equal length
always happen at the longer or shorter daytime? would there be a change in of day and night
same exact time? 3. When daytime is the length of daytime and 5. It refers to the unequal
4. Do the sunsets occur longer, what would be night time? length of daytime and
exactly at the same the resulting season? 5. If the earth revolves in a night time.
time? 5. What could be 4. When daytime is perfect circular orbit, would
generally experienced if shorter, what would be there be a change in
the length of daytime is the resulting season? seasons?
short-Colder or warmer
night?
Grade 8
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4 Page 36
5. If the Philippines is
having cold season, what
is being experienced by
the southern hemisphere-
winter or
summer?
EXTEND If the North pole is tilted Bring a world map Differentiate: tropical, Prepare for summative test.
towards the sun, what is its temperate and polar regions
effect to the length of on Earth?
daytime in the Northern
hemisphere? Southern
Hemisphere?
V. REMARKS
VI. REFLECTIONS
No. of Learners who
earned: ∙ 80% and
Above:
∙ Below 80%:

lesson
remediation
Why did these work?
Grade 8
Quarter
4 Page 37
encounter which my
help me
solve?
What innovation or
teachers?

Daily Lesson Log

Daily Lesson Log
Junior HS Science
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
DAILY TASK Explain how shadows are Demonstrate understanding Illustrate how lunar and Discuss whether or not SUMMATI
formed in space. of the occurrence of solar eclipses occur. beliefs and practices about VE TEST
eclipse. Identify the types of eclipses have scientific
eclipse. basis.
II. CONTENT Solar Eclipse and Lunar Eclipse
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
IV. LEARNING TASKS
ELICIT In your experience, what 1. What is formed on Mystery box (video clip of 1. Where is the moon in
do you usually observe the surface of the El Gamma Penumbra) relation to the sun and
during brown outs? earth? earth during solar
2. What is formed on eclipse?
the white paper?
3. What happens to the 2. Where is the earth in
moon’s shadow as you relation to the sun and
move the moon around moon during a lunar
the earth? eclipse?
ENGAGE Video Presentation (How Video Presentation (Solar 1. What can you say about Video presentation
shadows are formed in and Lunar Eclipse) the video clip? (Eclipses: Facts, Myths,
space.) 2. What images did you see and
in the video clip? superstitions.
3. How did the
performers form the
images?
EXPLORE Activity 3: Are there How do eclipses Working in groups, Activity 4: Does a
Shadows in Space? (Refer happen? (Refer to L.M students will design an Bakunawa cause eclipse?
to L.M pp. 268 – 270) pp. 270 – 273) activity/follow guided (Refer to L.M pp. 270 –
activity simulating the 273
occurrence of lunar and
solar eclipses using the
following materials.
Refer to Activity 3: Are

there 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
EXPLAIN 1. Base from your 1. Based on the figures that Student will present 1. Which beliefs and
activity, what is formed are presented to you (refer their diagram. practices have scientific
on the other side of the to the figures in module), bases? Why do you say
moon? Where does the shadow of so?
2. What is formed on the the moon
surface of the earth?
Grade 8
Quarter
4 Page 40
3. What is formed on the fall? Where does the Key Questions. 2. Which beliefs and
white paper? shadow of the earth fall? 1. Based on the diagram, practices have no specific
4. What happens to the 2. When does the shadow how do solar and lunar bases?
Moon’s shadow as you of the moon fall on earth? eclipses occur? Support your answer.
move the moon around 3. When does earth cast 2. At what phase of the
the earth? a shadow on the moon will solar and lunar
moon? eclipse occur?
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?
ELABORATE The planets and their The shadow of the moon Key Questions: Superstitious beliefs about
satellites are opaque bodies cannot be noticed until it 1. Is it possible for solar the occurrence of an
in space. As they travel falls on the earth. When it eclipse to happen every eclipse: ∙ In many regions, it
around the sun, they does, people in the place new moon phase? was believed that eclipse
sometimes block the path of where the shadow falls 2. Is it possible for lunar occurs when evil
light coming from the sun experience an eclipse of eclipse to happen every mythological creature
and their shadows are the sun or a solar eclipse. full moon phase? attack the sun: a giant
formed. 3. Will all places on turtle (Vietnam), a
A solar eclipse occurs earth experience total jaguar (Latin
The shadow formation when the moon comes solar and lunar eclipses America), a
happens when the earth or directly between the sun at the same time? dragon (Asia), or a
the moon intercepts the and the earth. Why? Why not? werewolf (Romania).
path of light coming from ∙ In Tahiti, eclipses have
the sun as they revolve in In areas where the umbra of been interpreted as
their respective orbits. the moons falls. The eclipse the
is called a total solar lovemaking of the sun
The formation and eclipse. and the moon. So,
darkening is exactly the people in Tahiti find the
same as the formation of event to be something
shadows to look forward to,
commonly seen around you. since
eclipse seems to be the
Grade 8
Quarter
4 Page 41
When shadows are formed In places where the harbinger of a divine
on astronomical objects, a penumbra falls. The eclipse blessing.
darkening effect is observed. is called partial solar
eclipse. Practices and Rituals that
are followed during an
When the moon is at eclipse: ∙ During an eclipse,
apogee; consequently, a impure gases circulate
ring of light (called in the environment.
antumbra) surrounds the These
umbra, the eclipse is gases are also
called annular eclipse. absorbed by our food
and water,
A lunar eclipse occurs so people should avoid
when the moon is directly eating and drinking
on the opposite of the during the eclipse
earth as the sun. phase. Water can be
made pure by adding
In a lunar eclipse the basil leaves.
shadow of the earth also The cooked food should
darkens the moon. be eaten before the
eclipse begins.
Lunar eclipse happens Pregnant woman
during full moon. But just should strictly
like in solar eclipse, it does observe these tips.
not happen every full moon
because of the tilting of the Practices and rituals
moon’s orbit. that counteract the
negative
Total eclipse of the effects of eclipses:
moon happens when ∙ Chinese people shoot
the moon crosses the fireworks in the sky
umbra of the earth’s and
shadow. make a brighter
hullabaloo by shaking
bells or beating in
gongs, pots, and
drums to chase away
the dragon that
Grade 8
Quarter
4 Page 42
The moon frequently guzzled the piece of the
passes the earth’s sun.
penumbra, but the shadow
cast by the earth on the In science, explanations are
moon’s surface is hardly supported with evidence.
visible. 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.
EVALUATE Read the following Supply the missing word Draw and explain the With the practices and
questions carefully. Pick or group of words to position of the moon, sun, rituals that we have
out the letter of the correct complete the sentences. and earth during: discussed,
answer. 1. The darkest part of a 1. Solar eclipse select at least one and
1. Which of the following shadow cast by an 2. Lunar eclipse evaluate. Make a simple
statement is true on how opaque object is called explanation if it is possible
shadows are formed in _______? 2. Lunar to happen.(5 pts.)
space. a. When shadows eclipse can happen
are formed on astronomical during _____ phase?
objects, a darkening is 3. Solar eclipse can
observed. happen during _____
b. The shadows formation phase?
happens when the earth or 4. During annular eclipse,
the stars intercepts the path the ring of light that
of light coming from the sun surrounds the umbra is
as they revolved in their called ______?
respective orbits. 5. In areas where the
c. The planets and their umbra of the moon falls,
eclipse is called
satellites, as they travel _______?
around the sun, sometimes
Grade 8
Quarter
4 Page 43
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.
EXTEND How do eclipses happen? Why do we not experience Gather 5 beliefs in your Using the latest eclipse as
solar and lunar eclipse community about eclipses. basis, discuss how you
every month? Which beliefs have were able to observe the
scientific bases? Why do phenomenon. Were you
you think so? able to observe some
changes in the
environment?
V. REMARKS
VI. REFLECTIONS
No. of Learners who:
∙ 80% and Above:
∙ Below 80%
Grade 8
Quarter
4 Page 44
work? No. of learners
who: ∙ Have caught up
with the lesson
∙ Continue to require
remediation
Why did these work?

encounter which my
Principal/Supervisor can
help me solve?
What innovation or
teachers?

Daily Lesson Log

Daily Lesson Log
Junior HS Science
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
DAILY TASK Collect beliefs and practices about eclipses; Preparation for the Actual Presentation of Review for the Summative
and presentation the Role play on the summative Assessment
Evaluate beliefs and practices about eclipses beliefs and and final
with scientific basis. practices about exam
eclipses.
II. CONTENT Beliefs and Practices about Eclipses
Teacher’s Guide Part II p. 127
Learner’s Materials Part II pp. 139-140
IV. LEARNING TASKS
ELICIT What are the different atmospheric phenomena?
ENGAGE Watch a video clip:Filipino myths about

eclipse https://www.youtube.com/watch?
v=ryqTVrtGKIA
What are the beliefs and practices you

have seen in the video clip?
EXPLORE Do Activity 4: Students will be
Does a Bakunawa cause eclipses? given time to
Refer to Part II LM pp139-140. prepare for their
presentation.
EXPLAIN 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 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?
ELABORATE 1. Are all beliefs and practices about

eclipses have scientific basis? Why do you
say so? 2. What have you realized about
beliefs and practices on eclipses
EVALUATE Tell whether beliefs and practices about Criteria for scoring:
eclipses have scientific basis or no scientific Content - 60%
basis. Teamwork - 30%
Props - 10%
Write ( √ ) if it has scientific basis while Total - 100%
( x ) if it has no scientific basis.
1. Eclipse occur because the sun and
the moon were beaten by Bakunawa.
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.
Grade 8
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5. The Bakunawa gets irritated with the
noise and spews out the sun and the
moon back to the people.
EXTEND Prepare a presentation on how you are going

to educate people in the community about
beliefs and practices on eclipses.
V. REMARKS
VI. REFLECTION
No. of Learners who
earned: ∙ 80% and
Above:
∙ Below 80%:

lesson
remediation
Why did these work?
encounter which my
help me
solve?
Grade 8
Quarter
4 Page 48
What innovation or
teachers?
Grade 7, Quarter Prepared by: Checked by:

4 Daily Lesson
Teacher: School Head:
Log
Week No. 9 Signature: Signature:

Grade 7, Quarter 4

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Department of Education

Negros Island Region

Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Content Standard The learners demonstrate an understanding of:

Performance Standard The learners shall be able to:

Code: S7ES-IVa-1 S7ES-IV-a-2 S7ES-IVb-3

Grade 8 Quarter 4 Page 1

III. LEARNING RESOURCES

Learner’s Materials pp.81-84 pp. 84-85 pp. 86-88 pp. 89

IV. LEARNING TASKS

EXPLAIN Key Questions: Key Questions: Key Questions: Publication and

ELABORATE Key Questions: Key Questions: Key Questions: Key Questions:

What difficulties did I

Grade 7, Quarter 4 Prepared by: Checked by:

Date Submitted: Date:

Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Code: S7ES-IVb-3/ S7ES-IVb-4

Grade 8 Quarter 4 Page 7

II. CONTENT The Philippine Environment

III. LEARNING RESOURCES

Learner’s Materials pp. 90-92 pp. 92-101 pp.101-103 pp. 103-104

IV. LEARNING TASKS

What difficulties did I

Grade 7, Quarter 4 Prepared by: Checked by:

Date Submitted: Date:

Grade 8 Quarter 4 Page 10

Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Code: S7ES-IVd-5/ S7ES-IVd-6

II. LEARNING RESOURCES

Grade 8 Quarter 4 Page 11

EXPLORE Perform Activity 1 Do activity on TG p. 78 on Perform Activity 2: Discuss:

What difficulties did I

Grade 7, Quarter 4 Prepared by: Checked by:

Date Submitted: Date:

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

Teacher’s Guide TG p. 105-106 TG p. 107-108 TG p. 108 TG p.109

Learner’s Materials LM p. 128-129 LM p. 130-131 LM p. 132-133 LM p. 134-135

IV. LEARNING TASKS

Grade 8 Quarter 4 Page 15

EXPLORE Essential Question: Essential Question: Essential Question: Essential Question:

Did the remedial lessons

What difficulties did I

Grade 7, Quarter Prepared by: Checked by:

Date Submitted: Date:

Grade 8 Quarter 4 Page 20

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Content Standard The different phenomena that occur in the atmosphere.

II. CONTENT Monsoons Intertropical

III. LEARNING RESOURCES

Teacher’s Guide Part II pp. 109-111 Part II pp.112-113

Grade 8 Quarter 4 Page 21

7. From what direction does

Did the remedial lessons

What difficulties did I

What innovation or localized

Grade 7, Quarter 4 Prepared by: Checked by:

Date Submitted: Date:

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Learning Competency 9. Using models, relate:

Code: S7ES-IVe-9 and S7ES-IVe-10

Trace the position of the Earth